Scheme of Work

Cambridge IGCSE™ / Cambridge IGCSE (9–1)

Physics 0625 /0972
For examination from 2023

Class: 9 IGCSE

LP for the AY 25-26

Version 1
Copyright © UCLES January 2021
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Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

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Contents

Introduction 4
1. Motion, forces and energy 7
2. Thermal physics 28
3. Waves 41
4. Electricity and magnetism 56
5. Nuclear physics 76
6. Space physics 85
 Scheme of Work

Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can
choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you
could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.

Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below gives some guidance about how many hours we recommend you spend on each topic area.

Topic Suggested teaching time (% of the course)

op

1 Motion, forces and energy It is recommended that this should take about 26% of the course.

2 Thermal physics It is recommended that this should take about 10% of the course.

3 Waves It is recommended that this should take about 18% of the course.

4 Electricity and magnetism It is recommended that this should take about 27% of the course.

5 Nuclear physics It is recommended that this should take about 8% of the course.

6 Space physics It is recommended that this should take about 11% of the course.

4
 Scheme of Work

Resources
You can find the up-to-date resource list, including endorsed resources to support Cambridge IGCSE Physics on the Published resources tab of the syllabus page on
our public website here.
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. All textbooks
endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective. In
addition to reading the syllabus, you should refer to the updated specimen assessment materials.

School Support Hub

The School Support Hub www.cambridgeinternational.org/support is a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training
opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support
Hub at www.cambridgeinternational.org/support. If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org

Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.

www.bbc.co.uk/bitesize
www.falstad.com/mathphysics.html
www.mathsisfun.com/physics/index.html

5
 Scheme of Work
https://phet.colorado.edu
www.physicsclassroom.com
https://spark.iop.org
www.stem.org.uk

6
 Scheme of Work

How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Physics 0625/0972 syllabus and it provides some ideas and suggestions of how to cover the content
of the syllabus. We have designed the following features to help guide you through your course.

Learning objectives help your learners by making

clear the knowledge they are trying to build. Pass Suggested teaching activities give you lots of
these on to your learners by expressing them as ‘We ideas about how you can present learners with
are learning to / about…’. new information without teacher talk or videos.
Try more active methods which get your
learners motivated and practising new skills.

Resource Plus provides Teaching Packs

and experiment videos to develop you
Formative assessment (F) is ongoing learners’ practical science skills. available
assessment which informs you about for you to view and download at:
the progress of your learners. Don’t www.cambridgeinternational.org/support.
forget to leave time to review what
your learners have learnt: you could try
question and answer, tests, quizzes,
‘mind maps’, or ‘concept maps’. These Independent study (I)
kinds of activities can be found in the gives your learners the
scheme of work. opportunity to develop
their own ideas and
understanding with direct
input from you.
Extension activities provide
your more able learners with
further challenge beyond the
basic content of the course and
Past papers, specimen papers and mark schemes
help prepare them for A Level
are available for you to download at:
study and beyond.
www.cambridgeinternational.org/support

Using these resources with your learners allows you to

check their progress and give them confidence and
understanding.

7
 Scheme of Work

1. Motion, forces and energy

Date: Syllabus ref. Learning objectives Suggested teaching activities

21.5.25 1.1.1 Physical Describe the use of Discuss the importance of measurements. Why do we take measurements? How do w
quantities and rulers and measuring accurate and precise?
measurement cylinders to find a
techniques length or a volume Set up stations around the laboratory with different measuring instruments, as well as
learners to move around in small groups or pairs. Learners can take measurements o
1.1.2 Describe how to area of laboratory floor, thickness of a piece of paper (they should consider measuring
measure a variety of time to get your attention, time to walk across the laboratory, time of one pendulum sw
time intervals using
clocks and digital Make sure learners understand the importance of taking multiple readings and calcula
timers distance or a short interval of time, learners should measure multiples and calculate a
pendulum).
Determine an average
1.1.3 value for a small Interactive websites showing the scale of the real world:
distance and for a www.nikon.com/about/sp/universcale/scale.htm
short interval of time https://scaleofuniverse.com
by measuring multiples
(including the period of Extension: Stretch and prepare for A level
oscillation of a Introduce precision, accuracy and error in measurements. The bull’s-eye analogy may
pendulum) between them. Discuss systematic errors and random errors.

Bull’s-eye analogy of precision and accuracy:

https://www.mathsisfun.com/accuracy-precision.html

1.1.4 Physical Understand that a Introduce the definitions of scalars and vectors. Using quantities learners have come a
quantities and scalar quantity has which are scalars and which are vectors. Add more examples of scalars to include: dis
measurement magnitude (size) only temperature and pressure. Add more examples of vectors to include: displacement, fo
techniques and that a vector electric field strength and gravitational field strength.
quantity has
magnitude and Use a ball to explain the difference between distance and displacement, relating back
direction and vectors. Throw the ball to a learner and ask the class to estimate the distance the
displacement? Learners should note that in this case the distance is the same as the d
1.1.5 Know that the ball can then throw the ball back to you and the learners can estimate the distance an
following quantities are should now note that the distance and displacement have different values.
scalars: distance,

8
 Scheme of Work

speed, time, mass, Emphasise that any quantity that links with a direction word is a vector. Both a force o
energy and displacement of 0.45 m west make sense; but a temperature of 47 °C sideways does
temperature
Explain that scalars always add to create a larger value. Discuss the example of going
1.1.6 Know that the might walk 1km north, 2km east and 5km north. In total the walker has travelled a dist
following quantities are value.
vectors: force, weight,
velocity, acceleration, Explain that vectors have direction and this changes how they add. Introduce simple e
momentum, electric on a block in the left and right direction. Include up and down. Highlight how they can
field strength and can we do when they do not cancel out and are perpendicular to each other?
gravitational field
strength Introduce how to add vectors graphically. Learners should pick an appropriate scale a
draw angles. Demonstrate both the ‘head-to-tail’ method and the ‘parallelogram’ meth
1.1.7 Determine, by Learners practise adding and subtracting pairs of vectors graphically. You could use o
calculation or visually demonstrate vector addition. (F)
graphically, the
Introduce how to add vectors at right angles to each other mathematically using Pytha
resultant of two
check the resultant vectors for any perpendicular vectors they have previously added
vectors at right angles,
method. (F)
limited to forces or
velocities only Set learners more questions for practice. (F)

A simple plenary task is sorting quantities into scalars and vectors. Do this either as a
small groups with the quantities printed onto cards to sort.

Vectors:
www.mathsisfun.com/algebra/vectors.html

Vector addition simulation:

phet.colorado.edu/en/simulation/vector-addition

Extension: Stretch and prepare for A level

Introduce how to resolve a vector into vertical and horizontal components using trigon
and/or diagrams.

Resolving vectors in components:

www.s-cool.co.uk/a-level/physics/vectors-and-scalars-and-linear-motion/revise-it/reso

9
 Scheme of Work

1.2.1 Motion Define speed as Ask learners for a definition of speed. They may be able to explain that it depends on
distance travelled per amount of time.
unit time; recall and
s Introduce the equation for speed and demonstrate a calculation. This is useful for calc
use the equation v= point in time or over a small time interval e.g. how fast a car is travelling when caught
t speed and velocity may have the same value, but velocity can have a negative symbo
1.2.2
Define velocity as Consider average speed for journeys where the speed changes: a train making stops
speed in a given to traffic, an athlete accelerating to reach their maximum speed in a sprint, etc. Explain
direction calculated from knowing the total distance travelled and the time taken.
1.2.3
Recall and use the Introduce the equation for average speed and demonstrate a calculation.
equation
total distance travelled
Learners take measurements of distance and time and use these to calculate speed. T
average speed= distance (measured out with a trundle wheel or metre rules) and measure the time it ta
total timetaken
distance. Alternatively they can use a long corridor and measure the time it takes for o
travel the measured distance.
1.2.9
Define acceleration as
change in velocity per Set learners questions to practise calculation of speed, distance and time. (F)
unit time; recall and
use the equation Speed and velocity:
Δv www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity
a=
1.2.12 Δt Extended assessment: 1.2.9 and 1.2.12

Recap the difference between distance and displacement, and link to speed and veloc
Know that a
demonstration where learners estimate the distance and displacement of the ball as it
deceleration is a
Remind learners that distance and displacement may have different values.
negative acceleration
and use this in Ask learners to give an example of acceleration. They may suggest a racing car accel
calculations Clarify that all objects have to accelerate or decelerate to change velocity. Ask learner
that deceleration is negative acceleration and causes the velocity to decrease.

Learners use ticker tape timers to investigate constant velocity, acceleration and dece
distance between dots, or the distance between a set number of dots and, using the fr
calculate values of velocity and acceleration.

Learners use light gates and datalogger set-ups to measure the initial and final velocit
a moving trolley or toy car and the time between those measurements. Learners then

10
 Scheme of Work

Constant acceleration can be achieved by using a ramp or a mass on a pulley.

Set learners questions to practise calculation of acceleration, change in velocity and ti

Extension: Stretch and prepare for A level

Use the definition of acceleration to explain the units for acceleration. Show learners h
rather than m/s2 and explain this mathematically.

1.2.4 Motion Sketch, plot and Learners, in pairs, each sketch a distance–time graph, act the motion shown to their p
interpret distance–time partner and draw the distance–time graph for the observed motion of their partner.
and speed–time
graphs Ask learners what the gradient of a distance–time graph represents. Learners may be
how to calculate the gradient to the definition of speed. Show learners how to find the
1.2.5 Determine, velocity, of a distance–time graph.
qualitatively, from
given data or the Give learners distance–time graphs to match up with the appropriate description. Exam
shape of a moving at constant velocity, an object that is accelerating, a stationary object, etc.
distance–time graph or
speed-time graph Give learners descriptions to draw as distance-time graphs. This works particularly we
when an object is: group interactive task so that learners can compare and discuss what they’ve drawn. E
walking to the bus stop, someone walking backwards, someone sprinting from stands
(a) at rest
(b) moving with Learners use motion sensor and datalogger set-ups to investigate the relationship bet
constant speed graphs. Set learners the challenge of recreating distance–time graphs you give to them
(c) accelerating distance–time graph and act out the motion. Learners investigate how constant speed
(d) decelerating appear on the distance–time graph created by a datalogger connected to a motion sen

Learners use ticker tape timers to investigate motion. They measure the distance betw
1.2.6 Calculate speed from between each dot, plot distance–time graphs.
the gradient of a
straight-line section of Learners plot simple distance– or speed–time graphs for their journey to school. They
a distance–time graph the events that take place on the journey e.g. the school bus stops at traffic lights.

1.2.7 Calculate the area Set learners questions that involve interpreting and plotting distance–time graphs. (F)
under a speed-time
graph to determine the Learners can investigate motion and motion graphs further using The Moving Man sim
distance travelled for https://phet.colorado.edu/en/simulation/legacy/moving-man
motion with constant

11
 Scheme of Work

speed of constant
acceleration

1.2.10 Determine from given To recap their understanding, give learners distance–time graphs for various types of
Motion data or the shape of a constant acceleration and changing acceleration. Learners match the descriptions to t
speed-time graph time graphs from descriptions you give.
when an object is
moving with: Ask learners what the gradient of a speed–time graph represents. Learners may be ab
(a) constant how to calculate the gradient to the definition of acceleration.
acceleration
(b) changing Set learners questions that involve interpreting and plotting speed–time graphs, as we
acceleration the gradient. (F)

1.2.11 Calculate acceleration Give learners distance–time graphs and speed–time graphs for various types of motio
from the gradient of a acceleration and deceleration. Learners match up the graphs to reinforce their unders
speed-time graph graph. (F)

Resource Plus
Carry out the Speed–time graphs experiment referring to Teaching Pack for lesson p

Extension: Stretch and prepare for A level

1 2
Introduce the equation of motion s=ut+ a t . Use a velocity–time graph showing an
2
u, and undergoing a constant acceleration, a, for period of time, t, until reaching a fina
line is equal to the displacement, s. Demonstrate how to apply this equation of motion

Introduce how the tangent of a curved graph can be used to find the acceleration at th

1.2.8 Motion State that the Start the lesson by showing learners an apple and asking learners how much it weigh
acceleration of free fall the apple. Allow learners to make guesses without saying whether they are right or wr
g for an object near to the unit of Newtons, rather than grams or kilograms. Introduce the idea that mass and
the surface of the are often confused.
Earth is approximately
constant and is Learners investigate the relationship between mass and weight. They use an electron
approximately various objects or they can use slotted masses of 100g each. Learners use a force me
9.8 m/s2 plot a graph of weight against mass and calculate the gradient. Introduce the value of

12
 Scheme of Work

field strength.
1.3.1 Mass State that mass is a
and weight measure of the Relate weight, mass and gravitational field strength together with the equation.
quantity of matter in an
object at rest relative Set learners simple questions for practice. (F)
to the observer
Define gravitational field strength and link to the acceleration of free-fall for an object n
1.3.2 State that weight is a Highlight that this value is constant. Explain to learners that all objects experience the
gravitational force on but often it does not appear this way due to the presence of air resistance. This will be
an object that has velocity.
mass
Stick pictures of the planets and the Sun in our solar system on the walls of the classr
gravitational field strength. Learners hunt to find the different planets and their values
1.3.3 Define gravitational
their weight on these planets. Learners may need to first measure their mass using ba
field strength as force
be sensitive about their mass so you may offer to share your mass with the class for u
per unit mass; recall
and use the equation Learners discuss how Olympic records might change if competitions were held on the
w Assuming athletes had sufficient air and pressure, learners estimate how records for w
g= and know that
m sprints, etc., would change with a different value of gravitational field strength.
this is equivalent to the
acceleration of free fall Set learners more questions for practice. (F)
1.3.4
Know that weights, Extended assessment: 1.3.5
(and masses) may be
Clarify that a gravitational field is a region in which a mass experiences a force due to
compared using a
value changes depending on the size of the mass creating the field and the distance a
balance
1.3.5 Extension: Stretch and prepare for A level
Describe, and use the Introduce Newton’s law of gravitation as an equation. Introduce the gravitational const
concept of, weight as This helps to explain why only very large masses produce significant forces.
the effect of a
gravitational field on a Ask learners to calculate their gravitational attraction to any other person in the room.
mass forces go unnoticed.

Learners can investigate attractive force between masses further using the Gravity Fo
https://phet.colorado.edu/en/simulation/gravity-force-lab-basics

1.4.1 Density Define density as Ask learners to define density. They may describe it in terms of how closely packed a
mass per unit volume;

13
 Scheme of Work

recall and use the the equation.

Learners consider how heating a substance affects its density. Highlight water as an e
equation solids are denser than liquids.
Describe how to Highlight the correct process for converting between g/cm3 and kg/m3. Learners may f
1.4.2 determine the density and kg, but they may get confused with cm3 and m3. Use multiple metre rules to make
of a liquid, of a them to visualise and understand how squaring and cubing 1m also squares and cube
regularly shaped solid number than they might expect.
and of an irregularly
shaped solid which Set learners more questions for practice. (F)
sinks in a liquid
(volume by Learners investigate how density relates to floating, how to compare density data and
displacement), using Archimedes’ principle with the Buoyancy simulation: (I)
including appropriate https://phet.colorado.edu/en/simulation/legacy/buoyancy
calculations.
Resource Plus
Determine whether an Carry out the Determining the density of solids and liquids experiments referring to T
1.4.3 object floats based on plans and resources.
density data
Extended assessment: 1.4.4
Determine whether
1.4.4 one liquid will float on Learners can investigate liquids that do not mix and consider how their densities deter
another liquid based Learners can observe/investigate oil on water, coloured fresh water on saltwater, etc.
on density data given data and make predictions.
that the liquids do not
mix https://www.sciencefun.org/kidszone/experiments/layers-of-liquids/

1.5.1.3 Determine the Ask learners to name as many different types of force as possible. Reinforce that all fo
Effects of resultant of two or
forces more forces acting Ask learners to sort the list of forces they have compiled into contact and non-contact
along the same with air resistance because air is invisible, but it does make contact at all times. Learn
straight line quickly to feel the ‘wind’ they produce as they move through the air and experience air

1.5.1.4 Know that an object Introduce free-body diagrams as a simple and clear way of showing the size and direc
either remains at rest
or continues in a Learners investigate the effect of multiple forces by making a simple ball from scrap p

14
 Scheme of Work

straight line at similar forces from various angles. Working in small groups they observe what happen
constant speed unless blowing through the straw at the paper ball, two forces from different angles and multip
acted on by a resultant Learners make predictions before testing each scenario. They may note that in reality
force the same force and apply them at the correct angles. Learners may conclude that forc
add together depending on their values and direction, relating to the fact that forces ar
1.5.1.5 State that a resultant
force may change the Introduce Newton’s first law and the term ‘resultant force’ to explain how forces produc
velocity of an object by
changing its direction Ask learners to consider what would happen if a tennis ball was thrown in space. They
of motion or its speed long as the ball does not hit anything, it will travel forever as there are no forces to cha

1.5.1.11 Recall and use the Show learners simple free-body diagrams for them to quickly work out the resultant fo
equation F = ma and miniature whiteboards. (F)
know that the force
Learners carry out a ‘tug of war’ to demonstrate addition of forces as vectors. Differen
and the acceleration
side should result in a clear win for the side with the most force.
are in the same
direction Set learners practice questions on finding the resultant force. (F)

Learners investigate forces and motion further using the following simulations that inve
https://phet.colorado.edu/en/simulation/forces-and-motion-basics
https://phet.colorado.edu/en/simulation/legacy/forces-and-motion

Extended assessment: 1.5.1.11

Recap the idea that forces can cause changes in motion or speed, as well as shape. L
second by highlighting that changes in motion or speed means there must be accelera

Introduce the equation F = ma

Set learners simple questions for practice. (F)

1.5.1.6 Describe solid friction Show learners a video of a spacecraft re-entering Earth’s atmosphere and landing saf
Effects of as the force between explain why the spacecraft does not accelerate forever and why it gets so hot. Learne
forces two surfaces that may the idea of the spacecraft not traveling too fast and its increase in heat.
impede motion and
produce heating Remind learners that friction is present for all objects in motion on Earth due to our atm
other sources of friction and a scenario where friction is important e.g. brakes to contr

15
 Scheme of Work

feel how friction produces heating by quickly rubbing their hands together.
1.5.1.7 Know that friction
(drag) acts on an Ask learners to explain the motion of objects acted on by constant forces.
object moving through
a liquid Remind learners that all objects experience the same acceleration due to free-fall, but
due to the presence of air resistance. Demonstrate the guinea and feather drop:
1.5.1.8 Know that friction https://spark.iop.org/guinea-and-feather
(drag) acts on an
object moving through Show the Apollo 15 hammer-feather drop:
a gas (e.g. air https://moon.nasa.gov/resources/331/the-apollo-15-hammer-feather-drop/
resistance)
Extended assessment: 1.2.13
1.2.13 Describe the motion of
Motion objects falling in a Ask learners to identify the forces on a parachutist. Learners should identify weight an
uniform gravitational or if, these forces change during the fall.
field with and without
air/liquid resistance Show learners a video of a parachute jump, perhaps the extreme record-breaking free
(including reference to learners to consider how the velocity changes throughout. Learners sketch a velocity–
terminal velocity) watch the video:
https://www.space.com/17961-supersonic-skydive-worlds-highest-space-jump.html

Introduce the idea of terminal velocity and the conditions under which it occurs.

Set learners qualitative questions to test understanding. (F)

You could give learners the qualitative task of designing, building and testing a parach
landing of a raw egg. (F)

Learners investigate terminal velocity further by timing the fall of objects through a visc
cleaning detergent. Learners set up equal intervals of distance and measure the time
time intervals are equal, the object is falling at terminal velocity.

Learners investigate terminal velocity further using the simulation. Complete toolkit on
interactive simulation and animations: (I)
www.physicsclassroom.com/Teacher-Toolkits/Terminal-Velocity/Terminal-Velocity-Co

Extension: Stretch and prepare for A level

16
 Scheme of Work

Set learners the task of drawing a series of free-body diagrams of a parachutist falling
parachute over several snapshots of time. Learners should consider weight and air re
forces, motion before and after the parachute is opened and where terminal velocity o
may aid this. (F)

Learners can research factors that affect the value of drag and qualitatively design

Learners can investigate space travel using constant acceleration, building on the
with no drag, and explain why a spacecraft cannot accelerate forever. (I)

How does a package fall from a plane if it is dropped while the plane flies with a co
possible trajectories and encourage learners to consider the forces acting, ign
idea of projectile motion to learners and see if they can identify other scenario
cannon ball at an angle to the horizontal. Demonstrate projectile motion using
https://phet.colorado.edu/en/simulation/projectile-motion

1.5.1.1 Know that forces may Recap the idea that forces can cause changes in motion or speed, as well as shape.
Effects of produce changes in
forces the size and shape of Learners investigate Hooke’s law using a helical spring and masses. Clarify the differe
an object extension. Learners plot a load–extension graph of their results.

