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8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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AQA Level 1/2 Certificate in PhysicsScheme of Work
This scheme of work suggests ossi!le teaching an" learning activities for each section of the secification# There are far more
activities suggeste" than it woul" !e ossi!le to teach# $t is inten"e" that teachers shoul" select activities aroriate to their
stu"ents an" the curriculum time availa!le# The first two columns summarise the secification references% whilst the Learning
&utcomes in"icate what most stu"ents shoul" !e a!le to achieve after the work is comlete"# The 'esources column in"icates
resources commonly availa!le to schools% an" other references that may !e helful# The timings are only suggeste"% as are the
Possi!le Teaching an" Learning Activities% which inclu"e references to e(erimental work# 'esources are only given in !rief an" riskassessments shoul" !e carrie" out#
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 1
8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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AQA Education (AQA) is a registered charity (number 1073334) and a company limited by
8/12/2019 Aqa Scienc1 e Igcse Physics Sow
3/75
Sec'efe
rence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
1 .orces an" their effects
1#1 otion
a
b
c
Scalars are
quantities that have
magnitude only.
Vectors are
quantities that have
magnitude and anassociated
direction.
If an object moves
in a straight line,
how far it is from a
certain point can be
represented by a
distance-timegraph.
The speed of an
nderstand the difference
between scalar and vector
quantities and give e!amples
of both.
Students should be aware
that distance, speed andtime are e!amples of scalars
and displacement" velocity,
acceleration, force and
momentum are e!amples of
vectors.
#e able to construct and
interpret distance-time
graphs for an object moving
in a straight line when the
body is stationary or moving
with constant speed.
$now how to calculate the
% Activity0 Sort quantities into &scalars'
and &vectors'.
Activity0 (atalogging equipment to
graph distance and time.
Activity0(rawing and interpreting
)ards showing the names of
quantities to sort into &scalars'
and &vectors'.
(atalogging equipment, graph
paper.
Interactive motion graph can
$now some
e!amples of both
scalars and
vectors.
#e able to
construct
distance-time
graphs for an
object moving in a
straight line.
#e able to
determine the
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 3
8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
d
e
object can be
determined from
the gradient of a
distance-time
graph. If an object
is accelerating its
speed at any
particular time can
be determined by
finding the gradientof the tangent of
the distance-time
graph at that time.
The velocity of an
object is its speed
in a given direction.
The velocity of an
object is given by
the equation
speed of an object from the
gradient of a distance-time
graph.
nderstand the difference
between speed and velocity.
$now how to calculate the
speed of an object from the
equation.
distance-time graphs and using them
to determine speed.
Activity0se of train timetables to
build distance-time graphs to compare
fast and slow trains.
Activity0)arry out calculations using
omework0 Students s*etch a
distance-time graph of their journey to
school.
be found at
http+www.nuffieldfoundation.o
rgpractical-physicssimple-
motion-e!periments-
datalogger
Train timetables
gradient of a
graph.
#e able to draw a
tangent to a graph
and determine its
gradient.
f The acceleration of
an object is given
by the equation
$now how to calculate the
acceleration of an object
from the equation.
Activity0 )arry out calculations using
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 4
http://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-dataloggerhttp://www.nuffieldfoundation.org/practical-physics/simple-motion-experiments-datalogger8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
g
h
The acceleration of
an object can be
determined fromthe gradient of a
velocity-time graph.
The distance
travelled by an
object can be
determined from
the area under a
velocity-time graph.
#e able to construct and
interpret velocity-time graphs
for an object moving in a
straight line when the body is
moving with a constantspeed, accelerating or
decelerating.
$now how to calculate the
acceleration of an object
from the gradient of a
velocity-time graph.
$now how to calculate the
distance travelled by an
object from the area under a
velocity-time graph.
Activity0 View interactive software to
show velocity-time graphs.
Activity0(rawing and interpreting
graphs and calculating acceleration
and distance.
omework0##) )S/ #itesi0e
&1epresenting motion2.
Interactive software to show
velocity-time graphs can be
found at
http+phet.colorado.eduensi
mulationmoving-man
raph paper
Information on representing
motion can be found on the
##) )S/ #itesi0e website
at
www.bbc.co.u*schoolsgcsebi
tesi0escienceadd3aqaforces
#e able to
determine the
area under a
graph.
Ta*e care to
chec* whether
you are dealing
with a distance-
time graph or a
velocity-time
graph in
e!amination
questions.
1#2 'esultant forces
a 4henever two
objects interact, the
nderstand that forces occur
in pairs, acting on different
.5 Activity+ &Tug of war'type e!periments
using forcemeters.
6orcemeters, ramps and toy
cars.
$now what is
meant by a
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by $
http://phet.colorado.edu/en/simulation/moving-manhttp://phet.colorado.edu/en/simulation/moving-manhttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://phet.colorado.edu/en/simulation/moving-manhttp://phet.colorado.edu/en/simulation/moving-manhttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forces8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
b
c
d
e
forces they e!ert on
each other are
equal and opposite.
7 number of forces
acting at a point
may be replaced bya single force that
has the same effect
on the motion as
the original forces
all acting together.
This single force is
called the resultant
force.
7 resultant force
acting on an object
may cause achange in its state
of rest or motion.
objects.
nderstand the term
&resultant force' and be able
to determine the resultant ofopposite or parallel forces
acting in a straight line.
nderstand that a resultant
force acting on an object
may affect its motion.
nderstand that if the
resultant force acting on a
stationary object is+
0ero 8 the object will
Activity0Toy cars rolling down ramps
of different surfaces and heights to
demonstrate the effects of resultantforces.
omework09uestions on drawing
forces acting on objects and
calculating the resultant force.
resultant force
and the effect that
a resultant force
has on the motion
of an object.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 6
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
remain stationary
not 0ero 8 the object will
accelerate in the
direction of the resultant
force.
nderstand that if the
resultant force acting on a
moving object is+
0ero 8 the object will
continue to move at the
same speed and in the
same direction.
not 0ero 8 the object will
accelerate in the
direction of the resultant
force.
f The relationship
between force
mass and
acceleration is
#e able to use the equation
relating force, mass and
acceleration.
