Schemes of Work

Starter:
Recall the different types/forms of energy from KS3

Introduce the idea of systems and stores.
Ask students to group/classify them as systems and stores.

Recall the law of conservation of energy.

GF: Discuss the reasons why in a chemical reaction the energy and atoms are conserved.

Class Practical - Energy Circus

Equipment Required:

DEMO:
Hairdryer
1kg mass
Lamp
Model fruit (or real!)
Candle and matches
Kettle
Speaker
Iron

OR

Energy circus

DEMO:
Energy Transfer Candle Model (http://www.neilatkin.com/2016/06/09/teaching-energy-new-approach/)

GF: Evaluate the model used to represent energy stores and pathways. Include the difference between energy transformation and transfers in your response.

Equipment Required:

DEMO:
1 litre beaker of coloured water (red)
Two different width tubing measuring approx. 1 metre
1 large Gratnell tray
(see image here for model - http://neilatkin.com/wp-content/uploads/2016/06/thermal-transfer-168x300.jpg)

Create a Physics equation flashcard

PiXL Physics equation practice: KE

Circus of mini practicals (2 or 3 sets for a big class of each)
PiXL Physics equation practice: GPE

Equipment Required:

2 or 3 sets of each of the following (depending on size of class):
1. Brick on a table (GPE)
2. Car on a ramp, stop clock, balance, meter ruler. (kinetic energy)
3. Picking up a wooden block string around the table from the table, meter ruler, balance, Newton meter. (work done)
4. Pulling a box across a table (balance, meter ruler, Newton meter)
5. (HT only) GF task or could be used later after teaching work done and charge.
Series circuit with powerpack ammeter and voltmeter. Calculate charge first then energy as work done using energy = charge x potential difference

Create a Physics equation flashcard

Recall the definition for 'conservation of energy'.

GCSEpod: Energy Efficiency

Practice calculations for efficiency:
http://moodle.bishopston.swansea.sch.uk/pluginfile.php/9398/mod_resource/content/0/Core_Physics/Electrical_Energy/Efficiency_Worksheet.doc

Marketplace activity: How to reduce unwanted energy transfers

Present the efficiency equation and ask students "Thinking quantitatively, how could efficiency be increased?"

Create Physics equation flashcard
PiXL Physics equation practice
Practise calculations for specific heat capacity

Determine the SHC o

Equipment Required:

Power packs
beakers
immersion heaters
thermometers
Ammeters
plug/plug/leads
Stopclocks
250ml cylinders

GF: Suggest why scientists have not been able to mass produce energy from nuclear fission yet

Equipment Required:

Hydrogen powered car

Draw circuit diagrams for different scenarios for parallel and series
circuits.
practical:
Measure current and voltage in given circuits.
GF:Why should a home have a parallel circuit installed for lighting and not series?

Equipment Required:

Electricity trolley:
Ammeter
Voltmeter
bulbs 2.5
leads
Batteries

Practice questions involving rearranging for a
Extension:Draw Parallel circuits.

Practice questions involving rearranging for a stretch.

Practical: Create series and parallel circuits and test how voltage and current changes at different points of the circuit.

Equipment Required:

Electricity trolley:
Ammeter
Voltmeter
Power packs
leads
12v bulbs
Resistors 100 Ohms

Diffrentiated questions using the equation
V= I R

Equipment Required:

x

Draw a current (amps) against potential difference (volts) graph.

Required practical 3: factors affecting resistance
EW: What is the best type of wire for a light bulb?

Equipment Required:

Power packs
ammeters
voltmeters
croc/clips
resistance wire on banjo boards
plug/plug leads
10 Ohm resistors

Drawing graphs that identify linear and non linear relationships.

SEE AQA Required practical method and use booklets.
GF:What would be the best type of resistor for an incubator?

Equipment Required:

ammeters or multimeter
voltmeters
12 V lamps or desk lamps?
variable resistor
diodes
resistor 10 Ω
Connecting leads
LDRs
power packs

Draw and compare circuits that measure resistance. Highlighting the importance of placing the voltmeter in parallel and ammeter in series.
EW: Justify what type of resistor should be used in a street lamp.

Draw and compare circuits that measure resistance. Highlighting the importance of placing the voltmeter in parallel and ammeter in series.
EW: Justify what type of resistor should be used in
Circuit of lamp, diode, thermistor or LDR

Equipment Required:

Switches
Power supplies
Resistors
Ammeters
Wires
Voltmeters
LDRs
Thermistors
Diodes
Lamps

Draw graphs of current against voltage for LDR, Diode, thermistor and filament lamp.