1.5.1.2 Sketch, plot and Learners write out the experimental procedure for collecting the results needed to prod
interpret load– Learners then swap procedures with each other and attempt to carry them out explicit
extension graphs for instructions.
an elastic solid and
describe the Extended assessment: 1.5.1.9 and 1.5.1.10
associated
Introduce the equation F = kx and link to the graph plotted. Define the spring constant
experimental
equation.
procedures
Learners find the spring constant by finding the gradient of their graph. They use the s
1.5.1.9 Define the spring for the extension produced by values of force that they did not test.
constant as force per
unit extension; recall Set learners quantitative and qualitative questions for practice. (F)
and use the equation
Use the load–extension graph to identify the limit of proportionality and link to Hooke’s
F
k= elastic limit is not required).
x

17
 Scheme of Work

1.5.1.10 Learners investigate Hooke’s law further with the Hooke’s law simulation. They can us
Define and use the analyse results: (I)
term ‘limit of https://phet.colorado.edu/en/simulation/hookes-law
proportionality’ for a
load–extension graph Learners find the value of weight for the various mystery masses using the Masses an
and identify this point https://phet.colorado.edu/en/simulation/masses-and-springs-basics
on the graph (an
understanding of the Extension: Stretch and prepare for A level
elastic limit is not Learners consider the energy stored by a spring and investigate this, amongst other a
required) Springs simulation: (I)
https://phet.colorado.edu/en/simulation/masses-and-springs

1.5.3.1 State what is meant by Ask learners to find the centre of gravity for a ruler or pen from their pencil case. Learn
Centre of centre of gravity on their fingers. Ask learners to define the centre of gravity.
gravity
Learners investigate their own centre of gravity. Without bending at the knees or waist
1.5.3.2 Describe an up until they feel they are about to fall. When does this occur? Learners may identify t
experiment to no longer supported by their base (their feet), they become unstable and fall. How can
determine the position They may take up a sumo wrestler position with a wide stance and a lowered centre o
of the centre of gravity
of an irregularly Learners try various tasks that are made much more difficult when they are not allowe
shaped plane lamina picking up a pen from the floor in front of them with their back and feet flat against a w
sideways to the wall, etc. Learners should notice how they constantly shift their centre
1.5.3.3 Describe, qualitatively,
the effect of the Demonstrate ‘tricks’ that seem to defy gravity, but are simply utilising a non-central ce
position of the centre
of gravity on the ● Make a metre ruler balance on the edge of a desk using some string and a ha
stability of simple www.education.com/science-fair/article/hammer-ruler-trick/
objects ● Make a matchbox overhang a desk by more than half of its length by placing s
them in place in the box with adhesive putty
● Stack some books in a seemingly impossible arc as long as the centre of grav
Learners find the centre of gravity of an irregular 2-D cardboard shape by suspending
a plumb line from the same point. The centre of gravity of the shape will lie beneath th
line will permit learners to mark a line where this must be. Changing the suspension p
another line and where these lines cross is the centre of gravity.

18
 Scheme of Work

Learners investigate the centre of gravity of other objects. When do they tip over? How
change its stability? e.g. liquid in a wine glass or adding modelling clay to a ruler.

Set learners qualitative questions to test understanding. (F)

Learners list objects that are unstable and pick one to redesign e.g. a wine glass or a
wider and lower. (I)

1.5.2.1 Describe the moment Set up a balance beam with two items of different mass either side. Use objects that le
Turning of a force as a with. Ask learners how the beam balances with the objects at different locations, but ti
effect of measure of its turning
forces effect and give Ask for two volunteers. Learners may want to declare themselves as the ‘strongest’ an
everyday examples ‘strongest’ learner outside the door and explain that they must open the door but can o
close to the hinge. The ‘weakest’ learner should try to stop them from coming in, but m
1.5.2.2 Define the moment of the hinge. The ‘strongest’ learner will struggle to open the door because, despite their
a force as moment = from the hinge will decrease the turning effect and their ability to open the door.
force × perpendicular
distance from the Define the moment and introduce the equation.
pivot; recall and use
this equation Learners identify the pivot, the location where the force is applied and the perpendicul
that use moments: water taps, a door, a spanner, a wheelbarrow, etc.
1.5.2.3 Apply the principle of
Learners investigate the amount of force required to tip a clamp stand over by using a
moments to situations
force required at different heights (measured with a metre rule) from the base. Learne
with one force each
roughly the same each time, but more force is required the shorter the distance is from
side of the pivot,
pivot).
including balancing of
a beam Direct learners to set up their own balance beam to investigate. Set learners specific v
masses) and distance and direct them to find the missing value that allows the beam t
1.5.2.4 State that, when there relationship links their results. Identify the point when the beam balances as equilibriu
is no resultant
moment, an object is Set learners qualitative and quantitative questions for practice. (F)
in equilibrium
Extended assessment: 1.5.2.5 and 1.5.2.6
1.5.2.5 Apply the principle of
moments to other Learners can investigate a balance beam with more than one force on each side.
situations, including
those with more than

19
 Scheme of Work

one force each side of Learners can investigate other scenarios involving moments.
the pivot
Learners write their own method for demonstrating that there is no resultant moment o
1.5.2.6 Describe an
experiment to Resource Plus
demonstrate that there Carry out the Determining the principle of moments experiment referring to Teaching
is no resultant moment resources.
on an object in
equilibrium Learners can investigate moments further with the simulations: (I)
https://phet.colorado.edu/en/simulation/balancing-act
https://phet.colorado.edu/en/simulation/legacy/torque

1.5.1.12 Describe, qualitatively, Introduce motion in a circle by demonstrating a spinning bucket with water inside. Lea
Circular motion in a circular bucket can be spun horizontally or vertically and as long as it moves fast enough, no w
motion path due to a force the bucket is accelerating and what happens if the rope breaks. Relate this last questi
perpendicular to the hammer throw or discus throw.
motion as:
Consider other examples of circular motion: cars travelling around bends, cars travelli
(a) speed increases if electrons in orbit of a nucleus, a bung on a string, a Ferris wheel, a cyclist on a banke
force increases,
with mass and Qualitatively describe circular motion in terms of force, speed, mass and radius.
radius constant
Set learners qualitative questions to test understanding. (F)
(b) radius decreases
if force increases, Learners can investigate circular motion further using the Rotation simulation: (I)
with mass and https://phet.colorado.edu/en/simulation/legacy/rotation
speed constant
(c) an increased Learners may find it interesting to watch videos of circular motion in a weightless envir
mass requires an Tim Peake on the International Space Station:
increased force to www.stem.org.uk/resources/elibrary/resource/228680/circular-motion-ball-tether-relea
keep speed and
radius constant Extension: Stretch and prepare for A level
2 F = mv2 / r is not required at Cambridge IGCSE Physics, but it might stretch and intere
( F=
mv is not equation. Learners can carry out some simple calculations using the new equation.
r
required

20
 Scheme of Work

1.6.1 Define momentum as Ask learners which has more momentum, a lorry or a football. The learners may not b
Momentum mass × velocity; recall they may identify that a lorry is likely to have more of it. Ask learners what variables th
and use the equation may identify mass and velocity (or speed).
p = mv
Define momentum and introduce the equation.
1.6.2 Define impulse as
force × time for which Set learners simple questions for practice. (F)
force acts; recall and
use the equation Define impulse and relate to momentum and force.
impulse = FΔt = Δ(mv)
To stimulate learners’ interest, look at real-life applications of impulse, force and mom
consideration in car safety. Seat belts, air bags and crumple zones all function to incre
1.6.3 Apply the principle of
momentum changes, thus decreasing the force on the passengers in the vehicle if a s
the conservation of
momentum to solve Animation of how airbags work:
simple problems in https://animagraffs.com/airbag/
one dimension
Animation of traffic collision reconstruction:
1.6.4 Define resultant force https://animagraffs.com/traffic-collision-reconstruction/
as the change in
momentum per unit A large cloth sheet can be held stretched out with a dip at the bottom and an egg throw
time; recall and use on impact with the sheet, no matter how hard the egg is thrown, but instead faces the
∆p ground afterwards. The sheet allows the egg to reduce its large momentum to zero gr
the equation F=
∆t mentioned. If the egg hits the ground, its momentum reduces too quickly for it to rema

Introduce the conservation of momentum using examples of collisions such as a train

Demonstrate how to mathematically solve various simple problems to reiterate the imp
concepts each time and logically reaching a solution.

Set learners questions that use the conservation of momentum to solve simple proble

Demonstrate the transfer and conservation of momentum by dropping a football with a

football’s momentum is transferred to the tennis ball, causing it to shoot upwards quick

Learners can investigate the conservation of momentum further using the Collision La
https://phet.colorado.edu/en/simulation/legacy/collision-lab

Look at force–time graphs for impacts and relate to the change of momentum. Consid

21
 Scheme of Work

object A and object B, and their forces, relate to Newton’s third law of motion

Extension: Stretch and prepare for A level

Relate the definition of impulse to Newton’s second law of motion.

1.7.1.1 State that energy may Ask learners to suggest energy stores. Show pictures as prompts to help learners iden
Energy, work be stored as kinetic, magnets for magnetic, a runner for kinetic, etc.
and power gravitational potential,
chemical, elastic Ask learners if energy is ever lost. They may identify that energy can be wasted, or tra
(strain), nuclear, useful, but it is never lost or destroyed.
electrostatic and
internal (thermal) Introduce the principle of the conservation of energy. Provide some examples to show
between stores during events and processes.
1.7.1.2 Describe how energy
is transferred between Set up various demonstrations around the classroom with which learners can interact.
stores during events stores and the events or processes that allow the energy to be transferred. These dem
and processes, dynamo, a spring-loaded toy, a pendulum, a cell-powered lamp, a microphone and os
including examples of tennis ball to be dropped, etc.
transfer by forces
Set learners qualitative questions for practice. (F)
(mechanical working),
electrical currents Learners can investigate the conservation of energy further using the Energy Skate Pa
(electrical work done), https://phet.colorado.edu/en/simulation/energy-skate-park-basics
heating, and by https://phet.colorado.edu/en/simulation/legacy/energy-skate-park
electromagnetic,
sound and other
waves

1.7.1.3 Know the principle of

the conservation of
energy and apply this
principle to simple
examples including the
interpretation of simple
flow diagrams

1.7.2.1 Work Understand that Ask learners if ‘work’ is done when a bag is carried upstairs. What if the bag is carried
mechanical or is dragged along the floor?

22
 Scheme of Work

electrical work done is Introduce work done and clarify the relationship between force and distance. Work is o
equal to the energy of force is applied in the same direction as the distance moved. Work done is the sam
transferred
Consider examples of doing work, e.g. when a bag is carried upstairs, chemical energ
1.7.2.2 Recall and use the is converted into gravitational potential energy through the process of mechanical wor
equation for
mechanical working Introduce the equation and demonstrate simple calculations.
W = Fd = ΔE
Learners investigate the work done by using a force meter to move objects a measure
an object onto a table, pulling an object along the floor, etc. They then calculate the w
of force and distance.

Set learners questions for practice. (F)

1.7.1.4 Recall and use the Recap the definition of gravitational potential energy. Ask learners what they think the
Energy equation for kinetic identify mass, height and gravitational field strength as important variables.
1 2
energy Ek = mv Derive gravitational potential energy using the definition of work done and weight.
2
1.7.1.5 Set learners simple questions for practice. (F)
Recall and use the
equation for the Learners investigate the gravitational potential energy of various objects by taking me
change in gravitational
potential energy Recap the definition of kinetic energy. Ask learners what they think the equation depe
and velocity as important variables.
ΔEp = mgΔh
Introduce the equation and demonstrate a calculation to highlight the mistakes that lea
the square of the velocity.

Highlight how doubling the velocity quadruples the kinetic energy. Relate to learners’ u
speed limits.

Show learners how the conservation of energy can be used to find the final velocity fo
gravitational potential energy and kinetic energy.

Set learners more questions for practice. (F)

23
 Scheme of Work

Learners can use a falling ball to investigate energy transfer and efficiency by measur

Using a curved track, ask learners to consider a marble (or ball bearing) rolling down a
steep versus a track that is steep and then shallow. Is the kinetic energy at the end the
because the initial gravitational potential energy will be the same if they are released f
velocity the same? Necessarily, because the kinetic energy is the same. Does the bal
travel down the track in both cases? No, because although the ball reaches the same
with the steeper track at the beginning will experience a larger acceleration earlier on,
velocity and a shorter time.

Extension: Stretch and prepare for A level

Derive kinetic energy using the definition of work done and the equation of motion v 2=
motion first, if learners have not seen it before.

1.7.3.1 Ask learners the difference between renewable and non-renewable energy sources. T
Describe how useful
Energy simply. Clarify any misconceptions and see if learners can give any examples for eithe
energy may be
resources
obtained, or electrical Assign the different energy sources, as listed in the syllabus, to learners such that the
power generated, research. They can then prepare and present their findings to the rest of the class. Le
from: sources can be used to obtain useful energy and their advantages/disadvantages. Lea
(a) chemical energy presentations and handouts. It will be worth recapping the key points when learners fin
stored in fossil
fuels Identify the key energy stores and processes or events in each of the sources to aid u
(b) chemical energy
stored in biofuels Explain the key elements of an electrical power station, including a boiler, turbine and
(c) water, including many of the sources.
the energy stored
in waves, in tides, Set learners qualitative questions to consolidate their learning. (F)
and in water
behind Learners can investigate simplified energy sources further using the Energy forms and
hydroelectric https://phet.colorado.edu/sims/html/energy-forms-and-changes/latest/energy-forms-an
dams
(d) geothermal Solar cell animation:
resources https://animagraffs.com/solar-cell-module/
(e) nuclear fuel
(f) light from the Sun Ask learners what it means for something to be considered ‘efficient’. Define efficiency
to generate examples of efficient and inefficient devices e.g. an incandescent light bulb is very ine

24
 Scheme of Work

electrical power 2%, whilst a transformer is very efficient, with an efficiency of more than 95%.
(solar cells)
(g) infrared and other Extended assessment: 1.7.3.4, 1.7.3.5 and 1.7.3.6
electromagnetic
waves from the Ask learners to trace the energy obtained from various resources back to their source
Sun to heat water hydroelectric dams was put there by the precipitation cycle through evaporation thank
(solar panels) energy in biofuels is captured through photosynthesis, etc. Most of these can be linked
and be the energy (exceptions: geothermal, nuclear and tidal).
source of wind
energy Discuss qualitatively how the Sun releases energy. The process of fusion will be cove
Nuclear physics.
including references to
a boiler, turbine and Discuss the current viability of nuclear fusion as the future of electrical energy on a lar
generator where they current advances, techniques, advantages and drawbacks. Learners can share their r
are used funding nuclear fusion research versus other renewable energy resource investment.

Describe advantages
1.7.3.2 and disadvantages of
each method in terms
of renewability,
availability, reliability,
scale and
environmental impact

Understand,
1.7.3.3 qualitatively, the
concept of efficiency of
energy transfer

Know that radiation

1.7.3.4 from the Sun is the
main source of energy
for all our energy
resources except
geothermal, nuclear
and tidal

Know that energy is

25
 Scheme of Work

1.7.3.5 released by nuclear

fusion in the Sun

Know that research is

1.7.3.6 being carried out to
investigate how energy
released by nuclear
fusion can be used to
produce electrical
energy on a large
scale

1.7.4.1 Ask learners what it means when a light bulb is labelled as 60W. What is the differenc
Define power as work
Power 60W light bulb? Learners may explain that this is a power rating, that the W stands for
done per unit time and
used by the bulb per second.
also as energy
transferred per unit Define power and introduce the equation. Clarify that 1 Watt is equal to 1 Joule per se
time; recall and use
the equations Set learners simple questions calculating power, work done and time for practice. (F)
W
(a) P= Learners investigate their own power through a number of experiments with learners w
t
One option is one learner can do work by lifting masses from the ground to the table a
ΔE
(b) P= long this takes. They should take measurements of the height travelled by the masses
t do work by climbing stairs and another learner can time how long this takes. They sho
1.7.3.7
Energy height of the stairs climbed by the learner. For both experiments, learners calculate fo
Define efficiency as: height travelled) and power.
resources
(a) ( % ) efficiency=¿ Learners consider what it means for something to be more ‘powerful’. They research d
( useful energy output ) compare their powers. (I)
(x 100 %)
( total energy input ) Extended assessment: 1.7.3.7
(b) ( % ) efficiency=¿
( useful power output ) Learners consider what it means for something to be considered ‘efficient’. Define effic
(xClarify
100 %)that efficiency calculations can be made using energy, work done or power and
( total power input ) percentage.
recall and use these
equations Learners investigate the efficiency of a kettle. They measure the mass of water added
have it switched on for and the temperature change of the water. There is no need to

26
 Scheme of Work

the input energy by using the power rating on the kettle and the time measured. Learn
capacity of water to calculate the energy the water gains from its temperature rise (E=
output. They then calculate the efficiency of the kettle and consider any sources of err

Set learners more questions on work done, power and efficiency for practice. (F)

Learners investigate the efficiency of other common household items by considering t

Extension: Stretch and prepare for A level

Derive P = Fv and link to understanding of P=W/t, F=ma and v=s/t.

1.8.1 Define pressure as Introduce the concept of pressure through a simple experiment all learners can carry o
Pressure force per unit area; pin and a 100g mass. They place the drawing pin in the centre of their palm, point up.
recall and use the point, they should feel the force of the mass pressing into their palm. Now they flip the
F Cupping their palm will allow learners to balance the mass and gradually increase the
equation p= Note: They should stop if it begins to hurt. This simple demonstration involves the sam
A
values of surface area. Can the learners explain this properly?
1.8.2
Describe how pressure Define pressure and introduce the equation.
varies with force and
area in the context of Learners find their own pressure by using their weight as the force and drawing aroun
everyday examples counting the centimetre squares to find the surface area.
1.8.3
Describe how pressure Set learners simple questions for practice. (F)
beneath the surface of
a liquid changes with Introduce varied examples of pressure: a camel’s feet, a tractor’s tyres, a stiletto heel,
depth and density of explain how varying the force or the surface area affects the resultant pressure.
the liquid
Demonstrating a ‘bed of nails’ works well using a piece of wood with multiple nails ham
1.8.4 balloon can be pressed onto them by another piece of wood. It takes a large amount o
Recall and use the
equation for the the multiple nails have a cumulatively large surface area, reducing the pressure on the
change in pressure
beneath the surface of Learners can investigate the comparative pressure of a stiletto heel to a flat shoe by m
a liquid Δp = ρgΔh previously described or by using a tray of sand to produce an imprint for depth compa

Demonstrate how pressure in a fluid is the same in all directions by using a plastic bag
holes in it with a pin.

27
 Scheme of Work

Demonstrate how pressure in a fluid increases with depth by using a spouting can fille

Extended assessment: 1.8.4

Introduce the equation for hydrostatic pressure and explain its variables.

Set learners questions for practice. (F)

Learners can investigate pressure further by working with the Under Pressure simulat
https://phet.colorado.edu/en/simulation/under-pressure
https://phet.colorado.edu/en/simulation/legacy/fluid-pressure-and-flow

Extension: Stretch and prepare for A level

Derive the equation for hydrostatic pressure from pressure = force / area for a column
density and cross-sectional area. This will prove that hydrostatic pressure does not de

Learners can feel how a mass on a string will feel lighter when placed into water. Lear
feels lighter. They are feeling the upthrust of the water which supports some of the ma
allow it to float. Link this to the idea of an object feeling a pressure difference on its top

Demonstrate examples of atmospheric pressure: a ruler largely covered by a piece of

suction cups can support significant force, a boiled egg can be sucked into conical flas
implodes when cooled suddenly, Magdeburg hemispheres support significant force, e
understand the presence and strength of air pressure around us.

Introduce the barometer and how it is used to determine atmospheric pressure. Learn
barometers and track weather patterns. (I)

Resource Plus
Carry out the Pressure and the imploding can experiment referring to Teaching Pack
resources.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

28
 Scheme of Work

2. Thermal physics

Syllabus ref. Learning objectives Suggested teaching activities

2.1.1.1 Know the Ask learners to describe the main properties of solids, liquids and gases. Alternatively, split the class into three groups
States of distinguishing and assign each group a state of matter. Direct the learners to work together in their group to model the behaviour of the
matter properties of solids, states of matter, where each learner acts as a molecule or atom within the material. Each group then performs their
liquids and gases demonstration and the other groups guess which state they were trying to represent, before offering improvements or
changes to better represent the state.
2.1.1.2 Know the terms for the
changes in state Learners match up statements about the different states of matter to the correct state of matter. This can be done on the
between solids, liquids whiteboard, on the projector screen, using a simple card sort or on a worksheet.
and gases (gas to
solid and solid to gas Learners investigate the heating curve by starting with ice water and heating it over a Bunsen burner until boiling, taking
transfers are not regular measurements of temperature. Learners plot a temperature-time graph. They may be able to identify the point at
required) which the change of state takes place.

