4th Sep '25

Schemes of Work

P2
- P2.1
  - Lesson 01 - What are the different forces and how are they classified? Lesson Plan Lesson Title
    - A force is a push or pull that acts on an object due to the interaction with another object.
    - All forces between objects are either:
      - contact forces - the objects are physically touching
      - non-contact forces - the objects are physically separated.
    - Examples of contact forces include friction, air resistance, tension and normal contact force.
    - Examples of non-contact forces are gravitational force, electrostatic force and magnetic force.
    - Students should be able to describe the interaction between pairs of objects which produce a force on each object. The forces should be able to be represented as vectors.
    - Force is a vector quantity.
    - Vector quantities have magnitude and an associated direction.
    - A vector quantity may be represented by an arrow. The length of the arrow represents the magnitude, and the direction of the arrow the direction of the vector quantity.
    - Scalar quantities have magnitude only.
  - Lesson 02 - How is a resultant force calculated? Lesson Plan Lesson Title
    - A number of forces acting on an object may be replaced by a single force that has the same effect as all the original forces acting together. This single force is called the resultant force.
    - Students should be able to calculate the resultant of two forces that act in a straight line.
    - Students should be able to describe examples of the forces acting on an isolated object or system.
    - Students should be able to use free body diagrams to describe qualitatively examples where several forces lead to a resultant force on an object, including balanced forces when the resultant force is zero.
    - A single force can be resolved into two components acting at right angles to each other. The two component forces together have the same effect as the single force.
  - Lesson 03 - What is the difference between mass and weight? Lesson Plan Lesson Title
    - Weight is measured using a calibrated spring-balance (a newtonmeter).
    - The weight of an object and the mass of an object are directly
      proportional.
    - The weight of an object depends on the gravitational field strength at the point where the object is.
    - Weight is the force acting on an object due to gravity. The force of gravity close to the Earth is due to the gravitational field around the Earth.
    - The weight of an object may be considered to act at a single point
      referred to as the object's centre of mass.
    - The weight of an object can be calculated using the equation:
      weight = mass x gravitational field strength
      W = m g
      weight, W, in newtons, N
      mass, m, in kilograms, kg
      gravitational field strength, g, in newtons per kilogram, N/kg
      (In any calculation the value of the gravitational field strength (g) will be given.)
  - Lesson 04 - How much work is done to lift a coffee jar? Lesson Plan Lesson Title
    - When a force causes an object to move through a distance work is done on the object.
    - A force does work on an object when the force causes a displacement of the object.
    - One joule of work is done when a force of one newton causes a displacement of one metre.
      1 joule = 1 newton-metre
    - Students should be able to convert between newton-metres and joules
    - (MS) The work done by a force on an object can be calculated using the equation:
      work done = force ? distance moved along the line of action of the force
      W = F s
      work done, W, in joules, J
      force, F, in newtons, N
      distance, s, in metres, m
    - Students should be able to describe the energy transfer involved when work is done.
    - Work done against the frictional forces acting on an object causes a rise in
      the temperature of the object.
  - Lesson 05 - What happens to an object when it is stretched? Lesson Plan Lesson Title
    - Students should be able to give examples of the forces involved in stretching, bending or compressing an object
    - A force that stretches (or compresses) a spring does work and elastic potential energy is stored in the spring.
    - Students should be able to explain why, to change the shape of an object (by stretching, bending or compressing), more than one force has to be applied ? this is limited to stationary objects only
    - Provided the spring is not inelastically deformed, the work done on the spring and the elastic potential energy stored are equal.
    - Students should be able to describe the difference between elastic deformation and inelastic deformation caused by stretching forces.
    - The extension of an elastic object, such as a spring, is directly proportional to the force applied, provided that the limit of proportionality is not exceeded.
    - (MS) force = spring constant ? extension
      F = k e
      force, F, in newtons, N
      spring constant, k, in newtons per metre, N/m extension, e, in metres, m
      This relationship also applies to the compression of an elastic object, where
      ?e? would be the compression of the object.