Equipment Required:

graph paper

Investigate the effect of temperature and light intensity on thermisters and LDRs

Equipment Required:

battery circuit kits
thermisters
kettles (filled and heated)
thermometers
ice
LDRs
lamps
data loggers (LUX meters)
Ammeters
Voltmeters
Large beakers (500mL)

LDR light intensity practical

Equipment Required:

multimeters
lamps 12v
LDRs
power packs
leads
voltmeters
ammeters
diodes
10 Ohm resistors
variable resistors

What is static electricity?
https://www.youtube.com/watch?v=fT_LmwnmVNM

Phet - Creating static
https://phet.colorado.edu/sims/html/john-travoltage/latest/john-travoltage_en.html

Extended writing:
Describe and explain how rubbing materials against each other can get them to become charged, in terms of particle movement.

Investigate the effect charged objects have on other objects placed near it – both charged and uncharged?

Phet - Interacting charges
https://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-and-static-electricity_en.html

Diagrams of electric fields
http://www.cyberphysics.co.uk/topics/electricity/higher_electricity/electric_field.htm

Dangers of static
https://www.youtube.com/watch?v=FzsTamPPnHc

use students to demonstrate the difference between series and parallel circuits (ensure students hold hands/wrists with skin contact to make it work. first show a circle for series and then add in students to create a parallel - listen to the change in the sound then add a second ball in.

Equipment Required:

conductivity balls

Demonstrate static electricity using the Van de Graaf generator.

Equipment Required:

Van de Graaf generator.

Investigate PD, current and resistance through series and parallel circuits.
1. Make a simple circuit containing a switch, power supply and a lamp
2. Add more lamps – both in series and then in parallel
3. Note the effect on the brightness of the lamps.

Current through, and potential difference across, each lamp can be measured to get numerical values and see the effect of adding more lamps.

Equipment Required:

Power packs
Voltmeters
Ammeters
Leads
12 volt lamps
Switch
Variable resistors

Investigate how the current in each loop of a parallel circuit compares to the current in the main branch of the circuit

Why are decorative lights for Christmas trees connected in parallel and not series?

Demo the equations for calculating power.

Students to apply.

Investigate a number of electrical appliances, either around the lab or well-known devices, eg a TV, to look at the energy transfers that occur.

Equipment Required:

Circus of electrical appliances
Energy meters

Demo the equation for calculating work done in a circuit

Students to apply.

Investigate how the amount of energy transferred to an electrical appliance depends on the amount of time that it is on for by connecting the appliance to a joulemeter.

Demonstrate alternating current and direct current with pupil electrons
or a long loop of string

Equipment Required:

Several meters of string joined in a loop.

Research the use of direct and alternating potential difference. Find out why the USA used direct potential difference, then changed to an alternating potential difference..

Demo to take apart a plug and sketch how it is wired. Then research the role of each part of the plug
- Plastic casing
- Insulated cable
- Fuse
- Live wire
- Neutral wire
- Earth wire

Equipment Required:

DEMO using visualiser
Plug
Screwdriver
Wire stripper

What safety measures are used with mains electricity?

Model the National Grid to show how electricity is sent from power stations to consumers.

Equipment Required:

National grid demo

Demo: How transformers affect potential difference
http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/electric_circuits/mainsproducedrev5.shtml

Extended writing
In the UK, electricity is delivered to consumers by the National Grid.
Explain the main features of the National Grid.

internal energy circus of practicals (or done as a demo)

Equipment Required:

1. ball hoop
2. Ice in pack, strip of metal (lead) hammer
3. Bike pump
4. Kettle beaker thermometer ice spoon
5. Rubber strip
6. Metal pole (from conduction practical)

density bottle containing salt water, isopropyl and beads of different density. set up as:
bottom layer - salt water
beads in centre
isopropyl on top.

explain reasoning / ask students to explain.

shake bottle and then ask students to suggest what has happened and why.

Equipment Required:

500ml plastic bottle containing salt water, isopropyl and beads of different density. set up as:
bottom layer - salt water
beads in centre
isopropyl on top

investigate the cooling curve of stearic acid. Record temperature and plot on graph.

Equipment Required:

stearic acid in test tubes
thermometers
Kettles
stop watches
Beakers

Using a water bath (set up using a beaker of water over a Bunsen burner), students are to slowly melt the Salol or stearic acid in the boiling tube and record the temperature at small time intervals.
Students record their results in a table and draw a graph of temperature against time to show the Salol temperature remains constant during the melting change of state.