2.1.2.1 Describe the particle Learners investigate the cooling curve using a substance that is solid at room temperature e.g. cetyl alcohol. Heat the
Particle structure of solids, substance in a test tube by placing in a warm water bath. Remove the test tube from the bath and observe the drop of
model liquids and gases in temperature over time as the substance solidifies. Learners plot a temperature–time graph. They may be able to identify
terms of the the point at which the change of state takes place.
arrangement,
Learners need to know the terms for the changes in state between solids, liquids and gases. They can add these to a
separation and motion
heating or cooling curve graph or draw them out as arrows between the names of the states.
of the particles, and
represent these states Set learners qualitative questions to test understanding. (F)
using simple particle
diagrams Introduce absolute zero and the Kelvin scale. Link to learners’ understanding of scalars; temperature is a scalar, so how
are there negative values of temperature?
2.1.2.2
Link the idea of absolute zero to the motion of the molecules or atoms within the substance and highlight that at this point
the kinetic energy is at its lowest value.

Link the degrees Celsius scale to the freezing and boiling points of water. Convert these values into Kelvin.
Describe the relationship between the motion of particles and temperature, including the idea that there is a lowest possible temperature (273°C), known as absolute zero, where
Set learners simple questions to practise conversions. (F)

Learners can investigate changes of state further by using the simulation: (I)

29
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html

Learners can research the hottest and coldest places on our planet and in the universe. (I)
2.1.3.2

Convert temperatures
between kelvin and
degrees Celsius; recall
and use the equation
T (in K) = θ (in °C) +
273

2.1.2.3 Describe the pressure Ask learners to recap the main properties of solids, liquids and gases. Ask learners explain how pressure can be
Particle and the changes in described in terms of the motion of the particles in gas and the collisions with a surface.
model pressure of a gas in
terms of the motion of Learners investigate the random motion of microscopic particles in a suspension. This can be done by trapping smoke
its particles and their from burning paper in a smoke cell and placing it under a microscope. This provides evidence for the kinetic particle
collisions with a model of matter and is sometimes known as Brownian motion. It can also be shown using polystyrene spheres in
surface deionised water: https://www.stem.org.uk/resources/elibrary/resource/28836/brownian-motion.

2.1.2.4 Know that the random Make use of simulations to show the arrangement and motion of the molecules or atoms in the different states of matter:
motion of microscopic https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html.
particles in a
suspension is Extended assessment: 2.1.2.6, 2.1.2.7 and 2.1.2.8
evidence for the kinetic
Return to the properties of solids, liquids and gases and ask learners to explain how the forces and distances between
particle model of
the particles are important.
matter
Remind learners of the definition of pressure as force per unit area and ask them to describe the changes in pressure of
2.1.2.5 Describe and explain a gas in terms of the forces exerted by particles colliding with surfaces.
this motion
(sometimes known as Reiterate that what is observed in Brownian motion are microscopic particles, not atoms or molecules. These
Brownian motion) in microscopic particles may be moved by collisions with light fast-moving molecules (or atoms). As much larger objects,
terms of random we are also continually bombarded by light fast-moving molecules (or atoms) but over such a large area these forces are
collisions between the

30
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

microscopic particles negligible.

in a suspension and
the particles of a gas
or liquid

Know that the forces

2.1.2.6 and distances between
particles (atoms,
molecules, ions and
electrons) and the
motion of the particles
affects the properties
of solids, liquids and
gases

Describe the pressure

2.1.2.7 and the changes in
pressure of a gas in
terms of the forces
exerted by particles
colliding with surfaces,
creating force per unit
area

Know that microscopic

2.1.2.8 particles may be
moved by collisions
with light fast-moving
molecules and
correctly use the terms
atoms or molecules as
distinct from
microscopic particles

2.2.1.1 Describe, qualitatively, Ask learners what they think will happen to the molecules or atoms inside a substance when the substance is heated.

31
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Thermal the thermal expansion They may suggest it changes state or that the molecules or atoms move around more. Direct the learners to consider
expansion of of solids, liquids and how the increasing kinetic energy of the molecules or atoms results in them spreading out and taking up more room.
solids, liquids gases at constant Alternatively, introduce this idea by asking learners to arrange themselves as if they were the molecules or atoms inside
and gases pressure a solid. Direct them to move as if the solid was being heated. They may need some discussion time as a group to plan
this. Without much instruction, it is likely that learners will move around more and begin to take up more space than
2.2.1.2 Describe some of the previously.
everyday applications
and consequences of Learners investigate the expansion of a gas using a small conical flask and a beaker of water. Learners should upend
thermal expansion the beaker so that the mouth is just submerged in the water in the beaker. One learner can wrap their hands around the
conical flask so that the heat from their hands begins to warm the air inside the flask. With some patience, they can
Explain, in terms of the observe that the meniscus will begin to move down and bulge outwards into the water. A bubble of air may even escape.
2.2.1.3 motion and This is due to the expansion of the air inside of the flask.
arrangement of
particles, the relative Learners investigate the expansion of a liquid using a flask filled with coloured water with a long thin glass tube coming
order of magnitudes of out of a bung seal. If the flask is full of coloured water at room temperature and is placed inside a container such that it
the expansion of can be surrounded by boiling water, the thermal energy from the boiling water will cause the liquid in the flask to expand
solids, liquids and up and out of the long thin glass tube. Coloured water is used so that it is more visible. Learners may make the link to
gases as their thermometers, as they work using the same principle.
temperatures rise
Learners investigate the expansion of a solid using a ball-and-ring setup. The ball should fit through the ring initially, but
when heated it expands and no longer fits. Ask learners how to get the ball inside the ring again. They may suggest
cooling it or they may suggest heating the ring. This is a good demonstration of how solids expand but it is not noticeable
to our eyes.
www.physics.purdue.edu/demos/display_page.php?item=3A-02

Learners investigate the differing rates of expansion of materials through the heating and observation of a bimetallic
strip. Learners research its use in thermostats.

Learners consider what happens when a material is cooled. They should conclude that the process works in reverse and
the material may shrink or contract.

Set learners qualitative questions to test understanding. (F)

Learners investigate various applications where the expansion of materials has been considered in the design process:
leaving gaps between paving slabs to avoid cracking in heat, providing loops in hot water pipes to allow expansion,

32
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

allowing slack in telephone wires in case of cooling and contraction in winter, etc. (I)

Extended assessment: 2.2.1.3

Learners consider the demonstrations of expansion they have seen and explain the relative order of magnitude of the
expansion of solids, liquids and gases as their temperatures rise. Ask learners to link their understanding of the motion
and arrangement of particles to this order of magnitude. Learners consider that gases can experience the most
expansion due to having the weakest bonds between their particles.

2.1.3.1 Describe qualitatively, Ask learners to consider how increasing the temperature of a gas might affect its pressure, assuming the mass and
Gases and in terms of particles, volume are kept constant. Learners may explain that increasing the temperature will increase the kinetic energy of the
the absolute the effect on the molecules or atoms in the gas, thereby leading to an increased number of collisions between them and the container
scale of pressure of a fixed walls. This increased force leads to an increased pressure.
temperature mass of gas of:
Recap the definition of pressure as force per unit area. This is important for understanding how temperature (and
(a) a change of volume) affects pressure.
temperature at
constant volume Learners qualitatively investigate the relationship between temperature and pressure using a sealed conical flask with a
(b) a change of thermometer and pressure gauge attached to its bung. By placing the flask in different-temperature water baths, there
volume at constant should be a noticeable change in pressure. Volume and mass are kept constant.
temperature
Learners consider how different materials will produce different pressure–temperature graphs, but they will all pass
2.1.1.3 through the same point on the x-axis. Relate this to learners’ understanding of absolute zero.
Recall and use the
equation pV = constant Ask learners to consider how decreasing the volume of a gas might affect its pressure, assuming the mass and
for a fixed mass of gas temperature are kept constant. Learners may explain that decreasing the volume will increase the pressure, as there will
at constant be an increased number of collisions between the molecules or atoms and the container walls. This increased force
temperature, including leads to an increased pressure.
a graphical
representation of the Learners investigate the relationship between volume and pressure qualitatively with a plastic syringe. If the end is
relationship sealed or blocked with a finger, it becomes increasingly difficult to press the plunger as the volume decreases.

Learners investigate the relationship between temperature and pressure using simulations. (I)

33
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Set learners qualitative questions to test understanding. (F)

Extended assessment: 2.1.3.3

Learners investigate the relationship between volume and pressure using Boyle’s Law apparatus. A column of air is
compressed, its pressure can be measured on a gauge and the volume read from the scale on the tube. Learners plot a
graph of pressure and 1/volume (or volume and 1/pressure) to show the inverse proportionality.

Introduce the equation that links pressure and volume. Demonstrate how to use the equation.

Learners investigate the relationship between volume and pressure further using simulations. Learners can collect
results and plot a graph to prove the relationship. (I)

Set learners more qualitative, as well as quantitative, questions to test understanding. (F)

Simulations:
https://phet.colorado.edu/en/simulation/gases-intro
https://phet.colorado.edu/en/simulation/gas-properties
https://phet.colorado.edu/en/simulation/states-of-matter

Extension: Stretch and prepare for A level

Ask learners to consider how increasing the temperature of a gas might affect its volume, assuming the mass and
pressure are kept constant. Learners may explain that increasing the temperature will increase the volume, as there will
be an increase in the kinetic energy of the particles. If the pressure is kept constant, the container must expand to the
keep the number of collisions with its walls constant.

Introduce the ideal gas law, expressed in terms of the number of molecules and introduce the Boltzmann constant.

Set learners simple questions for practice. (F)

2.2.2.1 Know that a rise in the Ask what happens to the particles inside of an object when the temperature of the object is increased. They may recall
Specific heat temperature of an that expansion occurs and link this to the idea of kinetic energy increasing, which is internal energy.
capacity object increases its
internal energy Extended assessment: 2.2.2.2, 2.2.2.3 and 2.2.2.4

34
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

2.2.2.2 Describe an increase Expand on the concept of the increasing kinetic energy of an object. An increase in temperature links to an increase in
in temperature of an the average kinetic energies of all of the particles in the object.
object in terms of an
increase in the Ask learners why water is used in a hot water bottle. There are lots of good and sensible answers to this question but
average kinetic steer the discussion towards the idea that water is very good at holding its temperature.
energies of all of the
particles in the object Ask learners why the sand at the beach feels hotter than the water of the sea. They will suggest all sorts of reasons, but
steer the discussion towards the idea that although the land and the sea receive the same energy from the Sun, the land
2.2.2.3 Define specific heat heats up quicker.
capacity as the energy
required per unit mass Define specific heat capacity and introduce the equation. Link to previous examples and highlight that water has a very
per unit temperature high specific heat capacity.
increase; recall and
Learners investigate different metals and compare their properties by plotting multiple sets of results on the same graph
use the equation
axes. Learners can plan the experiment themselves considering the equation for specific heat capacity. Ask learners
∆E what they need to measure and how this can be measured. Demonstrate the circuit they need to build. Learners can
c=
m∆θ either collect results throughout, allowing them to plot a graph, or they can measure the initial and final values and carry
out a calculation.
2.2.2.4
Describe experiments
to measure the Measuring specific heat capacity:
specific heat capacity www.bbc.co.uk/bitesize/guides/z2gjtv4/revision/6
of a solid and of a
liquid Learners investigate the specific heat capacity of water in a similar way to the metal blocks. Learners should remember
to stir the water before taking a measurement of temperature. Alternatively, provide learners with the specific heat
capacity of water and they find the energy the water gains by measuring the temperature change.

Learners write a method for the experiment to measure the specific heat capacity of a solid and of a liquid, clarifying the
differences in investigating the two states of matter.

Learners investigate the varied uses of water and its high specific heat capacity: it is commonly used as a coolant in
power plants, it is essential in regulating the temperature of our planet, etc.

Learners investigate how the specific heat capacity affects the efficiency of processes e.g. a copper cooking pot will
waste less energy in cooking due to its low specific heat capacity.

35
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Set learners quantitative and qualitative questions to test understanding. (F)

Extension: Stretch and prepare for A level

Return to the concept of internal energy and define it. Learners can consider the factors that affect the internal energy.

2.2.3.1 Describe melting and Return to the cooling curve (or heating curve) covered previously. Ask learners to identify when the changes of state
Melting, boiling in terms of happen. Ask learners to identify the different states shown on the graph. Explain that throughout the experiment, energy
boiling and energy input without a is being provided or is being lost. What is happening to the molecules or atoms when the temperature is rising? Learners
evaporation change in temperature may explain that a rise in temperature increases the kinetic energy of the molecules or atoms in the object. Clarify that
melting, solidification, boiling and condensation can be achieved without a change in temperature. This is difficult to
2.2.3.2 Know the melting and reproduce in the laboratory. Show clear graphs to highlight these changes of state.
boiling temperatures
for water at standard Show the heating curve for water. At what temperature does ice melt and water boil? How do these values change at
atmospheric pressure different altitudes? Learners may be able to explain that when climbing a mountain there is lower atmospheric pressure
and this means that water boils at a lower temperature. Learners could watch the BBC Earth Lab (boiling water on
2.2.3.3 Describe condensation Everest) video clip showing this effect:
and solidification in https://www.youtube.com/watch?v=8lyqFkFsH28
terms of particles
Ask learners what happens to a glass water when left out over several days. They may identify that the water
2.2.3.4 Describe evaporation evaporates. How can the water evaporate when there is no heat source to increase the temperature? Learners can
in terms of the escape explain that the molecules that escape from the surface are more energetic.
of more energetic
molecules from the Ask learners how evaporation affects the temperature of an object. They may recall feeling cold when wet from the rain
surface of a liquid or after getting out of a swimming pool. They may explain that the evaporation of water from their skin cools them down.
This same process causes liquids to cool as evaporation of the most energetic molecules at the surface occurs.
2.2.3.5 Know that evaporation
causes cooling of a Set learners qualitative questions to test understanding. (F)
liquid
Learners investigate states of matter further using simulations: (I)
2.2.3.6 Describe the https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
differences between https://phet.colorado.edu/en/simulation/states-of-matter
boiling and
evaporation Extended assessment: 2.2.3.6, 2.2.3.7 and 2.2.3.8

36
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

2.2.3.7 Describe how Return to the idea of evaporation causing cooling. Learners can explain how this happens. Ask learners to identify the
temperature, surface differences between evaporation and boiling.
area and air
movement over a Learners investigate evaporation. This can be done in the laboratory or as a homework task. In the laboratory learners
surface affect work in pairs, each pair starting with a known mass and temperature of water. Challenge them to evaporate as much of it
evaporation as possible in a set time or give them different variables to investigate. Learners should note that the liquid cools as the
more-energetic molecules escape from the surface of the liquid. At home, learners can set up various containers of the
2.2.3.8 Explain the cooling of same mass and temperature of water and place them in varied positions. Learners should vary the size of the container
an object in contact and the location in terms of air movement and temperature. In both versions of the experiment, learners investigate how
with an evaporating temperature, surface area and air movement affect evaporation. They should be able to come to their own conclusions
liquid and be able to explain that evaporation occurs when the more-energetic molecules or atoms escape from the surface of
the liquid. (I)

Extension: Stretch and prepare for A level

Return to the cooling curve (or heating curve) and ask learners what happens to the energy when it does not produce a
temperature rise. Learners may explain that this is required to change the state of the substance. Explain how this
hidden, or ‘latent’, heat is required to make or break the molecular bonds between the molecules or atoms. Define latent
heat as the energy required to change the state of a substance and explain it in terms of particle behaviour and the
forces between particles.

Introduce the equation for specific latent heat. Set learners simple questions for practice. (F)

2.3.1.1 Describe experiments Learners investigate conduction using rods made of different materials: glass, aluminium, copper, iron, brass, etc.
Conduction to demonstrate the Learners place one end in the roaring flame of a Bunsen burner while they hold the other end. Learners should place
properties of good their rod carefully on a heat mat once they feel the warmth reach their hand. This will give (a rather subjective)
thermal conductors introduction to the concept of materials being better or worse at conducting.
and bad thermal
conductors (insulators) Resource Plus
Carry out the Heat conduction in metal rods experiment referring to Teaching Pack for lesson plans and
2.3.1.2 Describe thermal resources.
conduction in all solids
in terms of atomic or Extended assessment: 2.3.1.2, 2.3.1.3 and 2.3.1.4
molecular lattice
vibrations and also in A wooden rod attached to a metal rod tightly wrapped in paper and held over a Bunsen burner flame will scorch on the

37
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

terms of the movement wooden half but not the metal half. Ask learners to explain why this occurs. They may be able to explain that the metal
of free (delocalised) half conducts the heat energy away, ‘protecting’ the paper, but the wood and the paper are both insulators.
electrons in metallic
conductors An ice cube left on a metal plate will quickly melt, but an ice cube left on a plastic plate will stay solid for much longer.
Ask learners to explain why this occurs. They may be able to explain that the metal conducts heat from the surroundings
2.3.1.3 Describe, in terms of to the ice cube, but the plastic is an insulator.
particles, why thermal
conduction is bad in Place a small ice cube inside a test tube and hold in place with a small piece of metal gauze. The test tube should be
gases and most liquids filled with water and held at an angle above a Bunsen burner’s roaring flame such that the top is directly heated, but the
bottom is not. It is possible to have the top part of the water boiling while the ice in the bottom remains frozen,
2.3.1.4 Know that there are demonstrating that water is a poor conductor.
many solids that
conduct thermal An analogy can be used to explain why metals are generally much better conductors than other materials. Direct the
energy better than learners to stand shoulder-to-shoulder facing the same direction, such that they represent a row of molecules or atoms in
thermal insulators but a solid. When one end of the row is ‘heated’, the learner on the end will vibrate on the spot and bump into their
do so less well than neighbour, who then bumps into their neighbour, passing the ‘energy’ down the row. Use one learner and a ball to
good thermal demonstrate that the delocalised electrons in a metal speed up this process of passing on energy. Throw the ball to the
conductors learner at the end of the row, while the row transfers the ‘energy’ through bumping their neighbours. The ball should
easily win the race, confirming that delocalised electrons speed up conduction.

Learners consider examples of materials being the same temperature as their surroundings but feeling colder e.g. a steel
bench versus a wooden bench. Explain that metals conduct our heat energy away from us, giving us the sensation of
coldness.

Learners investigate uses of conductors and insulators e.g. saucepans are made from metal but their handles are made
from plastic or wood.

Learners order the states of matter from best conductor to worst conductor. Reiterate that gases do not conduct well due
to the large spacing of their molecules or atoms.

Set learners qualitative questions to test understanding. (F)

2.3.2.1 Know that convection Ask learners how a convection heater is able to heat the whole room. Link suggestions to their understanding of
Convection is an important method expansion and density.
of thermal energy

38
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

transfer in liquids and Learners observe a convection current in a convection tube. A Bunsen burner heats the water in one of the bottom
gases corners and the potassium permanganate that colours the water can be seen to move around in a loop.

2.3.2.2 Explain convection in Resource Plus

liquids and gases in Carry out the Convection currents experiment referring to Teaching Pack for lesson plans and resources.
terms of density
changes and describe Learners observe convection using a glass-fronted box with two chimneys. Placing a lit candle below one of the
experiments to chimneys produces an upward draft of warm air heated by the candle. Placing a source of smoke, such as a burning
illustrate convection straw, above the second chimney will allow learners to see how the second chimney draws in air before it is heated by
the candle and rises out of the chimney above.