.5 emo0(emonstration of datalogging
equipment to measure force and
acceleration of a trolley on a friction-
compensated runway.
Activity0Investigating acceleration.
(atalogging equipment,
trolleys and runways.
Information on force, massand acceleration can be found
on the ##) )S/ #itesi0e
website at
www.bbc.co.u*schoolsgcsebi
tesi0escienceadd3aqaforces
$now the terms in
the equation and
their units.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 7
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forceshttp://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forces8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
Activity0 )arry out calculations
involving
omework0##) )S/ #itesi0e
'6orce, mass and acceleration.
1#3 omentum
a
b
The relationship
between
momentum mass
and velocity is
In a closed system
the total
momentum before
$now how to calculate the
momentum of a moving
object.
nderstand that momentum
is conserved in collisions and
e!plosions.
: Activity0;a*e measurements to
determine the momentum of moving
objects.
Activity0 )arry out calculations using
emo0(emonstration of simple
colliding system, eg moving trolley
)olliding trolleys equipment"
method of measuring
velocities, eg datalogging, light
gates and timers etc.
Information on momentum can
be found on the ##) )S/
#itesi0e website at www.
bbc.co.u*schools
$now the terms in
the equation and
their units.
#e able toperform
calculations for
collision and
e!plosions.
1emember that
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by %
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
c
an event is equal to
the total
momentum after
the event. This is
called the
conservation of
momentum.
The relationship
between force,
change in
momentum and
time is
)omplete calculations
involving two objects
colliding or e!ploding.
se the relationship to
e!plain safety features such
as air bags, seat belts,
gymnasium crash mats,
cushioned surfaces for
playgrounds and cyclehelmets.
colliding with and adhering to a
stationary trolley" measuring masses
and velocities to calculate momentum
before and after the collision.
emo0(emonstration of simple
e!ploding system, eg two stationary
trolleys joined by a compressed
spring, and then released" measuring
masses and velocities to calculatemomentum after the collision, having
started at rest.
Activity0 )arry out calculations using
iscuss0(iscussion of use of jet
pac*s for moving in space, and roc*et
travel. 4or* done by e!ternal force
changing momentum of a body, eg
gcsebitesi0escience
add3aqaforces
momentum has a
direction.
$now the terms in
the equation and
their units.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by &
8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
wor* done by force changing shape of
car in crumple 0ones. Importance of
time during which wor* is done
reducing the force involved.
omework+ Visit ##) )S/ #itesi0e
for information on momentum.
1#4 .orces an" !raking
a
b
4hen a vehicle
travels at a steady
speed the resistive
forces balance the
driving force.
The greater the
speed of a vehicle
the greater the
bra*ing force
needed to stop it in
a certain distance.
The stopping
distance of a
vehicle is the sum
of the distance the
vehicle travels
nderstand that for a given
bra*ing force the greater the
speed, the greater the
stopping distance.
nderstand the concept of
reaction time.
nderstand the distinction
between thin*ing distance,
bra*ing distance and
stopping distance.
7ppreciate that distractions
may affect a driver's ability to
react and *now the factors
which could affect a driver's
reaction time.
% Activity0;easurement of reaction
times using stopwatches or falling
rulers.
Invite an outside spea*er from police
or road safety organisation.
iscuss0Small group discussion
about factors affecting stopping
distance.
5i"eo04atch video clips on speed
and stopping distance, and
distractions and driving.
omework01esearch stopping
distances at different speeds" design a
poster about factors affecting thin*ing
distance.
Stopwatches and rulers.
Video clips about speed and
stopping distance can be
found athttp+www.seattle-
duiattorney.commediadui-
videos.php
Video clips about distractions
and driving can be found at
http+thin*.direct.gov.u*inde!.
html
$now the
difference
between thin*ing
distance, bra*ing
distance and
stopping distance.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 10
http://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://think.direct.gov.uk/index.htmlhttp://think.direct.gov.uk/index.htmlhttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://www.seattle-duiattorney.com/media/dui-videos.phphttp://think.direct.gov.uk/index.htmlhttp://think.direct.gov.uk/index.html8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
c
d
e
during the driver's
reaction time
8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
f
affected by adverse
road and weather
conditions and poor
condition of the
vehicle.
1#6 .orces an" terminal velocity
a The faster an
object moves
$now which forces act on an
object moving through a
% emo0(emonstrate streamlined and
non-streamlined shapes falling through
>ong glass tubes containing
water or washing-up liquid,
nderstand why
the use of a
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 1
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
b
c
through a fluid the
greater the
frictional force that
acts on it.
7n object falling
through a fluid will
initially accelerate
due to the force of
gravity. /ventually
the resultant forcewill be 0ero and the
object will move at
its terminal velocity
8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
b
c
d
7n object behaves
elastically if it
returns to its
original shape
when the force is
removed.
7 force applied toan elastic object
will result in the
object stretching
and storing elastic
potential energy.
6or an object
behaving
elastically, the
e!tension is directly
proportional to the
force applied,provided that the
limit of
proportionality is
not e!ceeded. The
relationship
between the force
nderstand that when an
elastic object is stretched it
stores elastic potential
energy.
nderstand the relationship
between force and e!tension
of an elastic object and be
able to use the equation.
different amounts on the distance a
fired paper pellet travels.
Activity0Investigating forces and the
elasticity of springs.
Activity0)arry out calculations using
F?k@e
omework0Students draw graphs to
show their investigation results.
Br
Students research toys they have hadthat have wor*ed using stored
potential energy, e.g. pull bac* &motor'
cars.
nderstand what
is meant by
&directly
proportional'.