Equipment Required:

Per pair:
Boiling tube with solid Salol / stearic acid with a thermometer stuck in it (melted previously and allowed to harden with thermometer in it).
Stopclocks.
250ml glass beakers

Use a conical flask with cling film covering the opening (flat) and place it in hot water. The cling film will dome showing gas volume has increased as particles spread out. If kept at a constant volume, this would result in increased pressure.

Use ice water to show the opposite effect of temperature. The cling film should curve downwards.

Equipment Required:

Conical flask, cling film, kettles, ice water.

class practical - experience pressure in fluids

Equipment Required:

syringes with liquids and gases in (singular ones or duel syringes)

Show the piddle tube and students explain why this happens

Equipment Required:

piddle tube

demo - Cartesian diver

Equipment Required:

Cartesian diver model already made up ready to show

Demo - collapsing can to show changes in air pressure

Equipment Required:

2/3 drinks cans
clamp
large glass bowl of water

Class practical - investigate what happens to a gas with temperature change (cover conical flask and submerge in hot water observe what happens to gas pressure)

Equipment Required:

kettles
conical flasks
cling film
large beakers

demo - bike pump to show effects of work done

Equipment Required:

bike pump

Produce a timeline to show how our ideas about atoms have changed since ancient Greek times.

Find out about the origins of the words protons, neutrons and electrons.

Model the alpha scattering experiment using marbles and an upturned tray lifted just off the table with a hidden small mass in the centre.
Roll the marbles (alpha particles) under the tray and note down how many go straight through, how many deflected slightly and how many deflected straight back.
Use these observations to come up with a model of what is under the box (model of the atom). Mimicking Rutherford.

---OR---

by flicking a 1p coin through stack of 2p coins. The 1p coin represents the alpha particle and the stack of 2p coins the gold foil. How must the stacks be arranged in order that 90% of the coins go straight through without scattering? What conclusion can be drawn about the arrangement of atomic nuclei in a material and the amount of free space between nuclei?

Equipment Required:

Rutherford alpha particle scattering demo (upturned tray with hidden small box and marbles).

---OR---

1p pieces and 2p pieces.

Model an atom using plasticine. On the model show where most of the mass in concentrated and that most of the atom is empty space.

Describe the composition of an atom and draw a fully labelled diagram of an atom showing protons and neutrons in the nucleus with electrons outside the nucleus.

Equipment Required:

plasticine

Use equipment to see how different coloured filters absorb different wavelengths of light

Research how absorption and emission spectra are formed.

Equipment Required:

ray boxes
data loggers with temperature probes
power packs
cables
coloured filters to slot into ray box

Calculate the mass number for a particular element given the number of protons and neutrons in the atom. Rearrange the equation to find number of protons or number of neutrons and the mass number.

Produce a table showing the mass number, atomic number and number of neutrons for an element given in the form (_11^23) Na .

Use simple modelling techniques to show that the number of protons in an isotope of an element remains constant but the number of neutrons changes.

Equipment Required:

Plasticine
fluffy balls

Use students to model losing electrons.

Model alpha, beta, gamma and neutron decay using plasticine and/or stop frame animation. Models should show the atom before and after decay as well as the radiation emitted.

Equipment Required:

Plasticine
Cameras

Demonstrate the penetration of alpha, beta and gamma radiation. Link the penetration of each type of radiation to the nature of the radiation and the uses of the radioactive sources.

Equipment Required:

Radioactive sources
Geiger muller tube
counter.

Plan an experiment to determine the type of radiation emitted by an unknown radioactive source. Produce a risk assessment for this experiment.

Model the radioactive decay of alpha and beta sources. Use the model to construct decay equations for alpha and beta decay. Critically analyse the limitations of the models produced by the class.

Demonstrate the randomness of the decay of a radioactive substance by throwing six dice and getting a prediction of the number of dice that will land on a six. Alternatively, drop 20 coins and get students to predict the number that will land on a head.

Equipment Required:

Dice

Investigate half-life by throwing a large number of Tillich bricks. Any that land on the side with the odd colour get removed and the number remaining is recorded. Plot a graph of the number of throws against number of cubes remaining. Determine the half-life of the cubes (the number of throws needed to get the number of cubes to reduce by half).
This experiment can also be carried out using coins. Is it possible to predict which cubes or coins will land on a certain side?