    - Students should be able to describe the difference between a linear and non-linear relationship between force and extension
  - Lesson 06 - Required Practical - Extension of a spring Lesson Plan Lesson Title
    - Students should be able to calculate a spring constant in linear cases
    - Required practical activity 6 (Part 1) -force and extension for a spring. (AT skills 1 and 2)
    - Students should be able to interpret data from an investigation of the relationship between force and extension
    - Students should be able to calculate work done in stretching (or compressing) a spring (up to the limit of proportionality) using the equation:
      elastic potential energy = 0.5 x spring constant s extension(squared)
      E = 0.5 k e(squared)
    - Students should be able to calculate relevant values of stored energy and energy transfers.
  - Lesson 07 - How do the forces that cause rotation result in a moment? (Separates only) Lesson Plan Lesson Title
    - A force or a system of forces may cause an object to rotate.
    - Students should be able to describe examples in which forces cause
      rotation.
    - The turning effect of a force is called the moment of the force.
    - (MS) The size of
      the moment is defined by the equation:
      moment of a force = force ? distance
      M = F d
      moment of a force, M, in newton-metres, Nm
      force, F, in newtons, N
      distance, d, is the perpendicular distance from the pivot to the line of action
      of the force, in metres, m.
    - If an object is balanced, the total clockwise moment about a pivot equals
      the total anticlockwise moment about that pivot.
    - Students should be able to calculate the size of a force, or its distance from
      a pivot, acting on an object that is balanced.
  - Lesson 08 - How do levers and gears transmit the rotational effects of forces? (Separates only) Lesson Plan Lesson Title
    - A simple lever and a simple gear system can both be used to transmit the
      rotational effects of force
    - Students should be able to explain how levers and gears transmit the
      rotational effects of forces.
- P2.2
  - Lesson 01 - How can speed be calculated? Lesson Plan Lesson Title
    - Distance is how far an object moves. Distance does not involve direction.
    - Speed does not involve direction. Speed is a scalar quantity.
    - Distance is a scalar quantity.
    - The speed of a moving object is rarely constant. When people walk,
      run or travel in a car their speed is constantly changing.
    - Displacement includes both the distance an object moves, measured in a straight line from the start point to the finish point and the direction of that straight line.
    - The speed at which a person can walk, run or cycle depends on many
      factors including: age, terrain, fitness and distance travelled.
      Typical values may be taken as:
      walking ? 1.5 m/s
      running ? 3 m/s
      cycling ? 6 m/s.
    - Displacement is a vector quantity.
    - Students should be able to recall typical values of speed for a person
      walking, running and cycling as well as the typical values of speed for
      different types of transportation systems.
    - Students should be able to express a displacement in terms of both the
      magnitude and direction.
    - It is not only moving objects that have varying speed. The speed of
      sound and the speed of the wind also vary.
    - A typical value for the speed of sound in air is 330 m/s
    - Students should be able to make measurements of distance and time
      and then calculate speeds of objects.
      - Suggested Activity:
        Demo:
        Use data logger with trolley to investigate variables that affect speed of trolley (remember to lift the trolley when returning to the start position)
        Equipment Required:
        Data loggers
        Laptop with software
        Light gates
        Ramps
        Diff. surfaces
        Trolleys
        Metre Rulers
    - (MS) For an object moving at constant speed the distance travelled in a
      specific time can be calculated using the equation:
      distance travelled = speed ? time
      s = v t
      distance, s, in metres, m
      speed, v, in metres per second, m/s
      time, t, in seconds, s
    - (MS) Students should be able to calculate average speed for non-uniform motion.
  - Lesson 02 - What is the difference between velocity and speed? Lesson Plan Lesson Title
    - The velocity of an object is its speed in a given direction.
    - If an object moves along a straight line, the distance travelled can be represented by a distance?time graph.
    - Velocity is a vector quantity.
    - The speed of an object can be calculated from the gradient of its distance?time graph.
    - Students should be able to explain the vector?scalar distinction as it applies to displacement, distance, velocity and speed.
    - (HT only) If an object is accelerating, its speed at any particular time can be determined by drawing a tangent and measuring the gradient of the distance?time graph at that time.
      - Suggested Activity:
        Demo:
        Use data logger and air track to investigate acceleration
        Equipment Required:
        air track
        air blower
        accessories box
        2 clamp stands
    - HT only) Students should be able to explain qualitatively, with examples, that motion in a circle involves constant speed but changing velocity.