Convection (including convection tube and double chimney glass-fronted box) :

www.schoolphysics.co.uk/age11-14/Heat%20energy/Transfer%20of%20heat%20energy/text/Convection_/index.html

Learners can observe convection when two containers of coloured water are brought together and are allowed to mix.
One container should be full of hot water and one should be full of cool or room temperature water. If the hot water is
placed on top, it remains on top and takes a long time to mix with the cool water. If the hot water is placed underneath, it
very quickly moves upwards and mixes with the cool water.
www.stevespanglerscience.com/lab/experiments/colorful-convection-currents/

Learners investigate convection by cutting a cardboard circle into a spiral and hanging it from a clamp stand above a
candle. When the candle is lit, it heats the air above it, which rises and causes the spiral to spin.
www.monstersciences.com/energy/energy-science-experiment-heat-spirals/

Learners investigate some real-life applications of convection currents: sea and land breezes, a house’s hot water
system, fires used in tin mines to ventilate the shafts, hot air balloons, etc. (I)

Set learners qualitative questions to test understanding. Ensure learners understand why convection cannot take place
in solids. (F)

2.3.3.1 Know that thermal Introduce radiation as the third and final type of thermal energy transfer and clarify that this type of radiation is unrelated
Radiation radiation is infrared to radioactivity. Highlight that it does not require a medium to travel; the Sun heats the Earth through the vacuum of
radiation and that all space.
objects emit this
radiation Learners observe radiation from different surfaces using Leslie’s cube. They judge the relative temperatures of the

39
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

surfaces by placing their hand 1cm away from the surface. They should not touch the surface. They use a thermometer
2.3.3.2 Know that thermal to measure the temperature of the water inside, and an infrared thermometer to measure the surface temperatures.
energy transfer by Learners draw conclusions as to which surfaces radiate thermal energy best.
thermal radiation does
not require a medium Use an infrared camera to observe various objects in the room as well as the learners themselves, and/or find images
online. Learners may link these images to the idea of night vision equipment used by the military and often depicted in
2.3.3.3 Describe the effect of action movies.
surface colour (black or
white) and texture (dull Extended assessment: 2.3.3.4, 2.3.3.5, 2.3.3.6, 2.3.3.7, 2.3.3.8 and 2.3.3.9
or shiny) on the
emission, absorption Learners investigate radiation using identical test tubes or metal containers painted black and white. The black surface
and reflection of should absorb radiation better than the white, producing a noticeable temperature increase over time.
infrared radiation
Learners investigate how the surface temperature and the surface area affect the quantity of radiation emitted.
2.3.3.4 Know that for an object Learners write their own methods on how to investigate radiation. Learners consider how the surface temperature and
to be at a constant surface area of an object affects the rate of emission of radiation.
temperature it needs to
transfer energy away Learners consider how radiation leads to cooling. If the rate at which it transfers energy away is more than the rate at
from the object at the which it receives energy, it will cool. Learners consider the opposite effect e.g. how food is cooked under an oven grill or
same rate that is in a toaster.
receives energy
Learners research and explain how the temperature of the Earth is affected by factors controlling the balance between
2.3.3.5 Know what happens to incoming radiation and radiation emitted from the Earth’s surface. (I)
an object if the rate at
which it receives Learners research how a star’s surface temperature and surface area affects the quantity of radiation received by
energy is less or more orbiting planets. (I)
than the rate at which it
transfers energy away Set learners qualitative questions to test understanding. (F)
from the object
Radiation:
2.3.3.6 Know how the www.bbc.co.uk/bitesize/guides/zttrd2p/revision/3
temperature of the
Earth is affected by
factors controlling the
balance between

40
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

incoming radiation and

radiation emitted from
the Earth’s surface

2.3.3.7 Describe experiments

to distinguish between
good and bad emitters
of infrared radiation

2.3.3.8 Describe experiments

to distinguish between
good and bad
absorbers of infrared
radiation

2.3.3.9 Describe how the rate

of emission of radiation
depends on the surface
temperature and
surface area of an
object

2.3.4.1 Recap concepts introduced in previous lessons to improve understanding of heating objects such as kitchen pans
Explain some of the
Consequen- (conduction) and heating a room (convection).
basic everyday
ces of
applications and Learners feel the warming effect of having their own body heat reflected back to them by using a space blanket (also
thermal
consequences of known as emergency or survival blankets). Learners investigate their properties and how the blankets were designed
energy
conduction, convection and used by NASA.
transfer
and radiation,
including: Learners investigate methods of insulation. They insulate identical test tubes in a variety of ways, as well as having a
control, and place freshly boiled water inside the tubes. They should measure the initial temperature of the water and the
(a) heating objects
final temperature after a set time. Learners draw conclusions as to which materials and methods produce the best
such as kitchen
insulation.
pans
(b) heating a room by

41
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

convection Learners research and investigate the elements of a vacuum flask that make it such an efficient insulator of heat. (I)
2.3.4.2
Explain some of the Learners research the methods used to insulate homes: cavity wall insulation, double glazed windows, loft insulation,
complex applications etc. (I)
and consequences of
conduction, convection Learners research other examples of using our understanding of heat transfer methods for insulation: reflective fireman
and radiation where suits, ironing boards covered in silver material, layered clothing for warmth, etc. (I)
more than one type of
thermal energy Set learners qualitative questions to test understanding. (F)
transfer is significant,
Extended assessment: 2.3.4.2
including:
(a) a fire burning Learners research and explain examples where more than one type of thermal energy transfer is significant, such as a
wood or coal fire burning wood or coal and a radiator in a car. Learners identify the types of thermal energy transfer present and how
(b) a radiator in a car they contribute to cooling/heating.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

42
 Scheme of Work

3. Waves

Syllabus Learning
Suggested teaching activities
ref. objectives

March & 3.1.1 Know that waves Ask learners to name as many waves as they can. They may suggest light, sound, ocean waves, some types
April General transfer energy of electromagnetic waves, etc. Add them as a list or mind map to the board.
properties without transferring
27.3.24 of wave matter Introduce the concept that waves transfer energy without transferring matter. A good example of this is a
ripple on a pond or a wave on the open ocean. These water waves can cause boats or ducks to bob up and
3.1.2 down, but they do not transport them to shore. Clarify that ocean waves come in and out of shore due to tides
Describe what is and rear up due to the reducing depth.
meant by wave
motion as illustrated Learners investigate water waves, individually or in pairs, with the use of trays of water and rulers. They dip a
by vibrations in ruler in the water at one end to produce straight wavefronts that travel down the length of the tray.
ropes and springs,
and by experiments Introduce the categories of transverse and longitudinal waves. Sort the waves learners previously named into
using water waves the two categories. Clarify the relationship between the direction of vibration and the direction of the energy
3.1.3 transfer for both.
Describe the
Direct learners to model a wave by working together to make a ‘Mexican wave’. They stand shoulder-to-
features of a wave in
shoulder facing the same direction and create a delayed and repeated motion down the line to produce a
terms of wavefront,
motion similar to a transverse wave. Learners try increasing the wavespeed, amplitude and wave speed of a
wavelength,
wave pulse.
frequency, crest
(peak), trough, Define wavelength, frequency, amplitude and wavespeed. Use the waves introduction simulation to aid these
amplitude and wave explanations:
3.1.4 speed https://phet.colorado.edu/en/simulation/waves-intro
Recall and use the Label the wavefront, crest and trough on appropriate diagrams of waves. Label wavelength and amplitude on
equation v = f λ appropriate diagrams of a waveform.
3.1.5
Introduce the wave equation and demonstrate how it is used.
Know that for a
transverse wave, the Set learners simple questions for practice. (F)
direction of vibration
is at right-angles to Learners investigate waves further using the waves simulation: (I)
the direction of the https://phet.colorado.edu/en/simulation/wave-on-a-string
propagation and

43
 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

Resource Plus
understand that
electromagnetic Carry out the Demonstrating wave phenomena experiment referring to Teaching Pack for lesson plans and
radiation, water resources.
waves and seismic Learners carry out the waves in springs part of the teaching pack (Worksheet E).
S-waves
(secondary) can be Demonstrate the difference between seismic P-waves and S-waves by using multiple springs (or slinkies).
3.1.6 Seismic waves in slinkies:
modelled as
transverse www.earthlearningidea.com/PDF/304_Slinky_seismic_waves.pdf
www.burkemuseum.org/static/earthquakes/cur-act-slinkies.pdf
Know that for a
longitudinal wave, Learners can research how earthquakes and seismic waves are produced. They may enjoy looking at the
the direction of Earthquake Track website: (I)
vibration is parallel https://earthquaketrack.com
to the direction of
the propagation and Extension: Stretch and prepare for A level
understand that Learners investigate what happens when two waves meet in a spring (or slinky). Two waves travelling
sound waves and towards each other do not reflect off each other, like two balls would bounce off each other. Introduce the idea
seismic P-waves of superposition of waves and how they can lead to constructive and destructive interference.
(primary) can be
modelled as
longitudinal

3.1.7 Describe how waves Introduce the phenomena of reflection, refraction and diffraction using a ripple tank. Reflection can be shown
General can undergo: at different angles using a barrier. Refraction can be tricky to demonstrate clearly; it requires a
properties (a) reflection at a shallower/deeper region of water. You could use a simulation to help clarify.
of wave plane surface
(b) refraction due to Set learners qualitative questions for practice. (F)
a change of
speed Show learners different diagrams depicting reflection, refraction or diffraction and ask learners to identify
(c) diffraction which case is shown. They could use miniature whiteboards for their answers. (F)
through a narrow
3.1.8 gap Learners investigate these phenomena further using the ripple tank simulation: (I)

44
 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

Describe the use of http://falstad.com/ripple/

a ripple tank to
show: Resource Plus
(a) reflection at a Carry out the Demonstrating wave phenomena experiment referring to Teaching Pack for lesson plans and
plane surface resources.
(b) refraction due to Learners carry out the waves in ripple tank part of the teaching pack (Worksheet G).
a change in
speed caused by
a change in
depth
(c) diffraction due to
3.1.9 a gap Extended assessment: 3.1.9 and 3.1.10
(d) diffraction due to
an edge Learners identify that diffraction through different-sized gaps will show different amounts of spreading and can
cause the wavefront to become more or less curved. The size of wavelength also affects the diffraction
Describe how through a gap, as well as at an edge.
3.1.10 wavelength and gap
size affects Set learners more qualitative questions which involve sketching diffraction patterns for practice. (F)
diffraction through a
Extension: Stretch and prepare for A level
gap
Demonstrate the diffraction of white light. Ask learners to explain why this produces rainbows. Have they got
any idea as to why it produces patches of darkness?
Describe how
wavelength affects
diffraction at an
edge

3.2.1.1 Define and use the Learners set up the experiment to investigate the law of reflection.
Reflection terms normal, angle
of light of incidence and Resource Plus
angle of reflection Carry out the Demonstrating wave phenomena experiment referring to Teaching Pack for lesson plans and
resources.
3.2.1.2 Describe the Learners carry out the reflection part of the teaching pack (Worksheet F).
formation of an
optical image by a

45
 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

plane mirror, and Introduce the law of reflection. Link to the results learners found with measuring the angles of incidence and
give its reflection for a light ray reflecting from a plane mirror.
characteristics, i.e.
same size, same Ask learners what they notice when they look at their reflection in a plane mirror. They can act as a mirror to a
distance from mirror, volunteer as they raise their arms up and down or move from side to side in front of them. They may highlight
3.2.1.3 virtual that the left- and right-hand sides are flipped. Identify the characteristics of an optical image formed by a plane
mirror (same size, same distance from mirror as object and virtual). Learners may need an explanation of real
State that for images and virtual images. It may help to explain briefly how both are formed. This will be explained in more
reflection, the angle depth in the section on lenses.
of incidence is equal
to the angle of Image characteristics:
reflection; recall and www.physicsclassroom.com/class/refln/Lesson-2/Image-Characteristics
3.2.1.4 use this relationship
Images formed by plane mirrors:
Use simple https://opentextbc.ca/universityphysicsv3openstax/chapter/images-formed-by-plane-mirrors/
constructions,
measurements and Show learners a simple image reflected in a mirror but with small errors: the image might be upside down
calculations for when it should be upright, the image might not be laterally inverted, etc. Learners identify the error in each
reflection by plane example, using miniature whiteboards. (F)
mirrors
Set learners qualitative questions for practice. (F)

Learners investigate uses of reflection: the periscope, ‘Pepper’s ghost’, etc. They could make their own simple
periscope using mirrors and cardboard, or ‘Pepper’s ghost’ using clear plastic, a filament lamp, a cardboard
box and spare cardboard. (I)

Extended assessment: 3.2.1.4

Learners use the law of reflection to determine the final destination of a light ray on a sheet of paper as it
reflects off a variety of plane mirrors. They practise their accuracy with using a protractor and drawing ray
diagrams. (F)

Give learners a simple image and ask them to draw how it would appear as an image in a plane mirror. (F)

Learners carry out an experiment to find position and characteristics of an optical image formed by a plane

46
 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

mirror using optical pins. Investigating the position of an image in a plane mirror:
www.bbc.co.uk/bitesize/guides/znksd6f/revision/3

3.2.2.1 Define and use the Introduce refraction with a few simple experiments. Learners observe a pencil placed in a beaker of water.
Refraction terms normal, angle How does the pencil appear from different positions of observation? They use a rectangular Perspex (or
of light of incidence and glass) block to look at a piece of text. How does the image change when viewed from different angles and
angle of refraction through the different edges? Learners place a coin in an opaque cup and move so it is just out of view. Adding
water to the cup slowly should make the coin visible. Can learners explain how this happens? All of these are
3.2.2.2 Describe an examples of refraction.
experiment to show
refraction of light Coin in cup demonstration:
through transparent www.lovemyscience.com/risingcoin.html
blocks of different
shapes Direct learners to investigate refraction using a Perspex (or glass) block and a ray box set-up:

3.2.2.3 Describe the Resource Plus

passage of light Carry out the Demonstrating wave phenomena experiment referring to Teaching Pack for lesson plans and
through a resources.
transparent material Learners carry out the refraction part of the teaching pack (Worksheet F).
(limited to the
boundaries between Learners identify the normal, angle of incidence and angle of refraction on a diagram of refraction and define
two media only) each term. Learners label their own diagram of refraction and write their own method for the experiment.
3.2.2.4
State the meaning of Explain that refraction occurs due to the light ray changing speed as it travels through a different material. You
critical angle could use the analogy of a shopping trolley or a vehicle traveling from smooth ground to muddy ground at an
3.2.2.5 angle to the verge, and how this affects the wheels, to help learners understand why the change of speed
Describe internal causes a change in direction.
reflection and total
internal reflection It may help learners to remember that when a light ray slows down, it bends towards the normal; ‘slow’ and
using both ‘towards’ both contain the letter combination ‘ow’.
experimental and
Give learners simple combinations of materials for them to decide how the light ray will behave e.g. if the light
everyday examples
ray travels from air to diamond, the light ray slows down / speeds up and bends towards/away from the
Define refractive

47
 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

index, n, as the ratio normal. Learners answer the questions by raising their left or right hands for the two options or by using
of speeds of a wave miniature whiteboards. (F)
in two different
3.2.2.6 regions Give learners a light ray ‘obstacle course’ where they estimate the path a light ray takes as it travels through
different materials e.g. if it travels from air to helium, it will bend away from the normal, but if it then travels into
Define refractive glass it will bend towards the normal. (F)
index, n, as the ratio
of the speeds of a Learners consider other everyday examples of refraction e.g. a fish will appear in a different location to its
wave in two different actual location due to the refraction of light through water, so a spear fisher should bear this in mind when
3.2.2.7
regions aiming for the fish.

Recall and use the Learners observe how transparent hydrobeads are visible in air and invisible in water. They share the same
3.2.2.8 equation refractive index as water which results in their invisibility.
sin i Learners observe the refraction of a laser through a large transparent container of coloured water.
n=
sin sin r
3.2.2.9 Learners can investigate refraction through different-shaped transparent blocks.
Recall and use the
equation Learners investigate refraction through a semi-circular transparent block:
1
n= Resource Plus
sin sin c Carry out the Measuring refraction and total internal reflection experiment referring to Teaching Pack for lesson
plans and resources.
Describe the use of
Learners carry out the total internal reflection part of the teaching pack (Worksheet E).
optical fibres,
particularly in
Recap the critical angle and the cases of refraction and total internal reflection in a semi-circular block using
telecommunications
simulations:
www.reading.ac.uk/virtualexperiments/ves/tir.html
Bending Light 1.1.33

Show learners different diagrams depicting the critical angle, refraction or total internal reflection and ask
them to quickly identify which case is shown. They can answer the questions using miniature whiteboards. (F)

Extended assessment: 3.2.2.6, 3.2.2.7, 3.2.2.8 and 3.2.2.9

48
 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

Learners share their results for the angle of incidence and the angle of refraction. Compile the results on the
board.

Introduce the refractive index and its equation. Highlight that the refractive index has no unit. Learners
substitute their results into the equation to find the refractive index of Perspex (or glass). Learners should find
similar values. Highlight that the refractive index is a property of a material and can be used to identify an
unknown material. It can also be calculated as the ratio of speeds of a wave in two different regions.

Introduce the equation that links the refractive index to the critical angle.

Set learners quantitative and qualitative questions for practice. (F)

Demonstrate total internal reflection through optical fibres.

Learners research uses of total internal reflection, particularly optical fibres used in telecommunications. (I)

3.2.3.1 Thin Describe the action Introduce lenses through qualitative investigation. Learners view their thumb through a convex lens with a
lenses of thin converging short focal length, using the lens like a magnifying glass. They use the same lens to produce a real image on
and thin diverging a piece of paper with their back to a window. They should be able to see a flipped image of the window and its
lenses on a parallel contents if it is a bright day. They may have to move the lens around to find the correct focus.
beam of light
Learners use the same lens to produce a real image on a piece of greaseproof paper facing the window. They
3.2.3.2 Define and use the should place the greaseproof paper between their eyes and the window, and the lens between the window
terms focal length, and the paper. They may have to move the lens around to find the correct focus. Alternatively, instead of a
principal axis and window, learners can use a brightly illuminated object. The laboratory can be darkened and a learner, lit by a
principal focus (focal spotlight, can sit still as the object.
point)
Explain the difference between converging and diverging lens. Demonstrate and/or allow learners to observe
3.2.3.3 Draw and use ray both.
diagrams for the
formation of a real Introduce ray diagrams for lenses and define the focal length, principle axis and principle focus (or focal
image by a point).
converging lens
Demonstrate how to draw ray diagrams for the formation of a real image by a converging lens. Break down

49
 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

the steps so they are clear and simple to follow.

3.2.3.4 Describe the
characteristics of an Learners draw ray diagrams for objects placed at different distances from the converging lens and focal point.
image using the They investigate the location, size, orientation and nature of different distances. (F)
terms
enlarged/same Explain to learners that a virtual image is formed when diverging rays are extrapolated backwards and it does
size/diminished, not form a visible projection on a screen.
upright/inverted and
real/virtual Extended assessment: 3.2.3.6, 3.2.37. and 3.2.3.8
3.2.3.5
Demonstrate how to draw ray diagrams for the formation of a virtual image by a converging lens. The steps
Know that a virtual
are the same as for a diverging lens but produce a virtual image.
image is formed
when diverging rays Learners draw ray diagrams for objects placed at different distances from the diverging lens and focal point.
are extrapolated They investigate the location, size, orientation and nature of different distances. (F)
backwards and does
not form a visible Learners can research uses and examples of lenses: projector, photocopier, camera, spotlight, etc. Direct
projection on a learners to draw the ray diagram to show how an image is formed in a magnifying glass, camera and
3.2.3.6 screen projector.

Draw ray diagrams Relate the idea of a glass lens to the tissue lens inside the human eye.
for the formation of a
virtual image by a Lenses and the human eye:
3.2.3.7 converging lens https://www.cyberphysics.co.uk/topics/medical/Eye/eye_ad.html

Describe the use of Animation of a how a human eye works:

a single lens as a https://animagraffs.com/human-eye/
3.2.3.8 magnifying glass
Direct learners to draw ray diagrams showing a short-sighted eye and a long-sighted eye.
Describe the use of
converging and Introduce the concept of using lenses to correct long-sightedness and short-sightedness.
diverging lenses to
correct long- Direct learners to draw ray diagrams showing the correction of a short-sighted eye and a long-sighted eye
sightedness and using lenses.
short-sightedness

50
 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

Set learners quantitative and qualitative questions for practice. (F)

Lenses:
www.bbc.co.uk/bitesize/guides/zt42srd/revision/2

3.2.4.1 Describe the Ask learners what colours can be found in white light. Learners may identify the seven colours of the rainbow.
Dispersion dispersion of light as
of light illustrated by the Set learners the challenge of ‘finding a rainbow’ using a ray box set-up and a prism.
refraction of white
light by a glass Direct learners now use their prism to identify the different colours visible by the refraction of white light.
prism
3.2.4.2 Explain that the order of the colours is related to the order of the frequency (or the wavelength).
Know the traditional
Set learners qualitative questions for practice. (F)
seven colours of the
visible spectrum in Learners investigate dispersion of light further using the prism bending light simulation: (I)
order of frequency https://phet.colorado.edu/sims/html/bending-light/latest/bending-light_en.html
and in order of
3.2.4.3 wavelength Learners can make their own Newton’s disc (or colour wheel) to demonstrate the mixing of colours to make
white light or the mixing of primary colours to make secondary colours:
Recall that visible www.royalacademy.org.uk/article/family-how-to-make-a-colour-wheel-1
light of a single
frequency is Learners research how rain droplets refract and reflect light to produce the spectrum of colour in a rainbow. (I)
described as
monochromatic You could use the Roy G Biv song by They Might Be Giants as a fun way to help learners remember some
(simple) physics content.

Extended assessment: 3.1.4.3

Introduce the term “monochromatic” to describe visible light of a single frequency. Demonstrate a laser as an
example of monochromatic light.