Describe how radioactive contamination can occur.

Compare precautions taken by a teacher handling radioactive sources with those used by, say, in a nuclear power station.

Evaluate the use of irradiating fruit in terms of cost of goods and potential risk due to the exposure of workers and consumers of the irradiation process.

EW : Justify the use of radioactive sources in school in terms of risk-benefit analysis to the students in the class.

Pose question: Are people in some areas exposed to more background radiation than others? If so why?

Pose question: Are we at risk from background radiation?
Is this greater or less than other parts of the country and why?

Research some radioactive sources used in medicine and the properties of these tracers (half-life, type of radiation emitted and state).
Find out how nuclear radiation can be used in the diagnosis and treatment of cancer.

Pose question: Why can’t radioactive waste be thrown in landfill sites?

Model nuclear fission of a uranium nucleus. Use students.

Watch - https://www.youtube.com/watch?v=1U6Nzcv9Vws

Use ideas from Energy topic (4.2) to answer question: Explain how the kinetic energy of the products is transferred to boil water.

Model chain reactions using dominos or matches.

GF : Investigate the causes of the Chernobyl and Fukushima nuclear disasters. Have the lessons of these events been learnt? How can nuclear power be made safer than it is currently?

Write simple word or symbol equations for the fusion of two hydrogen atoms or other light elements.

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

Demo:
Use data logger and air track to investigate acceleration

Equipment Required:

air track
air blower
accessories box
2 clamp stands

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

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

Draw velocity time graphs
Model a journey - get the kids to walk a graph.

Equipment Required:

Graph paper
Pencils
Rulers

Equitable learning
Demo using arrows
Brian Cox feather and bowling ball video

Equipment Required:

Giant sliding arrows on metre sticks

students identify the resultant force of force diagrams and identify direction/stationary

GF: Discuss the link between Newton's Third Law and the principals of chemical equilibrium

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

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>

MWB quiz to predict if an object is changing speed, direction or no change from different situations

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?

mix and match activity with sizes

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

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

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

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

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)

GF: Explain how caffeine effects the body's reaction times. You should include reference to the central nervous system in your answer.

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.

Use graphs to show the different stages of stopping distance

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)

Model the energy transfer that occurs during braking using large beakers of coloured water.
Students draw the energy transformation diagram.

EW: Plan a practical to compare the reaction time of students when they drink caffeine and when they don't drink caffeine.

EW: Explain how increasing the braking force affect deceleration and brake heat. You should refer to the energy stores in your answer.

Recall the equation, practice rearranging before applying to new questions.

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

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

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

EW: Compare and contrast the difference between longitudinal and transverse waves

Students draw and label a transverse wave (last taught in year 8)

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)

**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

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

Have the Reubens tube on with music playing as the students enter the room or as a starter

Equipment Required:

Reubens tube demo

Ripple tank

Equipment Required:

ripple tank set up under visuliser
meter ruler

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.

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.

Build a simple seismometer

Equipment Required:

clamp stand
clamp
spring
string
weight or ball of plasticine

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

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

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

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

GF: Why can you hear the sea in a shell?

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

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)

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

Student sketch their own diagram of the EM spectrum and annotate to show the changing wavelength and frequency.

**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

**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

EW: Why is it important to wear sun cream that has a high UV rating?

*Duplicated from lesson 5* combined tier to teach in lesson 6. Higher tier covered in lesson 5

For each part of the EM wave consider the applications of each one and then identify the energy transformations that are occurring

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?

*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

Use the phet animation to show the electromagnetic fields from radio waves.
https://phet.colorado.edu/en/simulation/legacy/radio-waves

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.

Write a conclusion for the results of the leslie cube demo

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

Use results from practicals to answer the PLC questions on the relationship between bodies and radiation/emission on the website

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

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.

Use the practical equipment to observe what happens when light reaches a boundary

Equipment Required:

glass blocks
Ray boxes
Powerpacks
Wires
Protractors

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

Observe the different reflection angles for smooth and rough surfaces

Create a matrix map to compare the different properties of spectacular and diffused reflection.

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

Consider the applications of waves in medicine to suggest how their reflective properties can be taken advantage of

Draw accurate ray diagrams for the observations made.

EW: Compare and contrast the properties of visible light and UV waves

GF: Describe how the Sun's light and infrared radiation is transmitted to heat the Earth.

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

Use the phet animation to show what happens during refraction. https://phet.colorado.edu/en/simulation/bending-light

EW: What is refraction and when does it occur?