  - Lesson 03 - How can graphs show a journey? Lesson Plan Lesson Title
    - Students should be able to draw distance?time graphs from measurements and extract and interpret lines and slopes of distance?time graphs, translating information between graphical and numerical form.
      - Suggested Activity:
        Model a journey - kids walk a distance-time graph
        Drawing graphs from bits of prose
        Equipment Required:
        Tape measures
        Graph paper
        Stop clocks
        Pencils
        Rulers
    - Students should be able to determine speed from a distance?time graph.
    - The average acceleration of an object can be calculated using the equation:
      acceleration = change in velocity
      time taken
      
      a = ? v t
      acceleration, a, in metres per second squared, m/s2 change in velocity, ?v, in metres per second, m/s time, t, in seconds, s
    - (Physics only) Students should be able to draw and interpret velocity?time graphs for objects that reach terminal velocity
  - Lesson 04 - How can we calculate acceleration? Lesson Plan Lesson Title
    - An object that slows down is decelerating
    - (Physics only) Students should be able to interpret the changing motion in terms of the forces acting.
    - Students should be able to estimate the magnitude of everyday accelerations.
    - The acceleration of an object can be calculated from the gradient of a velocity?time graph.
      - Suggested Activity:
        Link back to RP19 (f=ma) using light gates.
        Change mass of trolley on air track. record effect on acceleration. Calculate using the SUVAT equation
        Equipment Required:
        air track
        air blower
        flags
        2 clamp stands
        pulley system set up
    - The following equation applies to uniform acceleration:
      final velocity 2 ? initial velocity 2 = 2 ? acceleration ? distance
      v2 ? u2 = 2 a s
      final velocity, v, in metres per second, m/s initial velocity, u, in metres per second, m/s
      acceleration, a, in metres per second squared, m/s2 distance, s, in metres, m
    - Near the Earth?s surface any object falling freely under gravity has an acceleration of about 9.8 m/s2.
  - Lesson 05 - How can graphs show the relationship between velocity and time? Lesson Plan Lesson Title
    - Students should be able to draw velocity?time graphs from measurements and interpret lines and slopes to determine acceleration
      - Suggested Activity:
        Draw velocity time graphs
        Model a journey - get the kids to walk a graph.
        Equipment Required:
        Graph paper
        Pencils
        Rulers
    - (HT only) The distance travelled by an object (or displacement of an object) can be calculated from the area under a velocity?time graph
    - (HT only) interpret enclosed areas in velocity?time graphs to determine distance travelled (or displacement)
    - (HT only) measure, when appropriate, the area under a velocity?time graph by counting squares.
  - Lesson 06 - What is terminal velocity? Lesson Plan Lesson Title
    - An object falling through a fluid initially accelerates due to the force of gravity. Eventually the resultant force will be zero and the object will move at its terminal velocity.
      - Suggested Activity:
        Equitable learning
        Demo using arrows
        Brian Cox feather and bowling ball video
        Equipment Required:
        Giant sliding arrows on metre sticks
- P2.3
  - Lesson 01 - What are Newton's First and Third Laws? Lesson Plan Lesson Title
    - Newton's Third Law:
      Whenever two objects interact, the forces they exert on each other are equal and opposite.
    - Newton's First Law:
      If the resultant force acting on an object is zero and the object is stationary, the object remains stationary.
      If the object is moving, the object continues to move at the same speed and in the same direction. So the object continues to move at the same velocity.
      - Suggested Activity:
        students identify the resultant force of force diagrams and identify direction/stationary
    - Newton's First Law:
      If the resultant force acting on an object is zero and the object is moving, the object continues to move at the same speed and in the same direction. So the object continues to move at the same velocity.
    - Students should be able to apply Newton's Third Law to examples of equilibrium situations.
      - Suggested Activity:
        GF: Discuss the link between Newton's Third Law and the principals of chemical equilibrium
    - As an equation:
      resultant force = mass x acceleration
      F = m a
      force, F, in newtons, N mass, m, in kilograms, kg
      acceleration, a, in metres per second squared, m/s2
      - Suggested Activity:
        Demo: Use the data loggers with the wooden trolley and ramp to show how increasing the force on end of the string increases acceleration. Data could be collected on logger or using laptop with easy sense software.
        Equipment Required:
        DEMO
        Data loggers
        wooden ramp
        Trolley
        Masses
        string
        retort stand x2
        boss and clamp x2
    - When a vehicle travels at a steady speed the resistive forces balance the driving force.