3.3.1 Know the main Ask learners which travels fastest, light or sound. Can they provide examples where this is evident? Learners

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 Scheme of Work

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Suggested teaching activities
ref. objectives

Electro- regions of the may suggest lightning and thunder, fireworks and their bang, a starting pistol, etc. Highlight that light travels
magnetic electromagnetic approximately a million times faster than sound.
spectrum spectrum in order of
frequency and in Introduce the electromagnetic spectrum as the range of waves that have certain properties in common, whilst
order of wavelength other properties are different. Explain that all electromagnetic waves have the same speed and can travel in a
vacuum.
3.3.2 Know that all
electromagnetic Split learners into small groups and assign each group a part of the electromagnetic spectrum. Learners may
waves travel at the use their textbooks and online resources to research their part of the spectrum. They note down the role in
same high speed in applications, and damage caused by, their part of the spectrum on a piece of paper. They then present the
a vacuum key information to the rest of the class and add their piece of paper to the whiteboard, in order of wavelength
3.3.3 and frequency. Recap the key points as given in the syllabus.
Describe the typical
uses of the different Highlight the use of electromagnetic waves in communication, particularly the use of microwaves by artificial
regions of the satellites.
electromagnetic
Set learners qualitative questions for practice. (F)
spectrum including:
(a) radio waves; You could use the Electromagnetic Spectrum song by Emerson and Wong Yann as a fun way to help learners
radio and remember some physics content, as well as the order of the spectrum.
television
transmissions, The Scale of the Universe website includes the size of the electromagnetic spectrum wavelengths and allows
astronomy, radio comparison to everyday objects: (I)
frequency https://scaleofuniverse.com
identification
(RFID) Extended assessment: 3.3.6, 3.3.7, 3.3.8, 3.3.9 and 3.3.10
(b)microwaves;
Return to the earlier comparison of the speed of light and the speed of sound. Explain that all electromagnetic
satellite
waves, including light, travel at 3.0 x 108 m/s in a vacuum and this speed is approximately the same in air
television,
mobile phones Expand on the uses of electromagnetic waves in communication, including: mobile phones, wireless internet,
(cell phones), Bluetooth, cable television and high-speed broadband. Learners should understand which part of
microwave electromagnetic spectrum is used in each case.
ovens
(c) infrared; electric Ask learners the difference between digital and analogue. Learners may use the example of digital and

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 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

grills, short analogue watches. Explain the difference between the two types of signals in the context of electromagnetic
range waves and that sound can be transmitted as either. Learners research the benefits of digital signalling over
communications more traditional analogue signals.
such as remote
controllers for
television,
intruder alarms,
thermal imaging,
optical fibres
(d)visible light;
vision,
photography,
illumination
(e) ultraviolet;
security marking,
detecting fake
bank notes,
sterilising water
(f) X-rays; medical
scanning,
3.3.4 security
scanners
(g)gamma rays;
sterilising food
and medical
equipment,
detection of
cancer and its
treatment

Describe the harmful

effects on people of
excessive exposure

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 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

to electromagnetic
radiation, including:
(a) microwaves;
internal heating
of body cells
(b)infrared; skin
3.3.5 burns
(c) ultraviolet;
damage to
surface cells and
eyes, leading to
skin cancer and
eye conditions
(d)X-rays and
gamma rays;
mutation or
damage to cells
in the body

Know that
3.3.6 communication with
artificial satellites is
mainly by
microwaves:
(a) some satellite
phones use low
orbit artificial
3.3.7 satellites
(b)some satellite
phones and
direct broadcast
satellite

54
 Scheme of Work

Syllabus Learning
Suggested teaching activities
ref. objectives

television use
geostationary
satellites

Know that the speed

of electromagnetic
waves in a vacuum
is 3.0 x 108 m/s and
is approximately the
same in air

Know that many

important systems of
communications rely
on electromagnetic
radiation including:
(a) mobile phones
(cell phones)
and wireless
internet use
microwaves
because
microwaves can
penetrate some
walls and only
require short
aerial for
transmission and
reception
(b) Bluetooth uses
radio waves
radio waves
3.3.8 pass through
walls and the

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 Scheme of Work

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Suggested teaching activities
ref. objectives

signal is
weakened on
3.3.9 doing so
(c) optical fibres
(visible light or
infrared) are
used for cable
3.3.10 television and
high-speed
broadband
because glass is
transparent to
visible light and
some infrared;
visible light and
short wavelength
infrared can
carry high rates
of data

Know the difference

between a digital or
analogue signal

Know that a sound

can be transmitted
as a digital or
analogue signal

Explain the benefits

of digital signalling
including increased
rate of transmission
of data and

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 Scheme of Work

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Suggested teaching activities
ref. objectives

increased range due

to accurate signal
regeneration

3.4.1 Describe the Introduce sound with some simple experiments. Learners investigate a ‘tin can telephone’, vibrating a ruler
Sound production of sound against a desk edge and tuning forks. They hit a tuning fork against a rubber bung before submerging it in
by vibrating sources water, or placing next to a ping pong ball hanging from a thread. Can learners explain the splash or the
sudden movement of the ball? They hit a metal fork or spoon, attached to the end of two pieces of string,
Describe the against a desk with the ends of the string in the learner’s ears. They should hear the sound travel through the
3.4.2 longitudinal nature string and the air. Which sound travels faster? Learners add different amounts of water to glass bottles and
of sound waves blow across the mouth of the bottles. Which bottle produces the higher- pitched sound? Does it depend on the
amount of water present or the amount of air?
State the
3.4.3 approximate range Remind learners that sound is a longitudinal wave.
of frequencies
audible to humans Introduce Boyle’s vacuum pump experiment to show that sound cannot be transmitted in a vacuum and
as 20 Hz to 20 000 remind learners that sound requires a medium to travel:
Hz
3.4.4 http://science.cleapss.org.uk/Resource/Ringing-bell-jar-experiment.vid
Know that a medium
Introduce how a microphone detects sound waves and a cathode ray oscilloscope allows interpretation of
is needed to
them. Ask learners what they notice when loud/quiet/high/low sounds are detected. Identify the amplitude and
transmit sound
frequency on the oscilloscope trace. Relate these variables to the volume and pitch of the sound that is heard.
waves
3.4.7 Resource Plus
Describe how
changes in Carry out the Use of a cathode ray oscilloscope (CRO) to visualise sound waves experiment referring to
amplitude and Teaching Pack for lesson plans and resources.
frequency affect the
loudness and pitch Show learners simple wave traces and ask them to identify the properties of the sound: which sound is
3.4.10 of sound waves highest, which sound is louder, which sound has a lower frequency, etc. Learners can answer the questions
using miniature whiteboards. (F)
Describe
Learners investigate wave traces further using the simulation of a keyboard and an oscilloscope: (I)
3.4.11 compression and
www.physics-chemistry-interactive-flash-animation.com/electricity_electromagnetism_interactive/
rarefaction

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Suggested teaching activities
ref. objectives

oscilloscope_description_tutorial_sounds_frequency.htm
Know that, in
general, sound Introduce the idea that humans, as well as other animals, have a specific hearing range. This can be tested
travels faster in simply using a signal generator and a loudspeaker. Learners should be quiet throughout. They raise their
solids than in liquids hands when they believe they first hear the sound (around 20Hz) and lower it when they can no longer hear
and faster in liquids the sound (20 000 Hz). As the range decreases as humans age, it is likely that your learners will have a larger
than in gases range than you.

Set learners qualitative questions for practice. (F)

Extended assessment: 3.4.10 and 3.4.11

Learners look at diagrams of a longitudinal wave and identify compressions and rarefactions.

Remind learners of the metal fork/spoon on a string experiment. The sound travelled faster up the string than
though the air. Can learners explain how the state of the medium (solid, liquid or gas) affects the speed of
propagation of the sound wave? Learners can research how whales communicate over long distances. (I)

Extension: Stretch and prepare for A level

Show learners more complicated wave traces showing different sound sources e.g. a range of instruments.
These wave traces are unlikely to be sinusoidal, unlike the waves they have seen previously. Highlight that
although the sound sources can emit the same frequency, the waves can have different qualities (timbres).

Introduce learners to the concept of the Doppler shift and how it changes the frequency and wavelength of a
sound wave so it sounds different. Use simple diagrams that show a source moving into its own sound waves
to help learners visualise this. Redshift will be explored as part of Topic 6 Space physics.

Interference simulation:
https://phet.colorado.edu/en/simulation/wave-interference

3.4.9 Define ultrasound as Remind learners of the demonstration of the human hearing range from the previous lesson. Explain that
Sound sound with a ultrasound is any sound above 20 000 Hz and ask learners if they know of any use of this high frequency
frequency higher sound. They may suggest prenatal scans.
than 20 kHz

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Suggested teaching activities
ref. objectives

Describe the uses of Extended assessment: 3.4.12

3.4.12 ultrasound in non-
destructive testing of Learners research the uses of ultrasound in cleaning, prenatal and other medical scanning, and in sonar
materials, medical (including calculation of depth or distance from time and wave speed). Learners will have the opportunity to
scanning of soft measure the speed of sound later. (I)
tissue and sonar
including calculation
of depth or distance
from time and wave
speed

3.4.5 Know that the speed Ask learners to come up with a method to measure the speed of sound. Learners should realise that this is a
of sound in air is difficult experiment to carry out because sound travels relatively fast.
approximately 330-
350 m/s Ask learners to define an “echo”. They will explain that an echo is the reflection of sound waves. Learners can
research how bats “see” with echolocation. (I)
3.4.6 Describe a method
involving a Introduce the idea of measuring the sound over a large distance. This can be done using a starter pistol or by
measurement of making use of echoes.
distance and time
for determining the Measuring the speed of sound using echoes:
speed of sound in https://spark.iop.org/measuring-speed-sound-using-echoes
air
3.4.8 Measuring the speed of sound using a starter pistol:
Describe an echo as www.schoolphysics.co.uk/age11-14/Sound/text/Speed_of_sound/index.html
the reflection of
sound waves If you choose the echo method, relate this to learners’ understanding of sonar. Use wooden blocks to produce
a clear and distinct sound. This needs to reflect off a large flat surface like the side of a building. Learners
need to match the next ‘clap’ to the echo of the previous; it may take some practice to establish the correct
rhythm. Learners then work together to measure the time for multiple claps (20 or so) and the distance
travelled.

If you use the starter pistol method, an average result of time should be taken and the experiment should be

59
 Scheme of Work

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Suggested teaching activities
ref. objectives

done over a large distance (at least 100m).

Learners draw a diagram of the experiment they carried out, write a method, collect their results in a table and
calculate the speed of sound. They assess the accuracy of their answer and identify any sources of error.

Set learners qualitative questions for practice. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

60
 Scheme of Work

4. Electricity and magnetism

Syllabus ref. Learning objectives Suggested teaching activities

4.1.1 Simple Describe the forces Ask learners what they know about magnetism. They may suggest various basic concepts and examples.
phenomena between magnetic
of magnetism poles and between Introduce magnetism with some simple experiments. Learners investigate opposite and like poles, suspending a bar
magnets and magnetic magnet from a clamp stand so it is free to move. What happens when a second bar magnet is brought close to the
materials, including the hanging bar magnet?
use of the terms north
pole (N pole), south Learners investigate which materials are magnetic by using a bar magnet. Can they identify the three magnetic elements
pole (S pole), on the Periodic Table?
attraction and
repulsion, magnetised Learners magnetise a bar of steel by stroking the steel in the same direction multiple times with the same end of the bar
and unmagnetised magnet. They test how well it works by trying to pick up steel paperclips.

Learners investigate a magnet’s effect on iron filings and plotting compasses. They will learn about fields later.
4.1.2 Describe induced
magnetism Learners observe a simple ‘magic trick’ using a bar magnet and a large steel paperclip. Attach a piece of string to the
paperclip and secure the end of the string to the base of a clamp stand. Clamp the bar magnet above so that the
4.1.4 State the difference paperclip reaches up to touch it but adjust its position so there is a slight gap. The paperclip appears to ‘float’ up,
between magnetic and straining against its string tether, due to the magnetic attraction to the bar magnet.
non-magnetic
materials Learners play with magnetic ‘toys’: magnetic balls that can be made into geometric shapes, rattle magnets that vibrate
together to produce noise, etc.

Learners write observations and explanations of the experiments.

Clarify the key terms in this topic, in particular the difference between a magnetic material and a magnetised material.

Learners should be able to explain how to induce magnetism in a magnetic material by stroking it multiple times with a
magnet or by placing it next to a magnet.

Set learners qualitative questions for practice. (F)

4.1.5 Simple Describe a magnetic Ask learners how they would define a magnetic field. Describe a magnetic field as a region in which a magnetic pole

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

phenomena field as a region in experiences a force.

of magnetism which a magnetic pole
experiences a force Direct learners to plot magnetic field lines with iron filings to show the shape of the magnetic field.

4.1.6 Draw the pattern and Direct learners to plot magnetic field lines with a compass and how to use the compass to determine the direction of the
direction of the magnetic field. Their plots should also show the shape of the magnetic field.
magnetic field lines
around a bar magnet Learners should be able to sketch the pattern and direction of the magnetic field lines around a bar magnet.

Set learners qualitative questions for practice. Give them diagrams of combinations of bar magnets and ask them to
4.1.7 State that the direction
identify which are the North and which are the South poles. (F)
of a magnetic field at a
point is the direction of Learners investigate making their own compass to detect the Earth’s magnetic field. Can they explain why the North pole
the force on the N pole of a magnet points to the North pole of the Earth?
of a magnet at that
point Learners research information about the magnetic field of the Earth, how it produces the Northern (and Southern) lights
and if other planets have magnetic fields. (I)
4.1.8 Describe the plotting of
magnetic field lines Learners investigate magnetic fields further using the simulation: (I)
with a compass or iron https://phet.colorado.edu/en/simulation/legacy/magnet-and-compass
filings and the use of a
compass to determine Extended assessment: 4.1.10 and 4.1.11
the direction of the
magnetic field Remind learners of the magnetic field lines they plotted earlier using iron filings and/or plotting compasses. The strength
of the magnetic field is represented by the spacing of the magnetic field lines.
4.1.10 Explain that magnetic
forces are due to Remind learners of the definition of a “force” and introduce a magnetic force as due to the interactions between magnetic
interactions between fields. Learners have felt this force when investigating the interaction between magnetic poles previously, as like poles
magnetic fields will push apart (repulsive magnetic force) and opposite poles will pull together (attractive magnetic force).

4.1.11 Know that the relative

strength of a magnetic
field is represented by
the spacing of the
magnetic field lines

62
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

4.1.3 Simple State the differences Ask learners if they know any everyday items that use electromagnets. Learners may be surprised by how common they
phenomena between the properties are.
of magnetism of temporary magnets
(made of soft iron) and Ask learners to sketch the magnetic field around a single current-carrying wire. They can draw this in 3-D or in 2-D from
the properties of above or below. You could introduce the cross-and-dot notation to show the direction of the current in a wire in a 2-D
permanent magnets diagram. Learners will probably sketch various shapes for the field; remind them that field lines only end on poles and
(made of steel) their spacing represents their strength.

4.1.9 Describe uses of Introduce the right-hand grip rule to aid memory of the direction of the current in relation to the direction of the magnetic
permanent magnets field.
and electromagnets
Demonstrate the magnetic field around a current-carrying wire by using plotting compasses (or iron filings) on a sheet of
4.5.3.1 Describe the pattern cardboard held at a right angle to the wire carrying direct current.
Magnetic and direction of the
Extend the concept of the magnetic field around a straight wire to a loop of wire and a solenoid. Learners should be able
effect of magnetic field due to
to logically link the diagrams together by using the right-hand grip rule to predict how each part of wire would produce a
current currents in straight
field that interacts with its neighbours’ fields.
wires and in solenoids
Highlight that a loop of wire carrying direct current is equivalent to two straight wires carrying direct current in opposite
4.5.3.2 Describe an directions. Consider how parallel conductors produce magnetic field patterns due to their currents. Relate these to the
experiment to identify forces on the conductors. If the currents are in the same direction, the force is attractive; with oppositely directed currents
the pattern of a the force is repulsive.
magnetic field
(including direction) Introduce the basic structure of an electromagnet. Highlight the importance of the magnetic core and how iron is used as
due to currents in a temporary magnet.
straight wires and
solenoids Resource Plus
Carry out the How to make an electromagnet experiment referring to Teaching Pack for lesson plans and
4.5.3.4 State the qualitative resources.
variation of the
strength of the Ask learners what would happen if an electromagnet had a core made of steel. Explain that this would magnetise the
magnetic field around steel and produce a permanent magnet, assuming d.c. is used. Recap the stroking method of magnetisation. Learners
straight wires and write methods on how to magnetise magnetic materials.
solenoids
Ask learners how to demagnetise a magnetic material. They may suggest using current again, this time alternating.
4.5.3.5 Describe the effect on

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

the magnetic field Learners investigate the methods of hammering and heating on pieces of magnetised iron.
around straight wires
and solenoids of Learners consider the benefits of electromagnets in comparison to permanent magnets. They may identify that these can
changing the be controlled in terms of the strength of the field and be turned on and off as needed.
magnitude and
direction of current Learners research the uses of electromagnets, such as maglev trains, loudspeakers, relays, electric bells, industrial
lifting magnets, etc. (I)

Set learners qualitative questions for practice. (F)

If your school uses electromagnetic door locks, show them in action. Paperclips can be stuck to the lock when the
electromagnet is on. They will fall when the electromagnet is turned off.

Extended assessment: 4.5.3.4 and 4.5.3.5

Ask learners what variables affect the strength of the magnetic field around straight wires and solenoids. Use the right-
hand grip rule to demonstrate how changing the direction of the current changes the direction of the magnetic field. Make
use of the magnets and electromagnets simulation to show how the magnitude of the current affects the magnetic field.
This can also be demonstrated using an electromagnet, a d.c. power supply and steel paperclips. Higher magnitudes of
current will hold more paperclips, implying a stronger magnetic field. Demonstrate how changing the direction of the
current flowing through a straight wire or solenoid changes the direction of the plotting compasses showing the direction
of the magnetic field.

Magnets and electromagnets simulation:

https://phet.colorado.edu/en/simulation/legacy/magnets-and-electromagnets

4.2.1.1 State that there are Introduce the concept of charge, positive and negative.
Electric positive and negative
charge charges Learners investigate the build-up of static charge using plastic rods and clothes. Rubbing the rods with the clothes
should build up charge on the rods such that they can pick up small scraps of paper, bend a small stream of water or
4.2.1.2 State that positive repel another like-charged rod.
charges repel other
positive charges, Learners may be able to identify other examples where static charge is built up: when taking off a woollen jumper,
negative charges repel shuffling along the carpeted floor with socks on, jumping on a trampoline with socks on, etc.
other negative

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

charges, but positive Learners may enjoy observing the Van de Graaff generator. There are lots of demonstrations that can be done with the
charges attract generator to show the effects of static electricity.
negative charges
Clarify that charging of solids by friction involves only a transfer of negative charge (electrons). Positive charge (protons)
Describe simple are trapped inside of the nucleus and cannot be transferred by friction.
4.2.1.3 experiments to show
the production of Learners investigate static electricity further using the balloons simulation: (I)
electrostatic charges https://phet.colorado.edu/en/simulation/balloons-and-static-electricity
by friction and to show
the detection of Learners research uses and dangers of static electricity: xerography, discharging vehicles, electrostatic spray painting,
electrostatic charges inkjet printers, etc.

Set learners qualitative questions for practice. (F)

Explain that charging
4.2.1.4 of solids by friction Resource Plus
involves only a transfer
of negative charge Carry out the Static electricity experiment referring to Teaching Pack for lesson plans and resources.
(electrons)
Extended assessment: 4.2.1.7
State that charge is
Introduce the unit for charge, the coulomb.
4.2.1.7 measured in coulombs

4.2.1.8 Describe an electric Extended assessment: 4.2.1.8, 4.2.1.9 and 4.2.1.10

Electric field as a region in
charge which an electric Define an electric field, building on learners’ understanding of gravitational and magnetic fields. Describe an electric field
charge experiences a as a region in which an electric charge experiences a force.
force
Explain that electric field lines:
4.2.1.9 State that the direction
of an electric field at a ● show the path a small positive test charge would take
point is the direction of ● point from positive charges to negative charges
the force on a positive ● are at right angles to the surface of a conductor
charge at that point ● are more closely packed when the field is stronger.
4.2.1.10 Describe simple
A uniform field is shown by equally spaced parallel field lines. Ask learners to draw the field lines for different
electric field patterns,

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including the direction combinations of point charges, charged spheres and charged plates (end effects will not be examined).
of the field:
Demonstrate an electric field’s effect on semolina in castor oil using a high voltage power supply.
(a) around a point
charge Set learners qualitative questions for practice. (F)
(b) around a charged
conducting sphere Learners investigate electric fields further using the field simulation: (I)
(c) between two https://phet.colorado.edu/en/simulation/charges-and-fields
oppositely charged
parallel conducting Experiment notes from the IoP on electric field patterns:
plates (end effects https://spark.iop.org/electric-field-patterns
will not be
examined) Extension: Stretch and prepare for A level
Define electric field strength, building on learners’ understanding of gravitational field strength. Set learners simple
questions to practise calculations using the equation.

Ask learners what variables they think the force between two charged particles will depend on. Introduce Coulomb’s law.
Set learners simple questions to practise using the equation.