Equipment Required:

rayboxes slits
glass cubes
power packs

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.

Recall and use the magnification equation.

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

Construct ray diagrams to show how light travels through concave and convex lenses.

Construct ray diagrams for a camera, a projector and a magnifying glass using a convex lens.

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)

EW: Explain the difference between real and virtual images.

State situations where real images and virtual images are produced.

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

GF: Discuss how laser eye surgery is used to correct the vision of people who wear glasses

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

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

Use diagrams to show what happens to the light when different colored objects are observed

Ask students to consider why black and white are often described as shades rather than colours (in terms of light)

Students should make predictions and then explain why we observe a range of coloured and opaque/translucent objects

GF: Suggest why some people are colour blind. You should refer to the cells that detect light in the eye.

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

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

Give students diagrams of different devices which involve an electromagnet, such as a door bell. Students to explain how the device works.

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

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

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.

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?

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?

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.

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.

https://www.youtube.com/watch?v=9EnBBIx6XkM

https://www.youtube.com/watch?v=Uhy1fucSRQI

EW Explain the forces involved in the formation of stars and the equilibrium reached in their main stage.

https://www.youtube.com/watch?v=tXV9mtY1AoI
https://www.youtube.com/watch?v=uN2AYauvOeY

Role play combining forces with Force arrow props.

Equipment Required:

Large (Force) Arrows on metre rules.

Table cloth trick with beaker of water

Equipment Required:

A5ish Scrap paper
Plastic beakers

Different grit sandpaper Blu-tacked to planks.

Raise one end of the plank until a 100g mass on the sandpaper starts to slide.

Measure the height of the end of the ramp (or angle) analogous to magnitude of friction.

Repeat with 1kg mass to show closing force

Equipment Required:

Planks
5 different grits of sand paper, blu-tack
100g masses
1Kg masses
Meter rules

Student use Newton Meters to weigh objects in the room

Equipment Required:

Newton Meters
selection of items to weigh

Look at the Hamble science logo - What forces are acting on the boat?

Look at the Hamble science logo - What forces are acting on the boat?

https://www.mrcorfe.com/Hamble/Questions/1P.1

Students experience non contact forces with the magnets

Equipment Required:

class set magnets
Balloon
Duster and Rod (Statics tray)

DEMO: Dropping flat paper and screwed up paper. Which accelerates fastest? Which has the greatest resultant force? But they have the same weight.

DEMO: Dropping Plasticine ball in water and paste

Equipment Required:

DEMO: two large measuring cylinders one filled with water, one with wallpaper paste. two balls of Plasticine
(same size)

DEMO: Toy car to prompt students to think about its shape and drag

CLASS: Students each have a measuring cylinder and time how long it takes different shapes to fall through wall paper paste

Equipment Required:

DEMO: Toy car

CLASS: per group:
1 x large measuring cylinder filled with wall paper paste. plasticine to make into different shape, 1 timer.

Think of an object that does something, describe the energy it is showing.

eg:
- to move
- give out light,
- make sound or
- get hotter
it requires energy

Equipment Required:

energy circus
Techs one & Lan's new one

Circle Map Energy names

Identify the best terms.

Explain the difference between forms of energy and energy resources.

Tree Map to classify

Demo:
Gear wheels or show picture of bicycle pedals and wheel.

Demo:
Light bulb or speaker.

Equipment Required:

lamp
speaker and sig gen

use water to model conservation of energy by labeling suitable sized beakers and showing all water conserved.

Pour water from large beaker into the different smaller beakers. Then back into the large beaker to show there is the same amount of 'energy' as you started.

Equipment Required:

Tray labelled the surroundings.
2x 250mL beaker one labelled heat, one light.
1x 500mL beaker filled with colored water labelled electricity

Clear tubing to siphon from beaker to beaker.

Draw energy transfer diagrams for a circus of machines.