$now the terms in
the equation and
their units.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 14
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Sec'efe
rence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste
"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
and the e!tension
is
F?k@e
1#8 .orces an" energy
a
b
c
d
4or* is done when
a force causes an
object to move
through a distance.
The relationship
between wor*
done, forceand
distance moved in
the direction of the
force is W?F@d
/nergy istransferred when
wor* is done.
4or* done against
frictional forces
$now how to calculate the
wor* done on an object and
the power developed.
% Activity0 )alculating Students' wor*
done and power output in different
situations, eg running up stairs, lifting
sandbags onto a table etc.
emo0;otor lifting a mass, and
calculation of wor* and power.
Activity0 )arry out calculations using
W?F@d
Activity0 ;easurement of initial
gravitational potential energy
8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'efe
rence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
e
f
causes energy
transfer by heating.
The relationship
between power,wor* done orenergy transferredand timeis
The relationship
between
gravitational
potential energy,mass, gravitational
field strength
8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'efe
rence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
g The relationship
between *inetic
energy, mass and
speed is
E*= C% @m@v2
object.
1#9 Centre of mass
a
b
c
The centre of mass
of an object is the
point at which the
mass of the object
may be thought to
be concentrated.
If freely suspended,
an object will come
to rest with its
centre of mass
directly below the
point of
suspension.
The centre of mass
of a symmetrical
object is along the
a!is of symmetry.
(escribe how to find the
centre of mass of a thin,
irregular sheet of a material.
Suggest an appropriate
position for the centre of
mass of different objects.
$now some applications of
the pendulum, such as
simple fairground andplayground rides.
% Activity0Investigations to find the
centre of mass of both regular and
irregular pieces of flat card.
Activity0Investigations to measure
the time period of a simple pendulum
and determine the factors that affect
the time period.
)ard shapes, plumb lines and
pins in cor*s to suspend card.
Simple pendulums, rulers and
stopwatches.
#e able to
suggest an
appropriate
position for the
centre of mass of
different objects.
$now why in a
timing e!periment
you should
measure the time
for, say, D
oscillations and
divide by D todetermine T.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 17
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Sec'efe
rence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
d
e
The relationship
between time
period andfrequency is
The time period of
a pendulum
depends on its
length.
se the equation. omework0)arry out calculations
using the equation.
$now the terms in
the equation and
their units.
1#: oments
a
b
The turning effect
of a force is called
the moment.
The relationship
between the
moment, turning
force and
nderstand the concept of a
turning moment and use the
equation.
: emo0Situations where force and
distance combine to produce a
moment, eg opening a door, using a
spanner etc.
Activity0Suspended rulers and
hanging weights to verify the law of
moments.
Suitable demonstration
objects.
$now how to
calculate the
moment of a
force.
$now how to use
the law of
moments to
calculate a force
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 1%
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Sec'efe
rence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
c
d
e
perpendicular
distancefrom the
force to the pivot is
M?F@d
If an object is not
turning, the total
cloc*wise momentmust be e!actly
balanced by the
total anticloc*wise
moment about any
pivot.
Simple levers can
be used as force
multipliers.
If the line of action
of the weight of an
object lies outside
the base of the
object there will be
a resultant moment
Aerform calculations
involving moments and
balanced objects.
nderstand how a lever can
be used as a force multiplier.
7nalyse the stability of
objects by evaluating their
tendency to topple.
nderstand that objects with
a wide base and low centre
of mass are more stable than
those with a narrow base
and a high centre of mass.
Activity0)lass e!periment to find the
weight of an object using the law of
moments.
omework0)arry out moments
calculations.
5i"eo04atch video clips or view
images of levers.
omework0(esign a poster showing
how different levers wor*.
emo0Stable objects, eg #unsen
burner and unstable objects, eg tall
thin vase.
omework01esearch the design of
objects for stability, eg racing cars etc.
Suspended rulers, hanging
weights.
7 video clip of levers can be
found on www.youtube.com by
searching for &The >ever, a
Simple ;achine'.
or distance
needed for
balance.
#e able to
analyse the
stability of objects
by evaluating their
tendency to
topple.
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Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
and the body will
topple.
se the idea of a resultant
moment leading to toppling
as applied to vehicles and
simple balancing toys.
1#1; Circular motion
a
b
4hen an object
moves in a circle it
continuously
accelerates
towards the centre
of the circle. This
acceleration
changes the
direction of motion
of the body, not its
speed.
The resultant force
causing this
acceleration iscalled the
centripetal force
and is always
directed towards
the centre of the
nderstand why an object in
circular motion accelerates
towards the centre of the
circle, and what is meant by
centripetal force.
nderstand that a centripetal
force does not e!ist in its
own right but is always
provided by other forces
such as gravitational force,
friction or tension.
#e able to identify which
force
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Activities
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'esource +(amination
,hints an" tis-
Students should:
c
circle.
The centripetal
force needed to
ma*e an object
perform circular
motion increases
as+ the mass of the
object increases,
the speed of theobject increases
and the radius of
the circle
decreases.
1#11 y"raulics
a
b
>iquids are virtually
incompressible,
and the pressure in
a liquid is
transmitted equally
in all directions.
The relationship
between pressure,
force and cross-
sectional areais
nderstand that a force
e!erted at one point on a
liquid will be transmitted to
other points in the liquid.
se the equation to calculate
pressure.
emo0(emonstration of water
pressure, eg water coming out of holes
at different depths in a tall container.
Activity0)lass e!periment showing
the basic idea of a hydraulic machine,
eg two different diameter syringescontaining water connected together
by plastic tubing.
emo0(emonstration of hydraulic
machine.
4ater pressure demonstration
apparatus, model hydraulic
machine.
$now the terms in
the equation and
their units.