Learners can investigate the force between charges further using the Coulomb’s Law simulation: (I)
https://phet.colorado.edu/en/simulation/coulombs-law

4.2.1.5 Describe an Can learners describe the difference between an electrical conductor and an insulator? Can they provide examples of
Electric experiment to each?
charge distinguish between
electrical conductors Ask learners how they would test whether a material is a conductor or an insulator. What items would they use?
and insulators
Introduce basic circuit symbols for a connecting cable, cell and lamp. Learners use these items to test whether objects
4.2.1.6 Recall and use a are conductors or insulators. They complete a simple table of conductors and insulators by testing objects in the
simple electron model laboratory.
to explain the
difference between Explain the properties of a conductor and why metals are such good conductors. Describe electrical conduction in metals
electrical conductors in terms of the movement of free electrons. Remind learners of the demonstration of thermal conduction from Topic 1
and insulators and Motion, forces and energy where electrons helped transfer the energy quicker.
give typical examples

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 Scheme of Work

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Conductivity simulation:
4.2.2.3 Describe electrical https://phet.colorado.edu/en/simulation/legacy/conductivity
Electric conduction in metals in
current terms of the movement Set learners qualitative questions for practice. (F)
of free electrons
Learners investigate the conductivity of various items using the circuit simulation: (I)
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

Learners could research semiconductors and how they function to exhibit the properties of both insulators and
conductors, depending on the circumstance. (I)

4.2.2.1 Know that electric Ask learners what measuring instrument is used to measure current, what the unit is for current and what the symbol is.
Electric current is related to the Learners may struggle to remember the unit and symbol as they do not appear to link to the name of ‘current’. Explain
current flow of charge that current is related to the flow of charge.

4.2.2.2 Describe the use of Introduce the ammeter. Demonstrate analogue and digital ammeters: how to connect them in a circuit, how they can be
ammeters (analogue read and how different ranges can be used depending on the current being measured. Learners should recall the
and digital) with difference between analogue and digital from Topic 3 Waves.
different ranges
Set learners the task of investigating the current in various circuits. They measure the current at various points around
4.2.2.4 Know the difference simple series and parallel circuits and draw a conclusion on how current behaves qualitatively. They may struggle to see
between direct current the pattern in the parallel circuit if the values are not very accurate.
(d.c) and alternating
current (a.c.) Explain that the learners have been working with direct current. Introduce and explain the properties of alternating
current.
4.2.2.5 Define electric current
as the charge passing Alternating current and direct current:
a point per unit time; www.furryelephant.com/player.php?subject=physics&jumpTo=ee/10Ms3
recall and use the
Extended assessment: 4.2.2.5, 4.2.2.6, 4.3.2.8 (a) and 4.3.2.9
Q
equation: I =
t Define electric current as the charge passing a point per unit time, define the ampere and introduce the equation.
4.2.2.6 Learners may need a reminder of charge and its unit.
State that conventional
current is from positive Highlight the common use of conventional current, which is from positive to negative. In reality, it is the electrons that

67
 Scheme of Work

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to negative and that move and this flow of electrons is from negative to positive due to their negative charge.
the flow of electrons is
from negative to Remind learners of their findings from investigating the current in various circuits and explain in more detail. Show
positive learners simple circuit diagrams with the current labelled at some of the points around the circuit. Learners calculate the
4.3.2.1 missing values of the current using their understanding of how current behaves in series and parallel circuits. They
Series and Know that the current should recall that the current at every point in a series circuit is the same. (F)
parallel at every point in a
circuits series circuit is the Show learners simple junction diagrams with the current labelled in all wires except one. Learners calculate the missing
same value, as well as the direction, of the current. They should recall that the sum of the currents into a junction in a parallel
circuit is equal to the sum of the currents that leave the junction.
4.3.2.5 State that, for a
parallel circuit, the Set learners questions to practise using the equation and applying their understanding of current in series and parallel
current from the circuits. (F)
source is larger than
Learners investigate the flow of charge further using the circuit simulation. The simulation can show electron movement
the current in each
or conventional current. Learners use the ammeter to take readings of current at points around various circuits. (I)
branch
Circuit simulation:
4.3.2.8 (a) Recall and use in
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
calculations, the fact
that:
Extension: Stretch and prepare for A level
(a) the sum of the
Introduce Kirchhoff’s first law by reminding learners that the sum of the currents into a junction in a parallel circuit is
currents entering a
equal to the sum of the currents that leave the junction. This is an example of the conservation of charge. Kirchhoff’s first
junction in a parallel
law is an expression of this basic principle.
circuit is equal to the
sum of the currents
that leave the junction

4.3.2.9 Explain that the sum of

the currents into a
junction is the same as
the sum of the currents
out of the junction

4.2.3.1 Define electromotive Ask learners what measuring instrument is used to measure voltage, what the unit is for voltage and what the symbol is
Electromotive force (e.m.f) as the

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 Scheme of Work

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force and electrical work done by for voltage.

potential a source in moving a
difference unit charge around a Introduce the terms electromotive force (e.m.f), the energy supplied from a power source to a circuit, and potential
complete circuit difference (p.d), the energy transferred by a current to the components in a circuit. Both are measured in volts.

4.2.3.2 Know that e.m.f is Introduce the voltmeter. Demonstrate analogue and digital voltmeters: how to connect around a component in a circuit,
measured in volts (V) how they can be read and how different ranges can be used depending on the e.m.f or p.d being measured.

4.2.3.3 Define potential Set learners the task of investigating the total e.m.f of several sources when arranged in series and in parallel.
difference (p.d) as the
Extended assessment: 4.2.3.6, 4.2.3.7 and 4.3.2.8 (b) and (c)
work done by a unit
charge passing Set learners the task of investigating the e.m.f and p.d of components in various circuits. They measure the e.m.f around
through a component the power supply and the p.d of components in simple series and parallel circuits. They draw a conclusion on the
behaviour of e.m.f and p.d They may struggle to see the pattern in the series circuit if the values are not very accurate.
4.2.3.4 Know that p.d between
two points is measured Learners may struggle to understand how the p.d across each branch of a parallel circuit can be the same. Explain this
in volts (V) using an analogy. Two learners act as lamps in the circuit, you act as the power supply and the remaining learners are
the electrons in the circuit. Direct the ‘electrons’ to move around the circuit, picking up energy (marbles or small sweets)
4.2.3.5 Describe the use of from the ‘power supply’ (you) and distributing them to the ‘lamps’. When the ‘lamps’ are in series, they should share the
voltmeters (analogue energy from the ‘power supply’, but when they are in parallel they can receive all of the energy that the ‘electrons’ carry
and digital) with from the ‘power supply’ as each ‘electron’ only passes one ‘lamp’. This highlights that the energy per unit charge, the p.d,
different ranges is the same as each branch in a parallel circuit and the same as the e.m.f of the source.
4.2.3.6 Recall and use the Show learners simple circuit diagrams with the values of e.m.f and p.d labelled for some of the components in the circuit.
equation for e.m.f Learners calculate the missing values using their understanding of e.m.f and p.d in series and parallel circuits. They
W should recall that the total p.d across the components in a series circuit is equal to the sum of the individual p.d.s across
E= each component and that the p.d across an arrangement of parallel resistors is the same as the p.d across one branch in
4.2.3.7
Q
the arrangement of the parallel resistors. (F)
Recall and use the
Remind learners of the definitions of e.m.f and p.d and introduce the equations. Demonstrate calculations using the
4.3.2.3 equation for p.d
equations.
Series and W
parallel V=
Q Set learners quantitative and qualitative questions for practice. (F)
circuits
Calculate the Learners investigate the voltage further using the circuit simulation. Learners can use the voltmeter to take readings of

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

4.3.2.8 (b) combined e.m.f of voltage around components in various circuits. (I)
and (c) several sources in
series Circuit simulation:
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
Recall and use in
calculations, the fact Voltage simulation:
that: https://phet.colorado.edu/en/simulation/legacy/battery-voltage
(b) the total p.d across
the components in a Extension: Stretch and prepare for A level
series circuit is equal Introduce Kirchhoff’s second law, linking to learners’ understanding of e.m.f and p.d in circuits. Explain how it relates to
to the sum of the the conservation of energy. In reality, some electrical energy from the battery may be used to heat the battery itself, due
individual p.d.s across to internal resistance.
each component
(c) the p.d across an
arrangement of
parallel resistances is
the same as the p.d
across one branch in
the arrangement of the
parallel resistances

4.2.4.1 Recall and use the Introduce resistance and ask learners how it will affect current in a circuit.
Resistance equation for resistance
V Use analogies to introduce the concept of resistance e.g. comparing resistance to the difficulty in moving down a corridor
R= with a lot of other learners moving around you.
I
4.2.4.2 Direct learners to investigate the relationship between the current flowing through a resistor and the voltage across it.
Describe an Learners build the circuit from a diagram or may need a demonstration of the set-up. They should collect various results
experiment to of current and voltage. They should avoid letting the resistor overheat; you may need to tell them a maximum value of
determine resistance current or voltage that they should not exceed to ensure this.
using a voltmeter and
an ammeter and do Introduce the equation for resistance and how it can be used to calculate the resistance from the results of the
the appropriate experiment.
calculations

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4.2.4.3 State, qualitatively, the Learners should write a method for the experiment they carried out and explain how to find the resistance of the resistor.
relationship of the
resistance of a metallic Ask learners what variables the resistance of a component depends on. You can use analogies, but make sure they help
wire to its length and rather than confuse learners e.g. a wider corridor (representing the cross-sectional area of the wire) decreases the
cross-sectional area resistance, but not because there is more room (there will be more charge carriers).

4.2.4.4 Sketch and explain the Ask learners what they think the combined resistance will be when multiple resistors are connected in series. Introduce
current–voltage graphs how to calculate the combined resistance.
for a resistor of
constant resistance, a Learners measure the combined resistance of resistors using a multimeter. They test different combinations and come to
filament lamp and a the conclusion that resistance in series is additive, whilst adding more resistance in parallel decreases the combined
diode resistance such that the resistance is less than that of either resistor by itself.

Show learners simple combinations of resistors and ask them to quickly calculate or estimate the combined resistance.
4.2.4.5 Recall and use the
Learners could answer the questions on miniature whiteboards. (F)
following relationship
for a metallic electrical Set learners simple calculation and qualitative questions for practice. (F)
conductor:
(a) resistance is Extended assessment: 4.2.4.4, 4.2.4.5 and 4.3.2.10
directly proportional to
length Learners repeat the experiment to find the resistance of a filament lamp and a diode. Alternatively, learners can
(b) resistance is investigate these components through simulation or discuss qualitatively. Learners should be able to sketch and explain
inversely proportional the current–voltage graphs of a resistor of constant resistance, a filament lamp and a diode.
to cross-sectional area
Return to the instruction from the experiment not to overheat the resistor. Ask learners how overheating would affect the
Calculate the experiment’s results. Learners should identify that this is the reason that the lamp does not have a fixed resistance.
4.3.2.4 combined resistance
of two or more Set learners qualitative questions for practice on different components and their current–voltage graphs. Show graphs
resistors in series that learners match to the components. (F)

State that the Resource Plus

4.3.2.6 combined resistance Carry out the Factors affecting the resistance of a wire experiment referring to Teaching Pack for lesson plans
of two resistors in and resources.
parallel is less than
that of either resistor Remind learners that the combined resistance of two resistors in parallel is less than that of either resistor by itself.
by itself

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 Scheme of Work

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Introduce how to calculate the combined resistance and demonstrate a calculation.

Calculate the
4.3.2.10 combined resistance Set learners questions to test their understanding of the direct proportionality between resistance and the length, and the
of two resistors in inverse proportionality between resistance and the cross-sectional area of a wire, as well as the combined resistance of
parallel two resistors in parallel. (F)

Learners can investigate the resistance further using circuit simulation. Learners can change the wire resistivity and take
measurements of voltage and current to find the resistance of combinations of resistors. (I)

Battery-resistor circuit simulation:

https://phet.colorado.edu/en/simulation/legacy/battery-resistor-circuit

Circuit simulation:
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

Ohm’s law simulation:

https://phet.colorado.edu/en/simulation/ohms-law

Extension: Stretch and prepare for A level

Introduce the equation for the resistance of a wire. Link to the variables already discussed. Set learners simple questions
for practice. (F)

Teach learners how to calculate the combined resistance of multiple resistors in parallel.

Resistance in a wire simulation:

https://phet.colorado.edu/en/simulation/resistance-in-a-wire

4.3.1.1 Draw and interpret Show learners circuit symbols and ask them to identify what they represent.
Circuit circuit diagrams
diagrams containing cells, Set learners the task of constructing simple circuits by interpreting a circuit diagram of symbols.
and circuit batteries, power
components supplies, generators, Learners can build a simple circuit containing cells and lamps and investigate what happens if one bulb “blows”/is
potential dividers, removed/is short circuited. Learners can also compare the brightness of bulbs in various circuits whilst keeping the
switches, resistors number of cells constant. Ask learners how they think the lights in their house are wired. They build simple circuits using
(fixed and variable), cells, lamps and switches to model the lighting in a house. What are the advantages of connecting lamps in parallel in a
lighting circuit?

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 Scheme of Work

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heaters, thermistors Learners play ‘pairs’ or any simple match up game with the circuit symbols and their names to aid recall.
(NTC only), light-
dependent Set learners a simple recall test on the circuit symbols to aid and test recall. (F)
resistors (LDRs),
lamps, motors, Introduce the NTC thermistor and light-dependent resistor (LDR) and explain their use as input sensors.
ammeters, voltmeters,
magnetising coils, Set learners qualitative questions on thermistors and LDRs.
transformers, fuses,
Remind learners of their investigation into resistance of a light bulb as current and p.d changes. Ask learners why the
relays, and know how
resistance changes. Learners consider how to keep the current in a circuit constant whilst the resistance of a component
these components
changes. Learners recall and apply V=IR to show that the p.d across an electrical conductor increases as its resistance
behave in the circuit
increases for a constant current.
4.3.1.2
Draw and interpret
Set learners quantitative and qualitative questions to practise calculating current, voltage and resistance on parts of a
circuit diagrams
circuit or on the whole circuit.
containing diodes and
light-emitting diodes
Extended assessment: 4.3.1.2, 4.3.3.2 and 4.3.3.3
(LEDs), and know how
these components Introduce the diode and the light-emitting diode (LED) and explain how they behave in a circuit. Remind learners of
behave in a circuit conventional current and highlight how the arrowhead of the diode circuit symbol must point in the same direction as
4.3.2.2 conventional current flow for the diode to allow current to flow.
Know how to construct
and use series and Learners could research common uses of diodes. (I)
parallel circuits
4.3.2.7 Introduce a variable potential divider. Demonstrate how it can be used in a circuit and take measurements of p.d to show
State the advantages how it works to divide the potential difference.
of connecting lamps in
parallel in a lighting Introduce the equation for two resistors used as a potential divider. Demonstrate how to use this equation.
circuit
4.3.3.1 Set learners calculation questions on potential dividers for practice.
Know that the p.d
across an electrical Extension: Stretch and prepare for A level
conductor increases Using Kirchhoff’s laws, derive formulae for the combined resistance of two or more resistors in series and in parallel.
as its resistance
Return to the concept of a potential divider and introduce using a variable resistor, thermistor or LDR. Learners discuss
increases for a
how each component would affect the circuit and the values of voltage. Learners may forget that not only will these
constant current

73
 Scheme of Work

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components cause the values of p.d to change, but that changing their resistance will change the overall resistance of
4.3.3.2 Describe the action of the circuit and thus the current that flows too.
a variable potential
divider Set learners questions to find the voltage for different components in simple circuits for practice. (F)

4.3.3.3 Recall and use the

equation for two
resistors used as a
potential divider
R1 V 1
=
R2 V 2

4.2.5.1 Understand that Introduce electrical energy and power, building on learners’ understanding from Topic 1 Motion, forces and energy.
Electrical electric circuits transfer
energy and energy from a source Introduce the equations for electrical energy and power. Demonstrate how to use the equations.
electrical of electrical energy,
power such as an electrical Set learners simple questions for practice. (F)
cell or mains supply, to
the circuit components Introduce the idea that energy is paid for, linking to learners’ understanding of energy sources (and later electricity
and then into the generation). Introduce the kilowatt-hour as an alternative unit for energy, one much more appropriate for the scale of
surroundings energy used in homes.

Set learners the task of estimating the electrical energy used for a period of time (an hour, a day, a week or a year) in
4.2.5.2 Recall and use the
their bedroom or home. They calculate the energy in kilowatt-hours and then calculate the cost using current energy
equation for electrical
prices.
power P=IV
Learners look at a real electricity bill to interpret the cost of electricity and how many kilowatt-hours are used in an
4.2.5.3 Recall and use the average home.
equation for electrical
energy E=IVt Set learners more quantitative and qualitative questions on electricity usage. (F)

4.2.5.4 Define the kilowatt- Learners practise their recall of the variables, symbols and units of current, voltage, resistance, charge, energy and
hour (kW h) and power using simple match-up games. Alternatively, they play ‘electricity bingo’ where they fill in a bingo sheet with their
calculate the cost of choice of symbols and you read out definitions for them to identify.
using electrical

74
 Scheme of Work

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appliances where the Learners investigate lamps in series and parallel further using the circuit simulation. They use the voltmeter and ammeter
energy unit is the kW h to take readings in various circuits. They also calculate the power using the results of voltage and current. (I)

Circuit simulation:
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

4.4.1 State the hazards of: Introduce the topic of electrical hazards through some ‘common sense’ scenarios. Ask learners to identify why the
Electrical following are hazardous: frayed cables, long cables, damaged plugs, water around sockets, pushing metal objects into
(a) damaged
safety sockets, etc.
insulation
(b) overheating Lead learners through the identification and explanation of why the following specific hazards are dangerous: damaged
cables insulation, overheating cables, damp conditions and overloading of plugs, extension leads, single and multiple sockets
(c) damp conditions when using a mains supply.
(d) excess current
from overloading Introduce a mains circuit and identify the live wire (line wire), the neutral wire and the earth wire.
of plugs,
extension leads, Introduce double insulation and explain how it protects the user of the electrical appliance. Ask learners to suggest
single and common examples of electrical appliances that have double insulation: a hairdryer, a mains radio, an electric drill, a desk
multiple sockets fan, etc.
when using a mains
supply Introduce the role of earthing and the fuse and how they work together to protect the user of the electrical appliance.

4.4.2 Know that a mains Demonstrate how a fuse ‘blows’ when the current flowing through it is too high. Fuse wire (or any thin easily overheated
circuit consists of a live wire) can be used for this. Increase the current gradually until the wire glows red hot and melts. Clarify that a fuse melts
wire (line wire), a and breaks, but this is often referred to as ‘blowing’.
neutral wire and an
earth wire and explain Demonstrate the hazard of an electrical device having no double insulation and no earth wire. Demonstrate the hazard of
why a switch must be an electrical device having an earth wire but no fuse. Demonstrate how the earth wire and fuse work to protect the user
connected to the live of the electrical device.
wire for the circuit to
Introduce trip switches as ‘resettable’ fuses. Ask learners to imagine how awkward it would be to have to replace every
be switched off safely
fuse on every electrical device in their home. Instead, trip switches protect the home and its appliances. Learners may be
able to identify where the trip switches are in their home: under the stairs, in the garage, in a coat cupboard.
4.4.3 Explain the use and
operation of trip Explain that fuse ratings and trip switch settings depend on the working current of the electrical appliance.
switches and fuses

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 Scheme of Work

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and choose Set learners simple questions to identify the fuse needed for various electrical appliances. You could set learners more
appropriate fuse difficult questions where they calculate the working current using their knowledge of electrical equations from previous
ratings and trip switch lessons. (F)
settings
Explain that fuses and circuit breakers are wired into the live conductor so that they can protect the user of the electrical
Explain why the outer appliance. They all cause a break in the circuit such that current can no longer flow.
4.4.4 casing of an electrical
appliance must be Learners investigate the fuse further using the circuit simulation. Learners add cells to increase the current and
either non-conducting intentionally blow the fuse. (I)
(double insulated) or
earthed Circuit simulation:
https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
State that a fuse
Learners may enjoy trying to wire a plug themselves using their knowledge of the mains circuit. Ensure that learners do
4.4.5 without an earth wire
not plug in their plug to the mains.
protects the circuit and
the cabling for a
double-insulated
appliance

4.5.3.3 Describe how the Recap the relay and the loudspeaker from when learners learnt about electromagnets. These both use the magnetic
Magnetic magnetic effect of a effect of current. The relay uses it to magnetically link two circuits, without sharing current. The loudspeaker uses it to
effect of a current is used in produce motion. How does this work?
current relays and
loudspeakers and Introduce the motor effect through demonstration. The rolling bar demonstration requires a moveable conductor to be
give examples of their placed on parallel conducting rods and in a magnetic field such that when direct current flows the bar rolls out of the field.
application The kicking wire demonstration uses a flexible wire or thin strip of conducting metal. It should be connected to a direct
current power supply such that it sits in a magnetic field. When the circuit is turned on, the wire or strip will move out of
4.5.4.1 Force Describe an the field.
on a current- experiment to show
carrying that a force acts on a The rolling bar:
conductor current-carrying www.gcse.com/energy/rolling_bar.htm
conductor in a
magnetic field, The kicking wire:
including the effect of https://physicsmax.com/kicking-wire-experiment-force-conductor-magnetic-field-7869
reversing:

76
 Scheme of Work

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(a) the current Use the motor effect to explain how a loudspeaker works. The magnetic effect of current in the coil interacts with the
(b)the direction of permanent magnetic field, producing motion. In this case, due to the alternating current used, vibration is caused and
the field sound is made.