Equipment Required:

circus of machines:
1. pulley demo
2. stretched spring (hooke's law)
3. moments see saw
4. toy car or trolley
5. burning crisp on pin
6. lamp
7. resistance in wire (glowing wire)
8. Match to strike
10. Tennis ball to drop
11. blocks to hit together
12. two marbles on track to collide

Planning

DEMO SET

Equipment:
Metafuel block
Cheese puff

Burning Pins
Thermomenters
Copper calorimeter (with lids)
(Jewellery) balance

Data Collection

Equipment Required:

per group:
Metafuel pieces
Cheese puffs
Burning Pins
Thermomenters
Copper calorimeters (with lids)
(Jewellery) balances

Analysis

https://www.mrcorfe.com/Hamble/Questions/2P.1

DEMO:
conductivity tray which lights matches

Class:
Conduction of metal rods

Equipment Required:

conductivity tray that lights matches

Class:
different metal rods
vaseline
drawing pins

DEMO:
Infrared lamp

class:

Equipment Required:

DEMO:
irfrared lamp x 1
Class:
250mL beakers
100ml beakers
1 colour of food colouring, put a small amount of food colouring into the 100ml beakers
pipettes
timers
Thermometers

class - what material makes the best insulator?

Equipment Required:

250mL beakers
150mL beakers
kettles
thermometers
mixture of materials for insulators
timers

Class practical:
Measure the speed of students doing different activities: walking/running/scootering/cycling (outside or pre book hall or sports hall)

Equipment Required:

Long measuring tapes
trundle wheel
timers
giant chalk

Modelling distance time graphs, use a timer to time expired:
step/jump forward for away from home.
Stand still for stationary.
step/jump back for returning to home.

Equipment Required:

stopclocks

https://www.mrcorfe.com/Hamble/Questions/3P.1

compare mass and weight on different planets

Equipment Required:

human scales (kg) class set

Modelling planets - outside
3P lesson 7 scavenger hunt card activity

Equipment Required:

Large inflatable planets (blown up for lesson)
3P lesson 7 scavenger hunt card activity

Modelling seasons

Equipment Required:

various sized balls
torches / desk lamps

Use lengths of string to model the movement of waves

Equipment Required:

1 meter lengths of string x16 for class
1 large slinky

Use mini ripple tank with webcam.

Equipment Required:

Mini ripple tank

Mexican Waves

Metal strip at an angle in ripple tank.

Equipment Required:

Mini ripple tank etc

Perspex shape in ripple tank

Equipment Required:

Mini ripple tank etc

Two metal strips in line with small gap between in ripple tank

Equipment Required:

Mini ripple tank etc

Use computers in S7

http://www.acs.psu.edu/drussell/Demos/superposition/superposition.html

http://www.acs.psu.edu/drussell/Demos/superposition/pulses.gif

Demo enquiry

Equipment Required:

1 x tray with no lip filled with water
1 x stop clock

https://www.mrcorfe.com/Hamble/Questions/4P.1

Tuning forks in water.
https://www.youtube.com/watch?v=VCERs0v1OoI

Equipment Required:

Tuning forks
Plastic beakers of water

http://onlinetonegenerator.com/hearingtest.html

https://i.ytimg.com/vi/52zUwQsJqM8/maxresdefault.jpg

Equipment Required:

Oscilloscope, sig gen,
speaker

CRO.ppt

http://onlinetonegenerator.com/hearingtest.html

make different sized ears from cardboard to represent adaptations to hearing

Equipment Required:

Hearing Range Powerpoint

Signal generator and speaker with polystyrene balls on top.

Equipment Required:

Signal generator and speaker with polystyrene balls on top

Hawaiian-Mexican wave

Airzooka to extinguish candle

Bell in Bell jar with vacuum pump.

Equipment Required:

Airzooka
Candle
Bell in Bell jar with vacuum pump.

Thought exp:
Long plastic tube filled with water hit at one end.
Three separate sounds

Build diagram from loudspeaker to ear, with air particles in between.

Starting pistol and flag or
Clapper board / trays on field.

OR

http://www.nuffieldfoundation.org/practical-physics/measuring-speed-sound-using-echoes

Order trundle wheel

Equipment Required:

wooden blocks (sound)
Trundle wheel
Stopclocks

To set up the task:
https://www.youtube.com/watch?v=7YmuOD5X4L8

To explain:
https://www.youtube.com/watch?v=bJj4Wjjf0WI

Breaking wineglass with voice, to set up the task. https://www.youtube.com/watch?v=7YmuOD5X4L8

To explain:
https://www.youtube.com/watch?v=bJj4Wjjf0WI&t=126s

How does a spring balance (Newton Meter) work?

Why does it go to the same place on the scale each time the same force is applied?

Thread a compression spring over a weight hanger and then put weights on top.

Equipment Required:

Compression spring
Weight hanger

Energy transfer diagram for stretching a Y - shaped catapult.

Energy transfer diagram for releasing a Y - shaped catapult.