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Activities
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'esource +(amination
,hints an" tis-
Students should:
c
The use of different
cross-sectional
areas on the effort
and load side of a
hydraulic system
enables the system
to be used as a
force multiplier.
nderstand the action of a
hydraulic machine.
omework0)arry out calculations
using the equation.
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'eference
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be able to do
Sugg
este"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
2 Waves
2#1
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'esource +(amination
,hints an" tis-
Students should:
e
f
g
and diffracted.
4hen identical sets
of waves overlap
they interfere with
each other.
4aves may bedescribed in terms
of their frequency,
wavelength, time
period and
amplitude.
The relationship
between wave
speed, frequency
and wavelengthis
v?f@
reflection, refraction and
diffraction. 7ppreciate that
for appreciable diffraction to
ta*e place the wavelength of
the wave must be of the
same order of magnitude as
the si0e of the obstacle or
gap.
#e able to completediagrams to illustrate
interference.
nderstand the terms
&frequency', &wavelength' and
&litude' and be able to
annotate a diagram to show
these terms.
Activity0)arry out calculations usingthe equation
v?f@.
omework0Aroduce a poster to show
what is meant by &frequency',
&wavelength' and &litude'.
$now the terms inthe equation and
their units.
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be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
e
f
g
h
ha0ardous.
G-rays are part of
the electromagnetic
spectrum. They
have a very short
wavelength, high
energy and cause
ionisation.
Aroperties of G-
rays.
G-rays can be used
to diagnose and
treat some medical
conditions.
The use of high
energy ionising
radiation can be
dangerous
each part of the
electromagnetic spectrum.
ive e!amples of the
ha0ards associated with
each part of the
electromagnetic spectrum.
$now that G-rays affect a
photographic film in the
same way as light, are
absorbed by metal and bone
but are transmitted by soft
tissue.
nderstand that G-rays can
be used for diagnosis of
bone fractures and dental
problems, in computerisedtomography
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Activities
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'esource +(amination
,hints an" tis-
Students should:
electronically.
ive e!amples of the
precautions that need to be
ta*en to monitor and
minimise the levels of
radiation that people who
wor* with it are e!posed to.
2#3 Soun" an" ultrasoun"
a
b
c
Sound waves are
longitudinal waves
and cause
vibrations in a
medium, which are
detected as sound.
The range ofhuman hearing.
The pitch of a
sound is
$now how sound waves are
produced.
$now that the range is about%D K0 to %D DDD K0.
nderstand the relationship
between the pitch of a sound
: emo0Aroperties of sound using
signal generator, loudspea*er and
cathode ray oscilloscope
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Activities
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'esource +(amination
,hints an" tis-
Students should:
d
e
f
determined by its
frequency and
loudness by its
amplitude.
Sound waves can
be reflected
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Activities
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'esource +(amination
,hints an" tis-
Students should:
g
h
humans.
ltrasound waves
are partially
reflected when they
meet a boundary
between two
different media.
The time ta*en for
the reflections toreach a detector
can be used to
determine how far
away such a
boundary is.
The distance
between interfaces
in various media
can be calculated
using s?v@t.
se the equation to calculate
distances between interfaces
and use data from diagrams
of oscilloscope traces.
/valuate the medical use of
ultrasound and G-rays,
including an understanding
that some of the differences
in use are because
ultrasound waves are non-
ionising and G-rays are
ionising.
transducer to the
reflecting surface
and bac*.
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Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
i ltrasound waves
can be used in
medicine.
)ompare the advantages
and disadvantages of using
ultrasound, G-rays or )T
scans in terms of safety
issues and the quality of
image formed.
$now e!amples of the use of
ultrasound in medicine for
diagnosis e.g. pre-natal
scanning and treatment e.g.the removal of *idney stones.
2#4 'eflection
a
b
c
4hen waves are
reflected the angle
of incidence is
equal to the angle
of reflection.
The normal is a
construction line
perpendicular to
the reflectingsurface at the point
of incidence.
The image
produced in a plane
(raw diagrams showing rays
of light being reflected from a
plane mirror, labeling
incident and reflected rays,angles of incidence and
reflection, and the &normal'.
nderstand how an image is
formed by a plane mirror,
% Activity0Investigate into the reflection
of light at different angles from a plane
mirror.
5i"eo04atch video clip on wave
reflection.
omework0Aractice drawing raydiagrams to show the image formed in
a plane mirror.
Alane mirrors, raybo!es and
protractors.
7 video clip on wave reflection
can be found on the ##)
website at
http+www.bbc.co.u*learning0oneclipswave-
reflectionF55F.html
#e able to
construct a ray
diagram to show
the image formed
in a plane mirror.
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http://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.htmlhttp://www.bbc.co.uk/learningzone/clips/wave-reflection/4554.html8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
mirror is virtual. and why i t is vir tual.
2#6 'efraction an" total internal reflection
a
b
c
>ight waves
undergo a change
of direction when
they pass from one
medium to another
at an interface. This
is called refraction.
1efraction by a
prism can lead todispersion.
1efractive inde!
can be defined in
terms of wave
nderstand that
when light enters a more
dense medium it is
refracted towards the
normal
when light enters a less
dense medium it is
refracted away from the
normal 4aves are not
refracted if travelling alongthe normal
4aves are refracted due
to a change of speed.
% Activity0)lass e!periment to measure
angles &i' and &r' for light passing
through a rectangular glass bloc*.
emo0Interactive demonstration of
refraction.
emo0(emonstration of dispersion by
a prism.
Activity0)arry out calculations using
the equation n ? sin
sin r
Activity0Investigation using semi-
circular bloc*s to observe total internal
1ectangular glass bloc*s,
raybo!es and protractors.
7n interactive demonstration
of refraction can be found at
http+www.upscale.utoronto.ca
AV#Karrison6lashBptics1
efraction1efraction.html
Semi-circular glass bloc*s,
protractors, raybo!es, optical
$now the
direction in which
light is refracted in
different
situations.