Animations of how loudspeakers work:

Recall and use the
4.5.4.2 https://animatedscience.co.uk/how-a-loudspeaker-works
relative directions of
https://animagraffs.com/loudspeaker/
force, magnetic field
and current Extended assessment: 4.5.4.2 and 4.5.2.3
Determine the Explain that the motor effect is when a current-carrying wire in the presence of a magnetic field experiences a force. The
4.5.4.3 direction of the force relative directions of force, magnetic field and current are all at right angles to each other and can be recalled using
on beams of charged Fleming’s left-hand rule. Use the rule to explain and predict the movement shown previously in the demonstrations.
particles in a
magnetic field Extend learners’ understanding of the motor effect to explain what would happen to a beam of charged particles in a
magnetic field, including the effect of reversing the current or the direction of the magnetic field. Learners treat the beam
of charged particles as the current, bearing in mind the charge of the particles. Learners should be able to predict which
direction the particles will move in, if it all.

Set learners qualitative questions for practice. (F)

Extension: Stretch and prepare for A level

Ask learners what variables cause more ‘motion’ or force. They may identify the strength of the magnetic field, the size of
the current and how many coils there are, or rather, the length of the conductor in the field.

Introduce the equation F = BIL to calculate the force felt by a wire carrying a current, I, of length, L, due to the interaction
with the magnetic field of strength, B. Set learners simple questions to practise.

4.5.5.1 The Know that a current- Introduce the electric motor as a use of the motor effect previously studied. Ask learners what variables will affect the
d.c. motor carrying coil in a turning speed of the motor. They may identify the current, the strength of the magnetic field and the number of turns on
magnetic field may the coil.
experience a turning
effect and that the Set learners qualitative questions for practice. (F)
turning effect is
Learners research the uses of electric motors in everyday household items: a washing machine, a vacuum cleaner,

77
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

increased by increasing: microwave, extractor fan, etc. (I)

(a) the number of Extended assessment: 4.5.5.2
turns on the coil
(b) the current Explain the operation of an electric motor by building up how it works from the force on a current-carrying conductor in a
(c) the strength of magnetic field previously covered. Introduce two parallel wires with oppositely directed direct currents. Join them into a
the magnetic coil. Place them in a permanent magnetic field. Learners should be able to suggest that this will cause the coil to move
field up and down in a repeating motion, but without completing a full turn. How can we make the coil move continuously in
4.5.5.2 one direction? Introduce the split-ring commutator and the brushes as a means of reversing the direction of the current in
Describe the time with the motion of the coil.
operation of an
Electric motor animation:
electric motor,
www.animatedscience.co.uk/animations/
including the action
of a split-ring
Learners improve their understanding of an electric motor by building one in pairs:
commutator and
www.matrix.edu.au/hsc-physics-how-to-build-a-dc-motor-video-and-step-by-step-guide/
brushes
www.instructables.com/id/How-to-Build-Your-Own-DC-Motor/

Learners label the parts of the electric motor and their role on a diagram.

4.5.1.1 Know that a conductor Introduce electromagnetic induction through a series of experiments. Learners carry out these experiments individually
Electro- moving across a or in small groups.
magnetic magnetic field or a
induction changing magnetic ● Each group requires two pole facing magnets on a yoke, a cable and a multimeter for the first experiment.
field linking with a Moving the wire quickly through the pair of magnets on the yoke, or moving the yoke around the wire, induces a
conductor can induce small reading of voltage on the more sensitive voltmeter setting of the multimeter.
an e.m.f in the ● Each group requires a bar magnet, a cable and a multimeter for the second experiment. Moving the magnet
conductor quickly into the coiled cable, or moving the coiled cable around the magnet, induces a small reading of voltage.
● Each group requires a small electric motor, two cables and a multimeter for the third experiment. Spinning the
4.5.1.2 Describe an
motor’s shaft induces a small reading of voltage.
experiment to
demonstrate
For all three experiments, learners investigate how they can increase the voltage reading and what happens if they
electromagnetic
reverse the motion.
induction

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Explain that electromagnetic induction produces an e.m.f (or voltage and, if connected in a circuit, a current) across an
4.5.1.3 State the factors electrical conductor in a changing magnetic field. This is known as the induced e.m.f (and induced current). Inducing an
affecting the magnitude e.m.f requires movement, either directly of the field or of the conductor within the field. Moving quicker increases the
of an induced e.m.f e.m.f induced. Increasing the length of the conductor in the field, or increasing the number of turns in a coil, increases
the e.m.f induced.
4.5.1.4 Know that the direction
of an induced e.m.f Learners write a method to explain how to demonstrate electromagnetic induction.
opposes the change
causing it Set learners qualitative questions for practice. (F)

State and use the Learners could create their own animation to show electromagnetic induction and how the variables affect the induced
4.5.1.5 relative directions of e.m.f using simple software like PowerPoint. (F)
force, field and
Learners could investigate electromagnetic induction further using the induced e.m.f (Faraday) simulations: (I)
induced current
https://phet.colorado.edu/en/simulation/legacy/faraday
https://phet.colorado.edu/en/simulation/faradays-law

Extended assessment: 4.5.1.4 and 4.5.1.5

Link the changing direction of current produced by the induced e.m.f to the changing direction of motion of the conductor
or the magnetic field. Introduce Lenz’s Law to explain this relationship.

Explain the importance of the conservation of energy and the idea of doing work. A force must be exerted on the magnet
to move it and energy is transferred to the electrical circuit through the medium of the magnetic field.

Introduce the right hand rule (similar to Fleming’s left hand rule) to aid learners in identifying and predicting the relative
directions of force, field and induced current.

Extension: Stretch and prepare for A level

Introduce Faraday’s law of electromagnetic induction. Explain the variables and highlight the negative symbol, explained
by Lenz’s law.

Set learners simple questions to practise this new equation. (F)

4.5.2.1 The Describe a simple form Extended assessment: 4.5.2.1 and 4.5.2.2

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

a.c. of a.c. generator Recap how the electric motor can be used in ‘reverse’ to induce an e.m.f by moving the shaft. Ask learners what the
generator (rotating coil or rotating problem is with this set-up. They may identify that it would create a direct current, when electricity generation requires
magnet) and the use alternating current. Ask learners how this can be solved. They may suggest removing the commutator. Introduce the slip
of slip rings and rings as the alternative that will allow a.c. to be generated.
brushes where needed
As the coil moves up and down through a magnetic field, alternating current is induced. The direction of current
Sketch and interpret continuously changes. Demonstrate this with models and/or animations.
4.5.2.2 graphs of e.m.f.
against time for simple Sketch a graph of e.m.f against time for a simple a.c. generator and relate the position of the generator coil to the peaks,
a.c. generators and troughs and zeros of the e.m.f.
relate the position of
the generator coil to Set learners qualitative questions for practice. (F)
the peaks, troughs and
Learners can investigate generators further using the generator simulation: (I)
zeros of the e.m.f.
https://phet.colorado.edu/en/simulation/legacy/generator

Extension: Stretch and prepare for A level

Explain the generator more using Faraday’s law and Lenz’s law.

4.5.6.1 The Describe the Explain that electricity generation produces alternating current and this is essential for its transport.
transformer construction of a
simple transformer Introduce the transformer by describing its construction.
with a soft iron core,
as used for voltage Demonstrate how different values of coils changes the secondary voltage and current. Can learners spot a pattern?
transformations Refer to the primary and secondary sides of the transformer.

4.5.6.2 Use the terms primary, Introduce the equation that links the voltage and the number of turns on the coil.
secondary, step-up
Explain that a step-up transformer increases the voltage and the number of turns on the coil but decreases the current. A
and step-down
step-down transformer does the reverse.
4.5.6.3 Recall and use the Set learners quantitative and qualitative questions for practice. (F)
V P NP
equation = Demonstrate a model of how transformers are used in the transmission of electricity. If possible, use a multimeter to take
V S NS
measurements of voltage before and after the step-up or step-down transformers. Explain the advantages of high-

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

where p and s refer to voltage transmission.

primary and secondary
4.5.6.4 Transformers and electricity transmission:
Describe the use of www.bbc.co.uk/bitesize/guides/zgb9hv4/revision/3
transformers in high-
voltage transmission of Learners can investigate electricity transmission further using the power lines animation: (I)
electricity www.schoolphysics.co.uk/animations/Electricity%20-%20magnetism%20animations/Power_lines/index.html
4.5.6.5
State the advantages Extended assessment: 4.5.6.6, 4.5.6.7 and 4.5.6.8
of high-voltage
Explain the function of a transformer by breaking down how it works into simple steps.
transmission
4.5.6.6 Demonstrate the structure of a transformer and repeat the explanation of its principle of operation.
Explain the principle of
operation of a simple Introduce the equation for power and the equation relating power, current and resistance. Demonstrate how to carry out
iron-cored transformer calculations with these equations.
4.5.6.7
Recall and use the Set learners calculation questions for practice. (F)
equation for 100%
efficiency in a Explain how transformers reduce power loss in the transmission of electricity. Relate to learners’ understanding of
transformer resistance and energy conservation, linking to the equations.
I p V p =I s V s where p
and s refer to primary
4.5.6.8 and secondary

Recall and use the

equation P=I 2 R to
explain why power
losses in cables are
smaller than the
voltage is greater

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

81
 Scheme of Work

5. Nuclear physics

Syllabus ref. Learning objectives Suggested teaching activities

5.1.1.1 The Describe the structure Ask learners to describe the structure of the atom in terms of a positively charged nucleus and negatively charged
atom of an atom in terms of electrons in orbit around the nucleus. The nucleus is composed of protons and neutrons. Clarify any misconceptions and
a positively charged ensure sound understanding of the basics.
nucleus and negatively
charged electrons in Ask learners how ions are made. They may be able to explain that atoms form positive ions by losing electrons or
orbit around the negative ions by gaining electrons.
nucleus
Define the terms proton number (atomic number), Z and nucleon number (mass number), A.
5.1.1.2 Know how atoms may
form positive ions by Set learners simple questions to work out the nucleus number knowing the proton number and the nucleon number. (F)
losing electrons or
Introduce the term nuclide and use the nuclide notation ZAX .
form negative ions by
gaining electrons
Set learners simple questions to work out the number of protons and neutrons by interpreting nuclide notation. (F)
5.1.1.3 Describe how the Introduce the term isotope and how one element may have a number of isotopes. Show learners examples of this:
scattering of alpha (α ) uranium, carbon, radon, etc.
particles by a sheet of
thin metal supports the Set learners simple questions to practise interpreting nuclide notation and identifying isotopes. (F)
nuclear model of the
atom, by providing Learners can investigate the structure of the atom further using the simulation: (I)
evidence for: https://phet.colorado.edu/en/simulation/build-an-atom
(a) a very small Extended assessment: 5.1.1.3, 5.1.2.7 and 5.1.2.8
nucleus
surrounded by Introduce the alpha-particle scattering experiment. Explain scientists’ understanding of the atom at the time (the plum
mostly empty pudding model) for context. What would the scientists have expected to observe? Describe the observations made by
space the scientists. What conclusions can be drawn? Explain that this experiment is important evidence for a very small
(b) a nucleus charged nucleus surrounded by mostly empty space, containing most of the mass of the atom. Use diagrams and/or
containing most of animations to help your explanation.
the mass of the
atom Learners can investigate the alpha-particle scattering experiment further using the simulation: (I)
(c) a nucleus that is https://phet.colorado.edu/en/simulation/rutherford-scattering
positively charged
Link learners understanding of relative charges and mass of the nucleons to the proton number and nucleon number.

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

5.1.2.1 The Describe the

nucleus composition of the Set learners questions to practise interpreting the proton number and nucleon number. (F)
nucleus in terms of
protons and neutrons

5.1.2.2 State the relative

charges of protons,
neutrons and electrons
as +1, 0 and -1
respectively

5.1.2.3 Define the terms

proton number (atomic
number), Z and
nucleon number (mass
number), A and be
able to calculate the
number of neutrons in
a nucleus

5.1.2.4 Use the nuclide

notation ZAX

5.1.2.5 Explain what is meant

by an isotope and
state that an element
may have more than
one isotope

5.1.2.7 Know the relationship

between the proton
number and the
relative charge on a
nucleus

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Know the relationship

5.1.2.8 between the nucleon
number and the
relative mass of a
nucleus

5.2.2.1 The Describe the emission Introduce radiation as a random and spontaneous process. The emission of radiation from an unstable and decaying
three types of radiation from a nucleus is random in direction and time.
of emission nucleus as
spontaneous and Introduce the three types of radiation: α, β and γ radiation. Rank the type of radiation in terms of their relative ionising
random in direction effects and penetrating powers.

5.2.2.2 Identify alpha (α ), beta Demonstrate the relative penetrating powers of the three types of radiation using radioactive sources and sheets of
paper, aluminium and lead. Care should be taken with the radioactive sources and learners should observe at a safe
( β ) and gamma (γ )
distance.
emissions from the
nucleus by recalling: Describe the nature of each type of radiation: α-particles are two protons and two neutrons (helium nuclei), β-particles
(a) their nature are high-speed electrons and γ radiation are high-frequency electromagnetic waves.
(b) their relative
ionising effects Clarify that radioactive decay creates a more stable nucleus and during α -decay or β -decay, the nucleus changes to that
(c) their relative of a different element.
penetrating
+¿¿ Set learners qualitative questions for practice. (F)
abilities ( β are
not included, β - Extended assessment: 5.2.2.3, 5.2.2.4, 5.2.3.3, 5.2.3.4 and 5.2.4.5
particles will be
taken to refer to Link the relative ionising effects of the different types of radiation to the kinetic energy and electric charge. When
−¿¿
β ) radiation causes a lot of ionisation, it does not penetrate very far as it loses energy and slows down.
5.2.2.3
Describe the deflection Learners consider the charge of each of the types of radiation, using their understanding of the charge of the
components of the atom. Learners should identify that an α-particle has a relative charge of +2, β-particles has a relative
of α -particles, β -
charge of -1 and γ radiation has no charge.
particles and γ -
radiation in electric Learners consider how the types of radiation will deflect in electric fields and magnetic fields, recalling knowledge from

84
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

fields and magnetic Topic 4 Electricity and Magnetism. Deflection will depend upon the relative charge of the radiation.
5.2.2.4 fields
Remind learners of nuclide notation and use it to explain the decay equations for α, β and γ radiation.
Explain their relative
ionising effects with Show learners different decay equations and ask them to quickly identify which type of radiation is shown. Learners can
reference to: answer the questions using miniature whiteboards. (F)
(a) kinetic energy
5.2.3.1 (b) electric charge Set learners more complicated questions to test their understanding of α, β and γ radiation and to practise decay
Radioactive equations. (F)
decay Know that radioactive
Learners can investigate alpha and beta decay further using the simulations. (I)
decay is a change in
an unstable nucleus Alpha decay simulation:
that can result in the https://phet.colorado.edu/en/simulation/legacy/alpha-decay
emission of α -particles
or β -particles and/or γ Beta decay simulation:
-radiation and know https://phet.colorado.edu/en/simulation/legacy/beta-decay
that these changes are
spontaneous and Extension: Stretch and prepare for A level
5.2.3.2 random Learners may be interested in the decay (or nuclear) equations for historically important reactions such as Becquerel’s
first observation of radioactivity, the first artificial transmutation of nitrogen to oxygen, the nuclear fission of uranium, etc.
State that during α -
decay or β -decay, the Explain what occurs inside the nucleus for beta plus decay, as well as beta minus decay, and refer to the conservation of
nucleus changes to charge.
that of a different
5.2.3.3 element

Know that isotopes of

an element may be
radioactive due to an
excess of neutrons in
the nucleus and/or the
nucleus being too
5.2.3.4 heavy

85
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Describe the effect of

α -decay, β -decay and
γ -emissions on the
nucleus, including an
increase in stability
and a reduction in the
number of excess
neutrons; the following
change in the nucleus
occurs during β -
5.2.3.5 emission
neutron → proton +electron
Use decay equations,
using nuclide notation,
to show the emission
of α -particles, β -
particles and γ -
radiation

5.2.1.1 Know what is meant Introduce the idea that radiation is all around us. Demonstrate the Geiger-Müller tube and counter and how it
Detection of by background sporadically detects radiation without a radioactive source being present.
radioactivity radiation
Give learners a list of common (and less common) sources of background radiation: radon gas (in the air), rocks and
5.2.1.2 Know the sources that buildings, food and drink, cosmic rays (from the Sun), nuclear weapons testing, nuclear power, medical, etc. Ask
make a significant learners to rank them in order of most radioactive. Learners may be surprised by the order and realise that background
contribution to radiation is common and largely harmless.
background radiation
including: Introduce how the count rate (as shown on a Geiger-Müller counter) is measured in counts/minute. Demonstrate how to
calculate the counts/s.
(a) radon gas (in the
air) Introduce the cloud chamber for detection of alpha-particles. Cloud chambers can detect ionising particles, and alpha-
(b) rocks and buildings particles leave a thick and recognisable track due to their relatively high ionisation power.

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

(c) food and drink Make and demonstrate a cloud chamber in the laboratory:
(d) cosmic rays https://home.cern/news/news/experiments/how-make-your-own-cloud-chamber
5.2.1.3
Alternatively, show learners videos of a cloud chamber in action.
Know that ionising
radiation can be
Introduce the spark counter as an alternative for the detection of alpha-particles. You could show videos of a spark
measured using a
chamber in action:
detector connected to
www.ep.ph.bham.ac.uk/DiscoveringParticles/detection/spark-chamber/
5.2.1.4 a counter
Set learners simple questions for practice. (F)
Use count rate
measured in counts/s Learners may enjoy watching the Veritasium video on the most radioactive places on Earth: (I)
5.2.1.5 or counts/minute www.youtube.com/watch?v=TRL7o2kPqw0

Use measurements of Extended assessment: 5.2.1.5

background radiation
to determine a Demonstrate how to find the count rate of a radioactive source by measuring the background radiation without the
corrected count rate radioactive source. This reading is subtracted from the measurement of the radioactive source to determine a corrected
count rate.

Set learners questions to practise finding the corrected count rate. (F)

Extension: Stretch and prepare for A level

The cloud chamber can also be used to observe fundamental particles (electrons and muons). Introduce learners to the
common tracks seen in a cloud chamber, what is making them and why they behave the way they do.

The standard model:

https://home.cern/science/physics/standard-model

5.2.4.1 Half- Define the half-life of a Introduce the half-life as the time taken for half the nuclei of that isotope in any sample to decay.
life particular isotope as
the time taken for half Show learners decay curves and demonstrate how these can be interpreted to find the half-life.
the nuclei of that
isotope in any sample Demonstrate how to find the half-life from information in tables.
to decay; recall and
use this definition in

87
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

simple calculations, Set learners simple questions to practise calculating the half-life from different forms of information. (F)
which might involve
information in tables or Resource Plus
decay curves Carry out the Model to determine half-life experiment referring to Teaching Pack for lesson plans and
(calculations will not resources.
include background
radiation) Learners can investigate the half-life further using the radioactive half-life simulation: (I)
www.glencoe.com/sites/common_assets/science/virtual_labs/E18/E18.html
5.2.4.2 Calculate half-life from
data or decay curves Extended assessment: 5.2.4.2 and 5.2.4.3
from which
background radiation Learners research the use of radiation in a household fire (smoke) alarm. (I)
has been subtracted
Explain how the half-life of the isotope within a household fire (smoke) alarm should be long enough to avoid regular
5.2.4.3 Explain how the type changing of the source. Clarify that the source is not dangerous to humans in the house due to its type, location and
of radiation emitted shielding.
and the half-life of the
isotope determine Show learners the inside of a household fire (smoke) alarm and use a Geiger-Müller tube and counter to detect the
which isotope is used radiation when the shield is removed.
for applications
Learners research the use of radiation to irradiate food to kill bacteria. This process makes use of radiation’s ability to
including:
damage and kill living cells. (I)
(a) household fire
(smoke) alarms Learners research the use of radiation in measuring and controlling thicknesses of materials with the choice of radiations
(b) irradiating food to used linked to penetration and absorption. (I)
kill bacteria
(c) sterilisation of Learners research the use of radiation in medicine to diagnose and treat cancer, as well as the use of sterilisation of
equipment using medical equipment. (I)
gamma rays
(d) measuring and Set learners qualitative questions on the uses of radiation and half-life for practice. (F)
controlling
thicknesses of Extension: Stretch and prepare for A level
materials with the Introduce carbon dating as a process that dates any object that was once alive. Carbon-14 exists naturally in our
choice of radiations atmosphere and is absorbed by plant matter through photosynthesis. This carbon is then transferred to animals who eat
used linked to the plant matter or who eat animals who eat the plant matter. When a plant or animal dies, the carbon-14 decreases
penetration and

88
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

absorption through radioactive decay and the amount left can be used to date the remains.
(e) diagnosis and
treatment of cancer Learners can investigate the carbon dating further using the radioactive dating game: (I)
using gamma rays https://phet.colorado.edu/en/simulation/radioactive-dating-game

5.1.2.6 The Describe the Extended assessment: 5.1.2.6

nucleus processes of nuclear
fission and nuclear Introduce fission and fusion as different to the radiation studied so far as they are not random. They are triggered
fusion as the splitting processes that release nuclear energy. However, they still carry many of the same dangers as random radiation.
or joining of nuclei, to
include the nuclide Introduce fission as the process of a massive isotope absorbing a neutron and producing two daughter nuclei and a
equation and release of energy. U-235 nuclei are commonly used and they also release two or more neutrons. These neutrons can
qualitative description create a chain reaction. You could use animations or simulations to help your explanation.
of mass and energy
changes without Introduce fusion as the process of combining two smaller nuclei to form a larger nucleus, with the release of energy.
values
Set learners simple questions for practice. (F)

Learners can investigate nuclear fission further using the simulation: (I)
https://phet.colorado.edu/en/simulation/legacy/nuclear-fission

Extension: Stretch and prepare for A level

Introduce the main components of a nuclear reactor, including the moderators and control rods. These components help
to control the nuclear reactions and have specific roles.