      - Suggested Activity:
        Show video clip of a racing car and ask students to consider how the forces acting on the car change at different points:
        - along the straight
        - around a bend
        - when they reach - max speed
        <https://www.youtube.com/watch?v=MzQ8CzXRO8A>
    - The velocity (speed and/or direction) of an object will only change if a resultant force is acting on the object.
      - Suggested Activity:
        MWB quiz to predict if an object is changing speed, direction or no change from different situations
    - Students should be able to apply Newton's First Law to explain the motion of objects moving with a uniform velocity and objects where the speed and/or direction changes.
      - Suggested Activity:
        EW: How can Newtons first law be applied to the motion of an object moving with uniform velocity and objects where the speed and/or direction changes?
  - Lesson 02 - What is Newton's Second Law? Lesson Plan Lesson Title
    - Newton's Second Law:
      The acceleration of an object is proportional to the resultant force acting on the object, and inversely proportional to the mass of the object.
    - Students should be able to estimate the speed, accelerations and forces involved in large accelerations for everyday road transport.
      - Suggested Activity:
        mix and match activity with sizes
    - Momentum is defined by the equation:
      momentum = mass ? velocity
      p = m v
      momentum, p, in kilograms metre per second, kg m/s
      mass, m, in kilograms, kg
      velocity, v, in metres per second, m/s
      - Suggested Activity:
        Demo:
        Use the air track to show the effects of momentum when:
        - moving object hitting a stationary one
        - moving with same speed towards each other
        - both moving at the same direction with same speed
        - both moving in the same one going faster than the other.
        
        GF: Discuss the changes in momentum that occur when particles collide during a chemical reaction. You should refer to activation energy in your answer.
        Equipment Required:
        air track
        data loggers
        light gates and kit
        2 x clamp stands
    - Students should be able to complete calculations involving an event, such as the collision of two objects.
    - When a force acts on an object that is moving, or able to move, a change in momentum occurs.
      
      The equations F = m × a and a = ( v − u ) / t
      combine to give the equation F = m Δ v / Δ t
      where mΔv = change in momentum
      
      ie force equals the rate of change of momentum.
    - (HT only) Students should be able to explain that inertial mass is defined as the ratio of force over acceleration.
    - In a closed system, the total momentum before an event is equal to the total momentum after the event. This is called conservation of momentum.
      - Suggested Activity:
        EW: Ice skater or skate boarder exam question to explain concept of conservation of momentum
        Q1 - level 2
        Q2 - level 3
        http://EIGUIYC.exampro.net
    - Students should be able to explain safety features such as: air bags, seat belts, gymnasium crash mats, cycle helmets and cushioned surfaces for playgrounds with reference to the concept of rate of change of momentum.
    - Students should be able to apply equations relating force, mass, velocity and acceleration to explain how the changes involved are inter-related. (MS)
    - Students should recognise and be able to use the symbol that indicates an approximate value or approximate answer ~
    - Students should be able to use the concept of momentum as a model to describe and explain examples of momentum in an event, such as a collision
    - (HT only) Students should be able to explain that inertial mass is a measure of how difficult it is to change the
      velocity of an object
    - (HT only) The tendency of objects to continue in their state of rest or of uniform motion is called inertia.
  - Lesson 03 - Required Practical - Acceleration Lesson Plan Lesson Title
    - Required practical 7 - force on the acceleration (AT skills 1, 2, 3)
      - Suggested Activity:
        Required practical booklet, page 121:
        http://filestore.aqa.org.uk/resources/science/AQA-8464-8465-PRACTICALS-HB.PDF
        Equipment Required:
        Linear air track and gliders
        datalogger
        light gates
        cotton & pulley on air track
        10g masses on hanger
    - Required practical 7 - force on the acceleration (AT skills 1, 2, 3)
  - Lesson 04 - What affect stopping distance? Lesson Plan Lesson Title
    - Poor condition of the vehicle is limited to the vehicle's brakes or tyres.
    - The stopping distance of a vehicle is the sum of the distance the vehicle travels during the driver's reaction time (thinking distance) and the distance it travels under the braking force (braking distance).