Show:
http://www.a-levelphysicstutor.com/matter-elasticity.php

YES THIS WAS A' LEVEL!

Identify common place devices as the type of simple machine.

eg. Scissors as a double level.

Equipment Required:

Scissors
Claw hammer and nail
Screwdriver and paint tin
Corkscrew and bottle opener
Nut cracker
Tin opener
Door Wedge(Wood)
Ramp and wooden block
Block and tackle

Pulleys and masses on retort stand.

Change:
- Number of pulleys

Measure:
- Input force
- (Output force)
- Distance Effort moves
- Distance Load moves

Calculate:
- Input work done
- Output work done
- Efficiency perhaps

This is best set up as a circus with different numbers of pulleys, so that the students do not have to rethread pulley systems.

Equipment Required:

Pulleys and masses on retort stand.
One each of
1:1
1:2
1:3
1:4
1:5 ratios of pulleys
with 6N on the load end and Newton meter on the effort end.

Use forces and force loops and energy to describe:
- Rollercoasters
- Breaking (of a car)
- Internal combustion engine

Experiment with levers and pivots.

Turning effect w/s Page 1

Turning effect w/s Page 2: Will the levers balance?

Equipment Required:

moments hangers
yellow masses

Look at steam engine pistons.

Demo with syringe

Equipment Required:

Different diameter syringes connected with tube (air filled). One syringe in while the other is out.

Crushing can

Equipment Required:

Pepsi can
Bowl of water

Show graph:

https://www.google.co.uk/images?q=atmospheric pressure vs altitude

Write conclusion, and explain in terms particles.

Pupils calculate the pressure they exert on the floor.

Drawing around shoes on square paper to measure contact area.

Weighting students on newton scales.

Equipment Required:

Newton calibratated weight scales
Square paper

Make Cartesian Divers

Equipment Required:

Straws
Plasticine
2l Bottles and lids

Observations:
When the bottle is squeezed the diver sinks.

Draw a sketch graph of the relationship.

Measure a measuring cylinder of water after taring with just the cylinder on Jewelry balances.

Equipment Required:

(Jewelry) balances

Sample calculations.

Sample calculations.
Predict if objects will float given weights and volumes.

How much of an object will be submerged.

Plastic beaker inside glass beakers.

Equipment Required:

250 ml beakers
galley pots
10g masses
rulers

Gradient of line should relate to the diameter of the boat beaker.

https://www.mrcorfe.com/Hamble/Questions/5P.1

Equipment Required:

x

Draw an Energy Transfer Diagram for a thermal power station.

Steam engine attached to SEP demo board.

Draw an Energy Transfer Diagram for a non-thermal power station.

SEP demo board & lamp.

Equipment Required:

SEP demo board & lamp.
(Energy transfer kit)

Steam engine

Can we see any patterns in the data in the memory anchor?

Sort into categories based on power rating or use.

Excel file to sort on power rating.

Combine and convert proportionalities to an equality.

Cost of energy worksheet

Meter readings

Equipment Required:

Energy meters
Examples of electrical items
hairdryers, cd player, toaster, kettles etc

https://www.confusedaboutenergy.co.uk/index.php/domestic-fuels/fuel-prices

Play with some bar magnets.

Equipment Required:

bar magnets

Demo circular levitation magnets on stick.

Equipment Required:

floating circular (coloured ring magnets on a pole)magnets

Research the history of magnets.

Magnetise a test tube of iron by stroking it horizontally and testing with plotting compass:

As: http://www.cmste.uregina.ca/Quickstarts/pdf/testtubemagnet.pdf

Equipment Required:

Test tubes iron filings
magnets
plotting compasses
iron nails

Bar magnets under paper with iron filings on top.

Single magnet.
Two magnets attracting.
Two magnets repelling.

Equipment Required:

Bar magnets, pieces of card, wooden blocks,
iron filings

Demo plotting compasses around a bar magnet on OHP.

Make a survival compass:

Unfold a paper clip, stroke in one direction with a bar magnet. Float the straight paper clip on a leaf or cork.

Equipment Required:

Straightened paper clips, bar magnets, petrie dishes, cork disks, water

Floating paper clip.

http://www.sciwebhop.net/sci_web/science/ks3/year8/8j/sow.ht1.gif

Material samples placed between paper clip and magnet, to classify them as magnetic or non-magnetic.

Equipment Required:

paper clips, cotton, magnets, material samples to disrupt magnetic force.
(intray in racking)

Draw diagrams to show the predicted flow of field lines.

https://www.mrcorfe.com/Hamble/Questions/6P.1

Demo balloon rubbed on jumper sticking to wall.