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http://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.html8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
d
e
f
g
speed.
The relationship
between refractive
inde!, angle of
incidence and
angle of refraction
is n ? sin
sin r
The relationship
between refractive
inde!and critical
angleis
Total internal
reflection.
Visible light can be
transmitted through
optical fibres by
total internal
$now that the refractive
inde! of a medium, n, is
defined as
speed of light in vacuum
speed of light in the medium
and
n ? sin
sin r
nderstand the concept of
critical angle.
nderstand that total internal
reflection is a special case of
refraction, which occurs if the
angle of incidence within the
more dense medium is
greater than the critical
angle.
reflection and to measure the critical
angle.
emo0Bbservation of light passing
through optical fibres.
emo0(emonstration of total internal
reflection by laser focused on jet of
water coming from a pierced
carbonated drin*s bottle.
Activity0)arry out calculations usingthe equations
and
omework01esearch what a laser is
and what its medical uses are.
fibres.
7 computer simulation of total
internal reflection can be found
at
http+www.upscale.utoronto.ca
AV#Karrison6lashBptics1
efraction1efraction.html
1emember that
total internal
reflection only
occurs when the
light is passing
from a more
dense to a less
dense medium
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http://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.htmlhttp://www.upscale.utoronto.ca/PVB/Harrison/Flash/Optics/Refraction/Refraction.html8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
reflection. and the angle of
incidence is
greater than the
critical angle.
2#7 Lenses an" the eye
a
b
c
7 lens forms an
image by refracting
light.
In a conve! lens,
parallel rays of light
are brought to a
focus at the
principal focus.
The distance fromthe lens to the
principal focus is
called the focal
length.
nderstand how a lens
refracts light.
nderstand the terms
associated with lenses,
which include &conve!',
&converging' and &concave',
&diverging', &principal focus'
and &focal length'.
nderstand the termsassociated with images,
which include &upright' and
&inverted', &real' and &virtual',
&enlarged' and &diminished'.
F Activity0 Bbserving images of objects
at different distances from converging
and diverging lenses of different focal
lengths.
Activity0Bbserve passing parallel
rays of light through converging and
diverging lenses of different focal
lengths.
Activity0;easurement of the focallength of a converging lens by
focusing a distant object on a screen.
omework01esearch uses of lenses.
)onverging and diverging
lenses of different focal
lengths, ray bo!es.
(raw ray
diagrams neatly
using a ruler.
$now the
meaning of the
terms &conve!',
&converging',
&concave',
&diverging',
&principal focus'
and &focal length'.
;a*e sure you
recognise the
symbols that
represent
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Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
d
e
f
g
The focal length of
a lens is
determined by the
refractive inde! of
the material from
which the lens is
made, and the
curvature of the two
surfaces of the
lens.6or a given focal
length, the greater
the refractive inde!,
the flatter the lens.
In a concave lens,
parallel rays of light
diverge as if
coming from the
principal focus.
The nature of an
image is defined by
its si0e relative to
the object, whether
it is upright or
inverted relative to
the object and
$now the nature of the
images formed by a
converging lens when the
object is at different
distances from the lens, and
the images formed by a
diverging lens.
(raw diagrams to show the
nature of the images formed
by a converging lens when
the object is at different
distances from the lens, and
the images formed by a
diverging lens.
se the focal length
equation.
se the magnification
equation.
se the power of a lens
Activity0(raw ray diagrams to show
image formation by converging and
diverging lenses.
se the diagrams to wor* out
magnification.
omework0(rawing ray diagrams.
Activity0Aractical investigation of the
relationship
Activity0 )arry out calculations using
the equation
omework0 )arry out calculations
using the equations
;agnification ? image height
Are-drawn outlines on graph
paper showing the object and
the lens, for students to
complete.
>enses
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Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
h
i
j
*
whether it is real or
virtual.
1ay diagrams may
be constructed to
show the formation
of images by
converging and
diverging lenses.
The relationshipbetween object
distance, image
distanceand focal
lengthis
The magnification
produced by a lens
may be calculated
using the equation
;agnification? image height
object height
The relationship
between the power
equation.
$now that the power of a
converging lens is positive
and the power of a diverging
lens is negative.
object height
and
! ?
f
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be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
l
m
n
o
of a lens and focal
length is
! ?
f
The structure of theeye.
The near point and
the far point of the
human eye. The
range of vision.
>enses can be
used to correct
defects of vision.
>asers are a
concentrated
$now the function of parts of
the eye+ retina, lens, cornea,pupiliris, ciliary muscle and
suspensory ligaments.
nderstand how the action of
the ciliary muscle causes
changes in the shape of the
lens, which allows the light to
be focused at varying
distances.
$now that the near point is
appro!imately %5cm and the
far point is infinity.
nderstand that the distance
between these two points is
the range of vision.
#e aware of uses of lasers
such as in eye surgery.
emo0(emonstration of model eye,
eg biological model in sections.
'esearch0 4hat causes short sight
and long sight and how they are
corrected.
emo0(emonstration of model eye
with short and long sight and the use
of lenses to correct these defects.
omework0(esign a poster showing
how the eye wor*s and how defects
are corrected.
#iological model eye
;odel of eye with defects,
lenses to correct.
$now the function
of the parts of theeye.
#e able to give
e!amples of
similarities and
differences
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Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
p
source of light and
can be used for
cutting, cauterising
and burning.
)omparison
between the
structure of the eye
and the camera.
#e aware that the film in a
camera or the )harge-
coupled devices
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Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
c
d
moving and the
bigger the
observed increase
in wavelength. This
effect is called &red-
shift'.
The observed red-
shift providesevidence that the
universe is
e!panding and
supports the ig
#ang' theory
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What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
e
of the universe.
The #ig #ang
theory is currently
the only theory that
can e!plain the
e!istence of
);#1.