      - Suggested Activity:
        Model the changing stopping distance with increasing velocity. Mark lines on the floor outside the science block. Get one student to walk, jog and run. marking the distance when shouted to stop (at random) to when they actually stop
    - The braking distance of a vehicle can be affected by adverse road and weather conditions and poor condition of the vehicle.
    - For a given braking force the greater the speed of the vehicle, the greater the stopping distance.
    - Adverse road conditions include wet or icy conditions.
      - Suggested Activity:
        Investigate the effect of different surfaces to represent different road conditions. Compare amount of friction to stopping distance.
        Equipment Required:
        Data loggers
        wooden ramp
        string
        2 clamp stands boss clamps
        different surfaces
        water spray (to create wet roads)
    - Reaction times vary from person to person.
    - Typical values range from 0.2 s to 0.9 s.
    - A driver's reaction time can be affected by tiredness, drugs and
      alcohol.
      - Suggested Activity:
        GF: Explain how caffeine effects the body's reaction times. You should include reference to the central nervous system in your answer.
    - (Physics only) Students should be able to estimate how the distance for a vehicle to make an emergency stop varies over a range of speeds typical for that vehicle. (MS)
    - Distractions may also affect a driver?s ability to react.
    - Students should be able to explain the factors which affect the distance required for road transport vehicles to come to rest in emergencies, and the implications for safety
    - Students should be able to estimate how the distance required for road vehicles to stop in an emergency varies over a range of typical speeds.
      - Suggested Activity:
        Use the image from DVLA to discuss the stopping distances at different speeds.
        https://www.rac.co.uk/drive/advice/learning-to-drive/stopping-distances/
        
        GF: Explain why fuel for areoplanes and large lorries is made up of longer chained hydrocarbons to allow them to reach their top speeds. Compare the fuel needed for a car, lorry and plane.
    - (Physics only) Students will be required to interpret graphs relating speed to stopping distance for a range of vehicles. (MS)
      - Suggested Activity:
        Use graphs to show the different stages of stopping distance
    - Students should be able to explain methods used to measure human reaction times and recall typical results
      - Suggested Activity:
        Students compare their reaction times using the data loggers and timers. IV different hands, with/out caffeine.
        Equipment Required:
        data loggers and reaction timers. large piece of car with a hole to show the light on the reaction button.
        decaff coke and normal coke (if wanted)
    - Students should be able to evaluate the effect of various factors on thinking distance based on
      given data.
    - When a force is applied to the brakes of a vehicle, work done by the friction force between the brakes and the wheel reduces the kinetic energy of the vehicle and the temperature of the brakes increases.
      - Suggested Activity:
        Model the energy transfer that occurs during braking using large beakers of coloured water.
        Students draw the energy transformation diagram.
    - Students should be able to interpret and evaluate measurements from simple methods to
      measure the different reaction times of students
      - Suggested Activity:
        EW: Plan a practical to compare the reaction time of students when they drink caffeine and when they don't drink caffeine.
    - The greater the speed of a vehicle the greater the braking force needed to stop the vehicle in a certain distance.
    - The greater the braking force the greater the deceleration of the vehicle. Large decelerations may lead to brakes overheating and/or loss of control.
      - Suggested Activity:
        EW: Explain how increasing the braking force affect deceleration and brake heat. You should refer to the energy stores in your answer.
    - Students should be able to explain the dangers caused by large decelerations
    - Students should be able to (HT only) estimate the forces involved in the deceleration of road vehicles in typical situations on a public road.
      - Suggested Activity:
        Recall the equation, practice rearranging before applying to new questions.
- 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.
- P2.5
  - Lesson 01 - How could a magnetic field be visualised? Lesson Plan Lesson Title
    - Poles of a magnet
      - Suggested Activity:
        Describe two experiments that can be used to identify the magnetic field pattern of a permanent magnet.
        Describe what would happen if two North seeking Magnetic Poles were placed near each other, two South seeking Poles or one of each.
        Which part of a permanent magnet is the strongest?
        Investigate and draw the shape of the magnetic field pattern around a permanent magnet.
        Investigate the effect that two magnets have on each other in different orientations.
        Equipment Required:
        Bar magnets
        Iron filings
        A3 paper
        Plotting compass
    - The region around a magnet where a force acts on another magnet or on a magnetic material (iron, steel, cobalt and nickel) is called the magnetic field.