Equipment Required:

1 X balloon

Play with clothes and rods.
- Bend water
- attract suspended charged rods
- attract hole punches?
repel a drinks can

Equipment Required:

static rods, cloths, paper hole punches
drinks cans

Two rods of same material rubbed with same cloth. Will repel each other.

Use the cloth to attract the rod.

Draw diagram showing the movement of negative charges, leaving a positive object.

NB: Must be a movement of negative charges.

Explain how a Van de Graaff generator works.

Use Van de Graaff to demo forces between

Equipment Required:

Van de Graaf

Starter: draw and label a transverse wave (recall from previous topic)

Use string to model the movement of transverse waves (link back to sound waves being transverse)

Equipment Required:

long lengths of string for paired work
selection of slinkies

Refraction light

Equipment Required:

prisms
ray boxes
slit cards
power supplies

Splitting white light class set

Equipment Required:

60 deg triangle prisms
ray boxes
slit cards
power supplies

Bell in Bell jar and vacuum pump
focus on object in the jar as still being able to be seen by the light

Equipment Required:

Electric Bell in Bell jar
Power supply
Vacuum pump
Lamp on other side of bell jar

Create a wave in a rope or rubber tubing. Which takes more energy to create, a rapidly changing wave (high frequency) or a slowly changing wave

Equipment Required:

Long (~3m) Rope or rubber tube

https://phet.colorado.edu/sims/html/color-vision/latest/color-vision_en.html

Thought exp:
What could happen when an attacking rugby player becomes comes in contact with a defensive player. NB Stopped means energy is absorbed

Ray diagrams with mirrors

Equipment Required:

Ray boxes
Slit cards
Protractors
Mirrors
Mirror holders
Power packs

Ray diagrams with mirrors to form image.

Discuss the viewing angle of a projector screen - people can see what is reflecting from the screen all around the room. So the rays of light must be reflecting in all directions.
Is there a particular angle it is brighter? There is probably a bright spot if the projector is illuminating a whiteboard.

Light from a ray box reflecting of different colour paper

NB: We only have 5 data loggers so it advisable to have half the class doing the previous

Equipment Required:

Ray boxes
Power supplies
Data loggers light meters
10 Different colours of paper sqaures

Light from a ray box through tracing paper as it travels through glass block.

students plan, carry out and write a conclusion for the data.

Equipment Required:

Ray boxes
Power supplies
Data loggers light meters
Tracing paper

In pairs one cover an eye for 15s then uncover so partner can see pupil shrink.

https://www.youtube.com/watch?v=DW2iwEshWME

Look at a bright light and then close eyes to 'see' coloured shapes.

https://www.mrcorfe.com/Hamble/Questions/7P

Making Pin hole cameras:

1 small hole
3 small holes
1 large hole
1 large hole lens

Equipment Required:

Pin hole camera
12V filament bulbs
power packs
Optical Pins

http://www.rsc.org/learn-chemistry/resource/res00000454/making-a-photographic-print?cmpid=CMP00005166

Equipment Required:

Each demonstration (or pair of students) requires 0.1 M solutions of:
Potassium chloride, 10 cm3
Potassium bromide, 5 cm3
Potassium iodide, 5 cm3
Silver nitrate, 10 cm3

Protective gloves (preferably nitrile gloves)
A square of white paper, about 10 x 10 cm, or a filter paper of similar size
Small paint brushes, 2
Test-tubes, 3
Test-tube rack
Hairdryer (Note 1)

DEMO photovoltaic effect (work function) with gold leaf electroscope, Zinc plate & UV lamp?

https://www.youtube.com/watch?v=muxRZ1irsrk

Equipment Required:

Gold leaf electroscope
Plastic rod
Duster
Zinc plate
UVC lamp

Explain using visualiser

Measuring voltage and current in a series circuit

Equipment Required:

Electricity trolley
voltmeter
ammeter
leads
powerpacks
batteries

Students make simple series circuit.

Equipment Required:

Bulbs
Cells
Connecting wires
Switch

DEMO: Electrical components

Equipment Required:

Examples of components:
Cell
Battery
Wire
Bulb
Switch
Voltmeter
Ammeter

Resistance across a copper wire

Equipment Required:

Powerpacks
Large variable resistors
ammeter
voltmeter
leads

https://www.mrcorfe.com/Hamble/Questions/8P.1