3 eating rocesses
3#1 >inetic theory
a
b
c
$inetic theory can
be used to e!plain
the different states
of matter.
The particles of
solids, liquids and
gases have
different amounts
of energy.
The specific heat
capacity of asubstance is the
amount of energy
required to change
the temperature of
one *ilogram of the
(raw simple diagrams to
model the difference
between solids, liquids and
gases.
(escribe the states of matter
in terms of the energy of their
particles.
nderstand the meaning of
specific heat capacity.
/valuate different materialsaccording to their specific
heat capacities, eg hot water,
which has a very high
specific heat capacity, oil-
filled radiators and electric
: Activity0Individualclass
demonstration of interactive *inetic
theory modelling computer
programme.
omework0(esigning a poster to
illustrate the arrangement, movement
and energy of the particles in solids,
liquids and gases.
Activity0)lass e!periment using small
immersion heaters to heat bloc*s of
metalcontainers of water.
iscuss0(iscussion as to whether thefilling in hot pies is hotter than the
pastry when removed from the oven,
or similar e!ample. 4hy do some
foods with a filling of differing specific
heat capacity sometimes warn about
7ccess to computers"
interactive *inetic theory
modelling programme.
seful information can be
found at
http+www.preparatorychemist
ry.com#ishop3$;T3frames.h
tm
#e able to
describe the
arrangement and
movement of
particles in solids,
liquids and gases.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 3&
http://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htmhttp://www.preparatorychemistry.com/Bishop_KMT_frames.htm8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
d
e
f
substance by one
degree )elsius.
The relationship
between energy,
mass, specific heatcapacity and
temperature
change is
E?m@"@#
The specific latent
heat of vaporisation
of a substance is
the amount of
energy required to
change the state of
one *ilogram of the
substance from aliquid to a vapour
with no change in
temperature.
The relationship
storage heaters containing
concrete.
nderstand the meaning of
specific latent heat of
vaporisation.
nderstand the meaning of
the filling being hotM
omework0)arry out calculations
using the equation
E?m@"@#
emo0/!periment to determine the
latent heat of vapori0ation of water.
Activity0 )arry out calculations using
the equation
E ? m @ $v
Activity0)lass e!periment to
Specific heat capacity
apparatus, eg immersion
heater, voltmeter, ammeter,
stopwatch, metal bloc*s, top
pan balance, thermometer.
Specific latent heat apparatus,
$now the units of
each of the
quantities in thespecific heat
capacity equation"
*now how to
convert grams to
*ilograms and
joules to
*ilojoules.
nderstand that
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
g
h
i
between energy%
mass and specific
latent heat of
vaporisation is
E ? m @ $v
The specific latent
heat of fusion of a
substance is the
amount of energyrequired to change
the state of one
*ilogram of the
substance from a
solid to a liquid with
no change in
temperature.
The relationship
between energy%
mass and specific
latent heat of fusion
isE ? m @ $f
The melting point of
a solid and the
boiling point of a
specific latent heat of fusion. determine the latent heat of fusion of
ice.
Activity0 )arry out calculations using
the equation
E ? m @ $fomework01esearch the effect of
impurities on the melting point of a
solid and the boiling point of a liquid.
eg immersion heater,
voltmeter, ammeter, hot water,
ice, stopwatch, top pan
balance
while a substance
is changing state
there is no
change in
temperature.
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
liquid are affected
by impurities.
3#2 +nergy transfer !y heating
a /nergy may be
transferred by
conduction and
convection.
nderstand in simple terms
how the arrangement and
movement of particles
determine whether a materialis a conductor or an
insulator.
nderstand the role of free
electrons in conduction
through a metal.
se the idea of particles
moving apart to ma*e a fluid
less dense and to e!plain
simple applications of
convection.
F emo0(emonstrations of conduction,
eg heating a metal bar with tac*s stuc*
on with wa!" rods of different materials
held in a flame etc" heating rods onheat sensitive paper.
Activity0)lass investigation
measuring the temperature of hot
water in a container with different
materials wrapped round it.
emo0(emonstrations of convection,
eg paper coil held above heat source,
tracing convection currents in water
etc.
se of jumbo blac* bag lifted byconvection to s*y
omework0;a*e a survey or
collection of material used in the ta*e
away food industry, e!plaining why it
has been chosen.
)onduction demonstrations
*its
)ontainers of hot water
wrapped in different materials.
)onvection demonstration *its
Aroduct of Kaw*in's #a0aar,Science museum shop.
7 video clip on heat transfer
can be found on the ##)
website at
http+www.bbc.co.u*learning0
$now that air is
an e!cellent
insulator and
e!amples ofinsulation
materials using
trapped air.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 4
http://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.htmlhttp://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.html8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
b
c
d
e
/nergy may be
transferred by
evaporation and
condensation.
The rate at which
an object transfers
energy by heating
depends on a
number of factors.
The bigger the
temperature
difference between
an object and its
surroundings, the
faster the rate at
which energy istransferred by
heating.
;ost substances
e!pand when
/!plain evaporation and the
cooling effect this causes
using the *inetic theory.
$now that the rate at which
an object transfers energy by
heating depends on+
Nsurface area and volume
Nthe material from which the
object is made
Nthe nature of the surface
with which the object is in
contact
Nthe temperature difference
between the object and its
surroundings.
#e able to e!plain the design
of devices in terms of energy
transfer, eg cooling fins.
#e able to e!plain animaladaptations in terms of
energy transfer, eg relative
ear si0e of animals in cold
and warm climates.
nderstand that the
Activity0Individual useclass
demonstration of interactive *inetic
theory modelling computer programme
to e!plain evaporation and
condensation.
iscuss0Summary of the factors
affecting the rate at which an object
transfers energy by heating.