Learners identify the main components of a nuclear reactor on a diagram and link the other parts to their understanding
of electricity generation: turbine, heat exchanger, etc.

Learners may be interested to hear about, or to research, the Chernobyl disaster of 1986. The Fukushima Daiichi
nuclear disaster of 2011 may also be of interest. Learners consider the similarities and differences between a nuclear
disaster and a nuclear bomb. (I)

Explain the nuclear equation for fission of uranium in nuclear reactors.

89
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Explain that fusion is the source of energy for stars and explain the nuclear equation for fusion of hydrogen in stars.

Learners research current information on fusion on Earth and the difficulties scientists face in making this process viable
for large-scale electricity generation.

5.2.5.1 State the effects of Learners research the health hazards of ionizing radiation. (I)
Safety ionising radiations on
precautions living things, including Explain that radiation can cause damage of cells, through mutation and cell death. It can also lead to cancer.
cell death, mutations
and cancer Learners consider in which cases α, β and γ radiation is most dangerous to humans. They should take into account their
relative penetrating and ionisation powers. They should conclude that α is most dangerous when ingested or inhaled,
5.2.5.2 Describe how and that β and γ can travel through the skin to damage the body internally. (I)
radioactive materials
are moved, used and Learners research the safety precautions for handling radioactive materials. (I)
stored in a safe way
Set learners qualitative questions for practice. (F)
5.2.5.3 Explain safety You could tell learners about the story of Alexander Litvinenko, who died from radiation poisoning in 2006. Using their
precautions for all understanding of penetrating powers they may be able to identify which type of radiation was used.
ionising radiation in
terms of reducing Extended assessment: 5.2.5.3
exposure time,
increasing distance Discuss safety precautions. Reducing exposure time, increasing distance between source and living tissue, and using
between source and shielding are all good practices.
living tissue and using
shielding to absorb
radiation
Extension: Stretch and prepare for A level
Introduce a tracer as a substance containing radioactive nuclei that can be introduced into the body and is then absorbed
by the tissue being studied.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

90
 Scheme of Work

6. Space physics

Syllabus ref. Learning objectives Suggested teaching activities

6.1.1.1 The Know that the Earth is a Ask learners why the North and South poles of our planet experience 24 hours of darkness in winter and 24 hours of light
Earth planet that rotates on its in summer.
axis, which is tilted,
once in approximately Introduce the fact that the Earth rotates on its axis around the Sun at an angle. Use diagrams and/or animations to aid
24 hours, and use this this explanation. Use balls to demonstrate this in the laboratory: one learner can be the Sun and you, or a second
to explain observations learner, move around the ‘Sun’ with a ball representing the Earth, rotating the ‘Earth’ on its axis at an angle as it orbits.
of the apparent daily
motion of the Sun and Ask learners how long it takes for the Earth to orbit the Sun. Clarify that the orbit is slightly elliptical, but the motion can
the periodic cycle of day be approximated as a circle when it comes to models and calculations.
and night
Ask learners how long it takes for the Earth to rotate on its axis and how long it takes for the Moon to orbit the Earth.
6.1.1.2 Know that the Earth Learners may get slightly confused, so simulations may help understanding.
orbits the Sun once in
Ask learners how long it takes for light from the Sun to reach the Earth. Clarify that although light travels faster than
approximately 365 days
anything else, it still takes time to reach us.
and use this to explain
the periodic nature of Extended assessment: 6.1.1.4
the seasons
Ask learners to define speed. They should remember the equation from Topic 1 Motion, forces and energy. If planets
6.1.1.3 Know that it takes orbit in a circle, how can the distance they travel in one orbit be calculated? Learners may suggest using the
approximately one circumference of the circle. Introduce the time period as the time it takes for one full orbit. Explain the equation and
month for the Moon to demonstrate how to use it in calculations.
orbit the Earth and use
this to explain the Learners practise using the orbital speed equation by calculating the speed of the hour, minute and second hand on a
periodic nature of the clock. (F)
Moon’s cycle of phases
Set learners more questions for practice. (F)
6.1.1.4 Define average orbital
speed from the Learners may be interested to use Google Earth or other Earth viewing apps/websites to observe our planet. NASA’s
2 πr Earth-Now app shows orbiting satellites. With Google Earth learners can orbit the planet or zoom in on a location,
equation v = , amongst other things: (I)
T https://earth.google.com/web/
where r is the average
radius of the orbit and Learners investigate orbital motion further using the simulation: (I)
T is the orbital period;

91
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

recall and use this https://phet.colorado.edu/en/simulation/gravity-and-orbits

equation

6.1.2.1 The Describe the Solar Ask learners to name the planets. They may be able to name all of the planets and place them in the correct order.
Solar System System as containing: Mnemonics may aid recall e.g. My Very Easy Method Just Speeds Up Naming. Learners can make up their own
mnemonic.
(a) one star, the Sun
(b) the eight named Explain that the solar system contains our Sun, the planets, dwarf planets (e.g. Pluto), moons and other smaller bodies
planets and know such as comets.
their order from
the Sun Put learners into small groups to research, prepare and present a short presentation on an assigned planet or
(c) minor planets that component of the solar system. Learners should include key information about their astronomical body such as orbital
orbit the Sun, distance, orbital duration, density, surface temperature and uniform gravitational field strength at the planet’s surface.
including dwarf Learners peer mark the presentations and give critical feedback on possible improvements.
planets such as
Pluto and Introduce the accretion model for the formation of the Solar System and link to learners’ understanding of gravity (Topic
asteroids in the 1 Motion, force and energy), circular motion (if covered, Topic 1 Motion, force and energy) and the components in the
asteroid belt Solar System.
(d) moons, that orbit
the planets Remind learners about gravitational forces from Topic 1 Motion, forces and energy. They should recall that different
(e) smaller Solar planets have different values of gravitational field strength and that this affects the gravitational force of attraction.
System bodies,
including comets Introduce the idea that the strength of the gravitational field depends on the mass of the planet and the distance from the
and natural planet.
satellites
Introduce the idea that the Sun contains most of the mass of the Solar System and thus has a much stronger
6.1.2.2 Know that, in gravitational field at its surface in comparison to the planets. It is this attractive gravitational force that keeps an object in
comparison to each orbit around the Sun.
other, the four planets
nearest the Sun are Learners could use Google Mars or other apps/websites to observe the components of our solar system: (I)
rocky and small and www.google.com/mars/
the four planets
Learners could find out how many astronauts are orbiting the Earth right now aboard the International Space Station.
furthest from the Sun
They research information about the astronauts and their current missions. (I)
are gaseous and large,
and explain this How many people are in space right now?:

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Syllabus ref. Learning objectives Suggested teaching activities

difference by referring https://www.howmanypeopleareinspacerightnow.com

to an accretion model
for Solar System Extended assessment: 6.1.2.7, 6.1.2.8, 6.1.2.9 and 6.1.2.10
formation, to include:
(a) the model’s Use comets as an example of an object in an elliptical orbit and explain that it travels faster when closer to the Sun. Use
dependence on diagrams/simulations to aid this explanation. Link the motion to the conservation of energy from Topic 1 Motion, forces
gravity and energy. Clarify that plants and minor plants actually orbit in ellipses, but they are often considered approximately
(b) the presence of circular, unlike comets. Clarify that the Sun is not at the centre of an elliptical orbit.
many elements in
interstellar clouds Consider an object traveling in an elliptical orbit and how its speed changes. Link the distance from the Sun to the
of gas and dust gravitational attraction felt and the speed at which it travels. Link to the conservation of energy (Topic 1 Motion, forces
(c) the rotation of and energy).
material in the
Learners can investigate elliptical orbits and the variation of speed and distance using marbles:
cloud and the
https://www.esa.int/ESA_Multimedia/Videos/2014/07/Marble-ous_ellipses_-_classroom_demonstration_video_VP02
formation of an
accretion disk Set learners questions to practise analysing and interpreting planetary data: finding the mass of a planet using its density
and radius (using knowledge from Topic 1 Motion, forces and energy), calculating the orbital speed using the orbital
Know that the strength distance and duration, ranking planets in terms of their surface temperature and assessing which might be suitable for
6.1.2.3 of the gravitational field human life, calculating the weight of various masses on a planet’s surface, etc. (F)
(a) at the surface of
a planet depends Ask learners what happens to the gravitational force as the distance from the Sun increases. They may be able to
on the mass of explain that the force will decrease. Ask learners how this affects the orbital speed of the planets. Learners may make
the planet the link between the gravitational force decreasing and the orbital speed decreasing. Explain this clearly and use
(b) around a planet animations/simulations as needed.
decreases as the https://phet.colorado.edu/en/simulation/gravity-and-orbits
distance from the
Set learners more complicated questions to test their understanding. (F)
planet increases

Know that the Sun

contains most of the
6.1.2.5
mass of the Solar
System and this
explains why the
planets orbit the Sun

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Syllabus ref. Learning objectives Suggested teaching activities

Know that the force

6.1.2.6 that keeps an object in
orbit around the Sun is
the gravitational
attraction of the Sun

Know that planets,

minor planets and
6.1.2.7 comets have elliptical
orbits, and recall that
the Sun is not at the
centre of the elliptical
orbit, except when the
orbit is approximately
circular

Analyse and interpret

planetary data about
6.1.2.8 orbital distance, orbital
period, density,
surface temperature
and uniform
gravitational field
strength at the planet’s
surface

Know that the strength

of the Sun’s
6.1.2.9 gravitational field
decreases and that the
orbital speeds of the
planets decrease as the
distance from the Sun

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 Scheme of Work

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increases
Know that an object in
an elliptical orbit
6.1.2.10
travels faster when
closer to the Sun and
explain this using the
conservation of energy

6.1.2.4 The Calculate the time it Link the fact that it takes approximately 500 s for light from the Sun to reach the Earth to learners’ understanding of the
Solar System takes light to travel a speed of light (previously referred to as the speed of electromagnetic waves in Topic 3 Waves). Knowing the time and
significant distance the speed of light, learners calculate the approximate distance from the Sun to the Earth. They also calculate the time it
such as between takes for light to reach the other planets or for messages to reach astronauts (via radio satellites).
objects in the Solar
System Astronomical distances can be measured in light-years, where one light-year is the distance travelled in a vacuum by
light in one year. This unit of distance can be useful for establishing how far away different stars are.
6.2.1.1 The Know that the Sun is a
Sun as a star star of medium size, Learners could investigate the relative sizes of moons, planets, stars and galaxies using online videos/animations. (I)
consisting mostly of Scale of the Universe:
hydrogen and helium, https://scaleofuniverse.com
and that it radiates
most of its energy in Introduce the Sun as a star, one of many in our galaxy. In fact, it is a rather average star of a medium size. Discuss its
the infrared, visible properties and its importance to life on Earth.
and ultraviolet regions
of the electromagnetic Ask learners to name stars they know. They may name the Sun, as well as commonly known stars like the Pole star
spectrum (Polaris), Sirius, Betelguese, etc.

6.2.1.2 Know that stars are Explain that stars are powered by nuclear reactions that release energy. Link to learners’ understanding of fusion from
powered by nuclear Topic 1 Motion, forces and energy and Topic 5 Nuclear physics.
reactions that release
Introduce the idea that a galaxy is made up of billions of stars and that ours is called the Milky Way. Other stars in our
energy and that in
galaxy are much further away than our Sun, hence why they appear so small (and dim) in comparison.
stable stars the
nuclear reactions Extended assessment: 6.2.1.2, 6.2.2.2 and 6.2.2.3
involve the fusion of
hydrogen into helium

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Learners need to know the distance of a light-year in metres. More practice calculations may aid memory recall.
6.2.2.1 Stars State that:
Hand out cards with the names of the stages of a star’s life cycle for learners to sort. They may not have any idea of the
(a) galaxies are each order at this point. Move around the classroom to give them some clues.
made up of many
billions of stars Explain the life cycle of a star, differentiating between less massive and more massive stars. Explain each stage, the key
(b) the Sun is a star in properties of that stage and what causes the star to transition to the next stage. Show images of each stage (where
the galaxy known possible) and name examples: Betelguese is a red supergiant, the Sun is a stable star with nuclear reactions that involve
as the Milky Way the fusion of hydrogen into helium, etc.
(c) other stars that
make up the Milky Set learners qualitative questions to assess understanding. (F)
Way are much
further away from Learners could look at photos taken by the Hubble Space Telescope. These images are amongst the best images taken
the Earth than the of the components of our Universe and show a wide range of stars, galaxies and other astronomical bodies: (I)
Sun is from the https://spacetelescope.org/images/archive/top100/
Earth
(d) astronomical Learners could look at how humans have interpreted apparent groupings of stars to form constellations and how these
distances can be have been used for navigation throughout history. (I)
measured in light-
years, where one
light-year is the
distance travelled
in (the vacuum of)
space by light in
one year

Know that one light-

6.2.2.2 year is equal to
9.5x1015 m

Describe the life cycle

6.2.2.3 of a star:
(a) a star is formed
from interstellar
clouds of gas and

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Syllabus ref. Learning objectives Suggested teaching activities

dust that contain

hydrogen
(b) a protostar is an
interstellar cloud
collapsing and
increasing in
temperature as a
result of its internal
gravitational
attraction
(c) a protostar
becomes a stable
star when the
inward force of
gravitational
attraction is
balanced by an
outward force due
to the high
temperature in the
centre of the star
(d) all stars eventually
run out of
hydrogen as fuel
for the nuclear
reaction
(e) most stars expand
to form red giants
when most of the
hydrogen in the
centre of the star
has been
converted to

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

helium
(f) a red giant from a
less massive star
forms a planetary
nebula with a white
dwarf at its centre
(g) a red supergiant
explodes as a
supernova,
forming a nebula
containing
hydrogen and new
heavier elements,
leaving behind a
neutron star or a
black hole at its
centre
(h) the nebula from a
supernova may
form new stars
with orbiting
planets

6.2.3.1 The Know that the Milky Introduce our place in the Universe: we live on Earth, orbiting the Sun, the star in our solar system, part of the Milky Way
Universe Way is one of many galaxy, one of billions of galaxies in the finite Universe.
billions of galaxies
making up the Remind learners of the definition of a light-year and explain that our nearest galaxy neighbour, Andromeda, is at least
Universe and that the 25000 light-years away from the Earth.
diameter of the Milky
Way is approximately Remind learners about wavelength from Topic 3 Waves and how it relates to the colour of light.
100 000 light-years.
Introduce redshift as an increase in the observed wavelength of electromagnetic radiation emitted from receding stars
6.2.3.2 Describe redshift as an and galaxies. If there is time, you could start by explaining the Doppler shift with sound. Learners will have heard this
increase in the

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Syllabus ref. Learning objectives Suggested teaching activities

observed wavelength effect, even though they may not have realised it.
of electromagnetic
radiation emitted from Explain that most galaxies, made up of billions of stars, show redshift. Galaxies further away have more redshift, so they
receding stars and must be moving faster. Explain Hubble’s Law to tie these concepts together.
galaxies
Explain that if all the galaxies are expanding away from each other, this suggests they may have once been very close
6.2.3.3 Know that the light together. Introduce the Big Bang theory and explain how redshift is evidence for this theory. You could give a bit of
emitted from distant history on the Big Bang theory: why it was a controversial theory at the time when it was proposed, the Cosmic
galaxies appears Microwave Background as another piece of evidence, etc.
redshifted in
comparison to light Demonstrate a simple analogy for the Big Bang theory using a balloon. Partially inflate the balloon and mark multiple
emitted on the Earth ‘galaxies’ on the surface of the balloon using a marker pen. Inflate the balloon further and explain that the ‘galaxies’ all
move away from each other.
6.2.3.4 Know that redshift in
Set learners qualitative questions for practice. (F)
the light from distant
galaxies is evidence Learners investigate the expanding Universe using elastic bands and metal washers. They attach the elastic bands and
that the Universe is metal washers in an alternating line such that there are 10 washers separated by 9 elastic bands. The washers represent
expanding and the galaxies, held together by their own gravity, and the elastic bands represent the space between the galaxies.
supports the Big Bang Learners pick a ‘home’ galaxy and measure the distance from their home galaxy to all of the other galaxies. Then they
theory ‘expand’ the Universe by stretching the whole chain of elastic bands and measure the new distances. They plot a graph
of the increase in distance against the original distance and consider what the experiment shows.
Know that microwave
6.2.2.5 radiation of a specific The expanding Universe experiment:
frequency is observed https://spark.iop.org/elastic-band-universe
at all points in space
around us and is You could show learners a full timeline of the Universe to get a sense of scale and the very small amount of time humans
known as cosmic have existed.
microwave
background radiation Learners may enjoy the Doppler Shifting song by AstroCapella. The song is quite advanced in content, but memorable
(CMBR) and detailed:
www.astrocappella.com/doppler.shtml
Explain that the CMBR
6.2.2.6 was produced shortly Learners may enjoy classifying galaxies as part of the volunteer science project Galaxy Zoo: (I)
after the Universe was www.zooniverse.org/projects/zookeeper/galaxy-zoo/about/research
formed and that this

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radiation has been Extended assessment: 6.2.2.5, 6.2.2.6, 6.2.2.7, 6.2.2.8, 6.2.2.9, 6.2.2.10 and 6.2.2.11
expanded into the
microwave region of Introduce the CMBR and Hubble’s law as key evidence for the Big Bang theory. Explain how the CMBR was produced,
the electromagnetic how the signal has changed over time and how it can be detected today. Link to learners’ understanding of the
spectrum as the electromagnetic spectrum from Topic 3 Waves. Learners may find it interesting to hear how the CMBR was discovered
Universe expanded by Penzias and Wilson whilst carrying out a separate experiment.

Know that the speed v Return to redshift and introduce the idea that the speed at which a galaxy is moving away from the Earth can be found
6.2.2.7 at which a galaxy is from the change in wavelength of the galaxy’s starlight. Explain that how far away a galaxy is can be found using the
moving away from the brightness of a supernova in that galaxy.
Earth can be found
from the change in Introduce Edwin Hubble as the scientist who showed that there were many more galaxies in the Universe than people of
wavelength of the the time thought and who investigated the motion of distant galaxies. Show learners a graph of Hubble’s results. Ask
galaxy’s starlight due learners to make their own conclusion. They may explain that galaxies that are further away move faster, suggesting that
to redshift everything is moving away from everything else, which leads to the conclusion that the Universe is expanding.

Know that the distance Introduce Hubble’s law and the equation. Learners need to recall and use the equation and know the current estimate for
6.2.2.8 of a far galaxy d can Hubble’s constant. They should know that combining the equation and the constant allows for an estimate for the age of
be determined using the Universe.
the brightness of a
supernova in that Set learners questions for practice. (F)
galaxy
Ask learners what else can be surmised by Hubble’s evidence of redshift. What happens if we run time backwards? The
Define the Hubble Universe would be a lot smaller, denser and hotter than it is now, until eventually it is all in a single point. This is the
constant H 0 as the basis of the Big Bang theory and Hubble’s law is a key piece of evidence.
6.2.2.9 ratio of the speed at
Extension: Stretch and prepare for A level
which the galaxy is
Explain the Doppler shift of sound, as well as light, and introduce the expression fo = fs v / (v ± vs) f.
moving away from the
Earth to its distance
Attach a buzzer to a piece of string and spin it in a circle with learners standing a safe distance away in a circle around
from the Earth; recall
the buzzer. They should notice the sound appears to change in pitch as it moves away and towards them, but can they
and use the equation
explain this themselves?
v
H 0=
d Video or sound clips of vehicles passing a stationary observer clearly demonstrate the Doppler effect for sound waves.
You could use video clips or diagrams to help learners visualise the emitted sound waves and how a moving source

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Syllabus ref. Learning objectives Suggested teaching activities

Know that the current changes the wavelength and frequency.

6.2.2.10 estimate for H 0 is 2.2
Use a long spring (a slinky or a bed spring works well) to demonstrate how the waves are being emitted uniformly by the
x 10-18 per second
source, but if the observer moves away or towards the source, the frequency of the waves passing them appears to
change e.g. if they move away, they increase the time it takes before another wave passes them, because they are
Know that the equation
6.2.2.11 moving away from the source emitting the waves.
d 1
= represents an
v H0 Set learners questions to practise using the expression fo = fs v / (v ± vs) f. (F)
estimate for the age of
the Universe and that
this is evidence for the
idea that all matter in
the Universe was
present at a single
point

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

101
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