    - The force between a magnet and a magnetic material is always one of attraction.
    - When two magnets are brought close together they exert a force on each other.
    - The strength of the magnetic field depends on the distance from the magnet. The field is strongest at the poles of the magnet.
    - Two like poles repel each other.
    - The direction of the magnetic field at any point is given by the direction of the force that would act on another north pole placed at that point.
    - Two unlike poles attract each other.
    - The direction of a magnetic field line is from the north
      (seeking) pole of a magnet to the south(seeking) pole of the magnet.
    - Attraction and repulsion between two magnetic poles are examples of non-contact force.
    - A magnetic compass contains a small bar magnet. The Earth has a magnetic field. The compass needle points in the direction of the Earth's magnetic field.
    - A permanent magnet produces its own magnetic field.
    - Students should be able to describe how to plot the magnetic field pattern of a magnet using a compass.
    - An induced magnet is a material that becomes a magnet when it is placed in a magnetic field.
    - Students should be able to draw the magnetic field pattern of a bar magnet showing how strength and direction change from one point to another.
    - Induced magnetism always causes a force of
      attraction.
    - Students should be able to explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic.
    - When removed from the magnetic field an induced magnet loses most/all of its magnetism quickly.
    - Students should be able to describe the attraction and repulsion between unlike and like poles for permanent magnets
    - Students should be able to describe the difference between permanent and induced magnets.
  - Lesson 02 - How are electromagnets made? Lesson Plan Lesson Title
    - When a current flows through a conducting wire a magnetic field is produced around the wire.
      - Suggested Activity:
        Describe how the magnetic effect of a current can be demonstrated.
        Use the ‘right hand thumb rule’ to draw the magnetic field pattern of a wire carrying an electric current.
        Demonstrate what happens when a foil strip with a current flowing through it is placed in a strong magnetic field. What happens if the direction of the current is reversed?
        Try to demonstrate the shape of the magnetic field by placing a wire through a piece of card with iron filings sprinkled near it. Apply a current through the wire.
        Equipment Required:
        Demo: Conducting Wire
        card
        Iron fillings
        Foil Strip
        Powerpack
        U shaped magnet
        leads
    - The strength of the magnetic field depends on the current through the wire and the distance from the wire.
    - Shaping a wire to form a solenoid increases the strength of the magnetic field created by a current through the wire.
    - The magnetic field inside a solenoid is strong and uniform.
    - The magnetic field around a solenoid has a similar shape to that of a bar magnet.
    - Adding an iron core increases the strength of the
      magnetic field of a solenoid.
    - An electromagnet is a solenoid with an iron core.
    - Students should be able to describe how the magnetic effect of a current can be demonstrated
    - Students should be able to draw the magnetic field pattern for a straight wire carrying a current and for a solenoid (showing the direction of the field)
    - Students should be able to explain how a solenoid arrangement can increase the magnetic effect of the current.
    - (Physics only) Students should be able to interpret diagrams of electromagnetic devices in order to explain how they work.
      - Suggested Activity:
        Give students diagrams of different devices which involve an electromagnet, such as a door bell. Students to explain how the device works.
  - Lesson 03 - What is meant by the motor effect? Lesson Plan Lesson Title
    - When a conductor carrying a current is placed in a magnetic field the magnet producing the field and the conductor exert a force on each other. This is called the motor effect.
      - Suggested Activity:
        Explain what is meant by the motor effect.
        Explain why a motor spins with respect to the magnetic field.
        Make an electric motor and investigate how the speed and direction of rotation can be changed.
        Equipment Required:
        Motor kit
        powerpacks
        leads
    - Students should be able to show that Fleming's left-hand rule represents the relative orientation of the force, the current in the conductor and the magnetic field.
    - Students should be able to recall the factors that affect the size of the force on the conductor.
    - For a conductor at right angles to a magnetic field and carrying a current:
      force = magnetic flux density ? current ? length
      F = B I l
      force, F, in newtons, N
      magnetic flux density, B, in tesla, T
      current, I, in amperes, A (amp is acceptable for ampere) length, l, in metres, m
  - Lesson 04 - How does an electric motor work? Lesson Plan Lesson Title
    - A coil of wire carrying a current in a magnetic field tends to rotate. This is the basis of an electric motor.