Activity0In small groups, students
prepare a presentation on a topic to
present to the class, eg animal
adaptations in terms of energy
transfer, how each of the factors
affects the rate at which an object
transfers energy by heating and an
application of this etc.
omework0Students create an
imaginary animal which has evolved to
deal with certain climatic conditions.
emo0 (emonstration of e!panding
oneclipsfrying-an-egg-with-a-
paper-panLHE%.html
7ccess to computers,
interactive *inetic theory
modelling programme.
#e able to e!plain
why evaporation
causes the
surroundings to
cool.
#e able to apply
*nowledge of the
factors that affect
the rate of energy
transfer to
different practical
situations.
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http://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.htmlhttp://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.htmlhttp://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.htmlhttp://www.bbc.co.uk/learningzone/clips/frying-an-egg-with-a-paper-pan/8762.html8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
heated. e!pansion of substances on
heating may be a ha0ard or
useful.
on heating e.g. ball and hoop, bi-
metallic strip.
omework01esearch e!amples
where the e!pansion of substances on
heating is a ha0ard
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Sec'efer
ence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
e
emitters of infrared
radiation.
>ight, shiny
surfaces are good
reflectors of
infrared radiation.
$now the factors that affect
the rate at which an object
absorbs infrared radiation.
omework0/!plain why marathon
runners are wrapped in foil blan*ets
following a race and why *ettles are
light coloured.
omework0/!plain why houses and
cars in hot countries tend to be light in
colour.
3#4 +nergy transfers an" efficiency
a
b
c
/nergy can betransferred usefully,
stored or
dissipated, but
cannot be created
or destroyed.
4hen energy is
transferred only
part of it may be
usefully transferred"
the rest is &wasted'.
4asted energy is
eventually
transferred to the
surroundings,
which become
(escribe the energy
transfers and the main
energy wastages that occur
in a range of situations or
appliances.
% Activity0)ircus of energy transferdevices.
omework01esearch into Pames
Poule's e!periments.
omework0se retail catalogues e.g.
for washing machines and fridges, to
see how manufacturers are aware of
the need for efficiency, and how it may
influence the choice of appliance by
consumers.
/nergy transfer devices,eg battery operated electric
bell, wind-up toy etc.
seful information on &Keat
transfer and efficiency' can be
found on the ##) website at
http+www.bbc.co.u*schoolsg
csebitesi0escienceaqaenerg
yefficiency
$now how to usethe efficiency
equations to
calculate the
efficiency either
as a decimal or as
a percentage.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 4$
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energyefficiency/8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'efer
ence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
d
e
warmer. This
energy becomes
increasingly spread
out and so
becomes less
useful.
The efficiency of a
device can be
calculated using
/fficiency ?
useful energy out
total energy in
and
/fficiency ?
useful power out
total power in
The energy flow in
a system can be
represented usingSan*ey diagrams.
nderstand the concept of
efficiency and why an
efficiency can never be
greater than DDQ.
se the equations to
calculate efficiency as a
decimal or percentage.
Interpret and draw a San*ey
diagram.
Activity0 )arry out calculations using
the efficiency equations.
Activity0(raw San*ey diagrams,
having identified major sources of
wasted energy.
nderstand why a
device or process
can never be
greater than
DDQ efficient.
#e able to draw
and interpret
San*ey diagrams.
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Sec'efer
ence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
3#6 eating an" insulating !uil"ings
a
b
c
d
Solar panels may
contain water that
is heated by
radiation from the
Sun.
There are a range
of methods used to
reduce energy loss
and consumption.
-values measure
how effective a
material is as an
insulator.
The lower the -
value, the better
the material is as
an insulator.
nderstand that the water
from solar panels may be
used to heat buildings or
provide domestic hot water.
#e able to evaluate the
effectiveness of different
types of material used for
insulation, including -values
and economic factors
including paybac* time.
#e able to evaluate the
efficiency and cost
effectiveness of methods
used to reduce &energy
emo0(emonstration of model solar
panel water heater.
'esearch0Students research -
values of common insulating materials.
omework0 iven data calculate the
paybac* time for different methods of
insulation.
;odel solar panel water
heater.
nderstand the
term &pay-bac*'
time in relation to
heating
and insulation of
buildings.
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ence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
consumption'.
4 +lectricity
4#1 +lectrical circuits
a
b
c
d
/lectrical charges
can move easily
through some
substances, for
e!ample metals.
/lectric current is a
flow of electric
charge.
The relationship
between current,
charge and time is
The relationshipbetween potentialdifference, energytransferredand
chargeis &
nderstand that a flow of
electrical charge constitutes
a current.
se the equation relating
current, charge and time.
se the equation relating
potential difference, chargeand time
% 5i"eo04atch video clips or computer
simulations of current as a flow of
charge.
Activity0Set up simple circuits and
using an ammeter to measure current
and a voltmeter to measure p.d.
Activity0 )arry out calculations using
the equations
Video clips or computer
simulations of current as a
flow of charge can be found at
http+phet.colorado.eduensi
mulationcircuit-construction-*it-dc
/quipment for setting up
simple circuits, eg battery
pac*s, small value resistors,
ammeters, low voltage light
bulbs, variable resistors etc.
Small white boards for
showing circuits.
#e able to
recognise and
draw the electrical
circuit symbols.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 4%
http://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dchttp://phet.colorado.edu/en/simulation/circuit-construction-kit-dc8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'efer
ence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
e
)ircuit diagrams
use standard
symbols.
$now the standard circuit
symbols as shown in the
specification.
(raw and interpret circuit
diagrams.
and &
Activity0 Translating real circuits into
circuit diagrams. Teacher &dictates'
circuits which students draw.
omework0>earn circuit symbols.
f
g
)urrent8potential
difference graphs
are used to show
how the current
through a
component varies
with the potential
difference across it.
The resistance of a
component can befound by measuring
the current through
and potential
difference across,
the component.