      - Suggested Activity:
        Explain why changing the direction of the electric current in an electric motor changes the direction of rotation.
        Explain why changing the polarity of the permanent magnets in the electric motor will change the direction of rotation.
        Recall and use Fleming’s left-hand rule.
        Equipment Required:
        Electric motor kit
        Powerpack
        leads
    - Students should be able to explain how the force on a conductor in a magnetic field causes the rotation of the coil in an electric motor.
  - Lesson 05 - How do loudspeakers and microphones work? Lesson Plan Lesson Title
    - (Physics only) Loudspeakers and headphones use the motor effect to convert variations in current in electrical circuits to the pressure variations in sound waves.
      - Suggested Activity:
        Explain how a moving-coil loudspeaker and headphones work.
        Make a working loudspeaker.
        If an unwanted loudspeaker is available take it apart to show the construction of the speaker and where the magnets and electromagnets are located.
        Equipment Required:
        Make a loudspeaker.
        
        A taken apart loudspeaker to show the construction of the speaker and where the magnets and electromagnets are located.
    - (Physics only) Students should be able to explain how a moving-coil loudspeaker and headphones work.
    - (Physics only) If an electrical conductor moves relative to a magnetic field or if there is a change in the magnetic field around a conductor, a potential difference is induced across the ends of the conductor.
    - (Physics only) If the conductor is part of a complete circuit, a current is induced in the conductor. This is called the generator effect.
    - (Physics only) An induced current generates a magnetic field that opposes the original change, either the movement of the conductor or the change in magnetic field.
    - (Physics only) Students should be able to recall the factors that affect the size of the induced potential difference/induced current.
    - (Physics only) Students should be able to apply the principles of the generator effect in a given context.
    - (Physics only) The generator effect is used in an alternator to generate ac and in a dynamo to generate dc.
    - (Physics only) Students should be able to explain how the generator effect is used in an alternator to generate ac and in a dynamo to generate dc
    - (Physics only) should be able to draw/interpret graphs of potential difference generated in the coil against time.
    - (Physics only) Microphones use the generator effect to convert the pressure variations in sound waves into variations in current in electrical circuits.
    - (Physics only) Students should be able to explain how a moving-coil microphone works.
  - Lesson 06 - How do step-up and step-down transformers work? Lesson Plan Lesson Title
    - (Physics only) Students should be able to apply the equation linking the pds and number of turns in the two coils of a transformer to the currents and the power transfer involved, and relate these to the advantages of power transmission at high potential differences.
      - Suggested Activity:
        Explain how a step-up transformer will increase the potential difference in the secondary coil compared to the primary coil but it will also decrease the current. This happens as the electrical power on both primary and secondary coils remains the same.
        GF: Research why American electricity companies switched from using d.c. to a.c. What are the advantages of sending electricity at high potential differences?
    - (Physics only) Iron is used [for a core] as it is easily magnetised. Knowledge of laminations and eddy currents in the core is not required.
    - (Physics only) The ratio of the potential differences across the primary and secondary coils of a transformer Vp and Vs depends on the ratio of the number of turns on each coil, np and ns .
      EQUATION
    - (Physics only) In a step-up transformer Vs > Vp
    - (Physics only) In a step-down transformer Vs < Vp
    - (Physics only) If transformers were 100 % efficient, the electrical power output would equal the electrical power input.
    - (Physics only) Vs ? Is = Vp ? Ip
      Where
      Vs ? Is is the power output (secondary coil) and
      Vp ? Ip is the power input (primary coil).
      power input and output, in watts, W
    - (Physics only) A basic transformer consists of a primary coil and a secondary coil wound on an iron core.
      - Suggested Activity:
        Demo:
        Making a transformer
        Institute of Physics: Episode 416 – Generators and transformers
        Equipment Required:
        EW: What are transformers?
        Where are transformers used?
        Draw a labelled diagram of a transformer. Students should be able to label the primary coil, secondary coil and the iron core.
        Describe why an iron core is used in a transformer.
        Why are the wires insulated?