$now and e!plain the
features of current-potential
difference graphs for a
resistor, a filament bulb and
a diode.
nderstand that the greater
the resistance the smallerthe current for a given
potential difference across a
component.
/!plain resistance in terms
of ions and electrons.
: There are a huge number of
downloadable e!periments
from the Aractical Ahysics
website, which can be found at
http+www.nuffieldfoundation.o
rgpractical-physicswater-
circuit-modelling-current-and-
potential-difference
/lectric circuits apparatus, eg
battery pac*s, low valueresistors, ammeters,
voltmeters, filament light
bulbs, diodes, >/(s etc.
$now the shapes
of the current 8
potential different
graphs for
different
components and
be able to e!plain
them
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by 4&
http://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-differencehttp://www.nuffieldfoundation.org/practical-physics/water-circuit-modelling-current-and-potential-difference8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'efer
ence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
h
i
j
*
The current through
a component
depends on its
resistance.
The relationship
between potential
difference% current
and resistance is
&?'@(
The current through
a resistor
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Sec'efer
ence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
l The current through
a diode flows in
one direction only.
The diode has a
very high
resistance in the
reverse direction.
Activity0)lass investigation
measuring current through and
potential difference across a diode, as
the current is varied.
Activity0)arry out calculations using
the equation &?'@(
omework0(raw graphs of
e!perimental results.
omework0Aractice calculations
using the equation &?'@(
m
n
The potential
difference provided
by cells connected
in series is the sum
of the potential
differences of each
cell.
6or components
connected in series
how the resistance,
current and
$now how to wor* out the
potential difference provided
by a number of cells in
series, ta*ing in to account
the direction in which they
are connected.
$now that for components in
series, the total resistance is
the sum of the resistance of
each component.
: Activity0;easuring current at
different places in a series circuit.
Activity0;easuring potential
difference across each resistor and the
battery in a series circuit.
Activity0;easuring current at
different places in a parallel circuit.
Activity0;easuring potential
difference across each resistor and the
battery in a parallel circuit.
omework0Interactive learning
activitiesgames related to electrical
/lectric circuits apparatus e.g.
battery pac*s, low value
resistors, ammeters,
voltmeters, filament bulbs.
seful information and
activities can be found at
www.hyperstaffs.infowor*phy
sicschildmain.html
7nd www.what%learn.com
$now the
properties of the
current and
potential
difference in
series and parallel
circuits.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by $1
http://www.hyperstaffs.info/work/physics/child/main.htmlhttp://www.hyperstaffs.info/work/physics/child/main.htmlhttp://www.what2learn.com/http://www.hyperstaffs.info/work/physics/child/main.htmlhttp://www.hyperstaffs.info/work/physics/child/main.htmlhttp://www.what2learn.com/8/12/2019 Aqa Scienc1 e Igcse Physics Sow
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Sec'efer
ence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
o
potential difference
are affected.
6or components
connected in
parallel how the
current and
potential difference
are affected.
$now that for components in
series, there is the same
current through each
component.
$now that for components in
series, the total potential
difference of the supply is
shared between the
components.
$now that for components in
parallel, the potential
difference across each
component is the same.
$now that for components in
parallel, the total current
through the whole circuit is
the sum of the currents
through the separatecomponents.
nderstand the use of
thermistors in circuits, e.g.
thermostats.
nderstand the use of light-
circuits.
Activity0 Bbserve the effect of light
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Sec'efer
ence
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
p
q
7n >/( emits light
when a current
flows through it in
the forward
direction
4hen an electrical
charge flows
through a resistor,
the resistor gets
hot.
dependent resistors in
circuits e.g. for switching on
lights when it gets dar*.
$now that there is an
increasing use of light
emitting diodes /(s= for
lighting, as they use a much
smaller current than other
forms of lighting.
nderstand that a lot of
energy is wasted in filament
bulbs by heating. >ess
energy is wasted in power
saving lamps such as
)ompact 6luorescent >amps
s=.
intensity on the resistance of a >(1
Activity0)lass investigation observing
the effect of current direction on the
output of an >/(.
Activity0Bbserve the effect of
temperature on the resistance of a
resistor.
'esearch0 The use of thermistors in
circuits e.g. thermostats, and the use
of light-dependent resistors in circuits,
e.g. switching on lights when it gets
dar*.
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
4#2 ousehol" electricity
a
b
c
d
)ells and batteries
supply current that
always passes in
the same direction.
This is called direct
current
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
e
f
g
;ost electrical
appliances are
connected to the
mains using a
cable and a three-
pin plug.
If an electrical fault
causes too great a
current to flow, the
circuit is
disconnected by a
fuse or a circuit
brea*er in the live
wire.
4hen the current in
a fuse wire
e!ceeds the ratingof the fuse it will
melt, brea*ing the
circuit.
$now what materials are
used in three-pin plugs and
understand why they are
used.
$now the colour coding of
the covering of the three
wires used in three-pin plugs.
nderstand the purpose and
the action of the fuse and the
earth wire.
nderstand the lin* between
cable thic*ness and fuse
value.$now that some appliances
are double insulated, and
therefore have no earth wire
connection.
Activity0)lass e!periment to wire a
three-pin plug.
emo0(emonstration of the
measurement of an increasing current
through a length of fuse wire.
omework0 Identifying and
correcting wiring faults in a number of
diagrams of a three-pin plug.
omework0 Identify some domestic
appliances that may not require an
earth wire.
three-pin plugs, cable, wire
cutters, screwdrivers, fuse
wire, ammeter, 1))#.
$now the
advantages of an
1))# comparedto a fuse.
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Sec'eference
Summary of the
Secification
Content
Learning &utcomes
What most students should
be able to do
Suggeste"
Possi!le teaching an" Learning
Activities
Homework
'esource +(amination
,hints an" tis-
Students should:
h
j
*
Some circuits are
protected by
1esidual )urrent
)ircuit #rea*ers
ow voltage motor se