    - (Physics only) Students should be able to explain how the effect of an alternating current in one coil in inducing a current in another is used in transformers
    - (Physics only) Students should be able to explain how the ratio of the potential differences across the two coils depends on the ratio of the number of turns on each
  - Lesson 07 - How can a specific output power be generated in a transformer? Lesson Plan Lesson Title
    - (Physics only) Students should be able to calculate the current drawn from the input supply to provide a particular power output
      - Suggested Activity:
        Stretch: Substitution questions relating to the power equations
        Challenge: Questions relating to rearranging the power equation.
        super challenge: Two step questions relating to other equations students need to have memorised.
- P2.6
  - Lesson 01 - What makes up the Solar System? Lesson Plan Lesson Title
    - (Physics only) Within our solar system there is one star, the Sun, plus the eight planets and the dwarf planets that orbit around the Sun.
    - (Physics only) Natural satellites, the moons that orbit planets, are also part of the solar system.
    - (Physics only) Our solar system is a small part of the Milky Way galaxy.
    - LEARN DIAGRAM
      - Suggested Activity:
        Research activity - factfile on planets and stellar bodies.
        
        Stretch - Define the different terms.
        Challenge - Describe the forces involved within the solar system and galaxy.
        GF: Explain why Venus has a higher temperature than Mercury.
  - Lesson 02 - What is the life cycle of a star? Lesson Plan Lesson Title
    - (Physics only) Students should be able to explain how fusion processes lead to the formation of new elements.
    - (Physics only) A star goes through a life cycle. The life cycle is determined by the size of the star.
    - (Physics only) The Sun was formed from a cloud of dust and gas (nebula) pulled together by gravitational attraction.
      - Suggested Activity:
        https://www.youtube.com/watch?v=9EnBBIx6XkM
    - (Physics only) Students should be able to explain how, at the start of a star's life cycle, the dust and gas drawn together by gravity causes fusion reactions
      - Suggested Activity:
        https://www.youtube.com/watch?v=Uhy1fucSRQI
    - (Physics only) Students should be able to explain that fusion reactions lead to an equilibrium between the gravitational collapse of a star and the expansion of a star due to fusion energy.
      - Suggested Activity:
        EW Explain the forces involved in the formation of stars and the equilibrium reached in their main stage.
    - (Physics only) Fusion processes in stars produce all of the naturally occurring elements.
      - Suggested Activity:
        https://www.youtube.com/watch?v=tXV9mtY1AoI
        https://www.youtube.com/watch?v=uN2AYauvOeY
    - (Physics only) Elements heavier than iron are produced in a supernova.
    - (Physics only) The explosion of a massive star (supernova) distributes the elements throughout the universe.
  - Lesson 03 - What are satellites? Lesson Plan Lesson Title
    - Orbital motion, natural and artificial satellites
    - (Physics only) Gravity provides the force that allows planets and satellites (both natural and artificial) to maintain their circular orbits.
    - Students should be able to describe the similarities and distinctions between the planets, their moons, and artificial satellites.
    - (Physics only) (HT only) Students should be able to explain qualitatively how for circular orbits, the force of gravity can lead to changing velocity but unchanged speed
    - (Physics only) (HT only) Students should be able to explain qualitatively how for a stable orbit, the radius must change if the speed changes.
  - Lesson 04 - What evidence is there to support the Big Bang Theory? Lesson Plan Lesson Title
    - (Physics only) Students should be able to explain qualitatively the red-shift of light from galaxies that are receding
    - (Physics only) There is an observed increase in the wavelength of light from most distant galaxies. This effect is called red-shift.
    - (Physics only) The further away the galaxies, the faster they are moving and the bigger the observed increase in wavelength.
    - (Physics only) The observed red-shift provides evidence that space itself (the universe) is expanding and supports the Big Bang theory.
    - (Physics only) The Big Bang theory suggests that the universe began from a very small region that was extremely hot and dense.
    - (Physics only) Since 1998 onwards, observations of supernovae suggest that distant galaxies are receding ever faster.
    - (Physics only) Students should be able to explain that the change of each galaxy's speed with distance is evidence of an expanding universe
    - (Physics only) Students should be able to explain how red-shift provides evidence for the Big Bang model
  - Lesson 05 - What is dark matter and dark energy? Lesson Plan Lesson Title
    - (Physics only) Students should be able to explain how scientists are able to use observations to arrive at theories such as the Big Bang theory
    - (Physics only) Students should be able to explain that there is still much about the universe that is not understood, for example dark mass and dark energy.