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MODERN ENGLISH SCHOOLCAIRO
Cambridge International Examinations
Year 10 IGCSE
Physics Scheme of Work
LIGHT PART 2Time
Topic CurrRef
Learning Objective Activities Resources Assessment
1-2 hrs
Light 3.2 To recap the topic of light. Depending if the students attended the last few lessons they may not have covered reflection, refraction, dispersion and internal reflection.
Exam questions on reflection, refraction, internal reflection and Snell’s Law to assess their knowledge.
Exam papers and markschemes
Exam questions.
2 hrs Lenses 3.2 (c)
Thin converging lens• Describe the action of a thin converging lens on a beam of light• Use the terms principal focus and focal length• Draw ray diagrams to illustrate the formation of a real image by a single lens• Draw ray diagrams to illustrate the formation of a virtual image by a single lens• Use and describe the use of a single lens as a magnifying glass
Notes on lenses and simple practicals to find focal point and length.
Ray boxes, lenses etc.
3hrs Electromagnetic spectrum
3.2 (e)
Electromagnetic spectrum• Describe the main features of theelectromagnetic spectrum and state that all e.m.waves travel with the same high speed in vacuo• Describe the role of electromagnetic waves in:– radio and television communications (radio waves)
This is a good topic for project and research work. By now your room will be ready for new posters and so will the corridors. You can get books from the library or book the lap tops. It could also be a homework after you have taught the majority of the facts.
Library books, laptops and poster paper etc.
– satellite television and telephones(microwaves)– electrical appliances, remote controllers for televisions and intruder alarms (infrared)– medicine and security (X-rays)• Demonstrate an awareness of safety issues regarding the use of microwaves and X-rays• State the approximate value of the speed of electromagnetic waves• Use the term monochromatic
1hr End of topic test
3 This test should include content that was taught in Year 9 such as sound and basic light. It is up to you if you think you will also need a revision session to go over the Year 9 content.
Revision and test. End of topic test End of topic test
Atomic Structure
1 hrStructure of the Atom
Atomic model
5.2 (a)
• Describe the structure of an atom in terms of a nucleus and electrons
• Describe how the scattering of alpha particles by thin metal foils provides evidence for the nuclear atom.
Extension students could discuss the limitations of the simple atomic model.
This important piece of understanding can be placed in its historical context and provide useful discussion on the nature of scientific research.
A research project to present uses of radioactive isotopes might be good here
Worksheets and PowerPoint’s available on the S-drive.Use marbles and snooker ball (or equivalent) to discuss scattering of particles.Simulationhttp://phet.colorado.edu/en/simulation/rutherford-scattering
Nucleus
Isotopes
5.2(b)
5.2(c)
• Describe the composition of the nucleus in terms of protons and neutrons.
• Use the term proton number (= atomic number), Z,• use the term nucleon number (= mass number), A,• use the term nuclide and nuclide notation A ZX
• Use the term isotope• Give and explain examples of practicalapplications of isotopes
Nuclear reactions and decay series could be discussed to provide a focus for this section.
Use many examples, concentrating on those that students will know something about, e.g. medical treatment and diagnosis, smoke alarms etc.
This site has useful information on medical imaging, radioactive dating and detection of radioactivity.http://library.thinkquest.org/3471/medical_imaging.html
RadioactivityTime
Topic Learning Objective Activities Resources Assessment
Detection of radioactivity
Safety precautions
5.1 (a)
5.1 (e)
• Show awareness of the existence of background radiation.• Describe the detection of α-particles, β –particles and γ -rays (β + are not included: β -particles will be taken to refer to β –)• State that radioactive emissions occur randomly over space and time
• Describe how radioactive materials arehandled, used and stored in a safe way.
This is best integrated within the unit as a whole extending discussion to cover industrial and medical issues.
Characteristics of the three kinds of emission
5.1 (b)
State, for radioactive emissions:– their nature– their relative ionising effects– their relative penetrating abilities• Describe their deflection in electric fields and magnetic fields• Interpret their relative ionising effects
Radioactive decay
Half-life
5.1 (c)
5.1(d)
• State the meaning of radioactive decay, using equations (involving words or symbols) to represent changes in the composition of the nucleus when particles are emitted
Use the term half-life in simple calculationswhich might involve information in tables or decay curves.
Instuctions for websiteOn the left-hand side click on Table of Contents.Scroll down to the bottom of the page and click on ‘Meaning of half-life’.There is also a useful half-life simulation – a graph is plotted as an isotope decays (a variety of isotopes can be chosen).
This site has a good presentation to explain the meaning ofthe term ‘half-life’.http://www.colorado.edu/physics/2000/index.pl
Click on Half-life.
ElectricityTime
Topic Learning Objective Activities Resources Assessment
Current 4.2 (b)
State that current is related to the flow ofcharge.
Use and describe the use of anammeter.
Use simple circuits to measure current. This site contains a series of useful pages relatingto electricity and magnetism. These are relevant tomost of this unit.http://www.galaxy.net/~k12/electric/index.shtml
Show understanding that a current is arate of flow of charge and recall and usethe equationI = Q/t. Q = It
Distinguish between the direction of flowof electrons and conventional current.
A Van de Graaf generator can be used with a microammeter to show that current is a flow of charge.
For some interesting information about staticelectricity from the Theater of Electricity, including avideo of how the Van de Graaf workshttp://www.mos.org/exhibits?online_exhibits.htmlclick on Theater of Electricity, then video gallery,click on How the Van de Graaf generator works.Any mention of the Van de Graaf generator andstudents are asking about lightning – try this sitealso about the work of Benjamin Franklin; click onFranklin's Kite.
Time
Topic Learning Objective Activities Resources Assessment
Electromotive Force
4.2(c)
State that the e.m.f. of a source ofelectrical energy is measured in volts.
Show understanding that e.m.f. isdefined in terms of energy supplied by asource in driving charge round acomplete circuit.
An analogy with water being pumped round a closed system (e.g. central heating) can be useful here to enable the students to have a mental picture which helps them to distinguishbetween current (the water) and e.m.f. (the energy from the water pump).
A good introductory lesson on current and e.m.f.http://www.mos.org/sln/toe/tennisballs.html
Potential Diffference
4.2 (d)
State that the potential difference acrossa circuit component is measured in volts.Use and describe the use of a voltmeter.
Continue the circuit work, measuring potentialdifferences with a voltmeter.
Resistance State that resistance = pd/current andunderstand qualitatively how changes inp.d. or resistance affect current.
Recall and use the equation R = V/I.
Describe an experiment to determineresistance using a voltmeter and anammeter.
Relate (without calculation) the resistance of a wire to its length and to its diameter.
Extend the circuit work using an ammeter and a voltmeter to measure I and V and so calculate resistance of a resistor.
By using samples of nichrome or constantan wire of different lengths and diameters suitable resistance comparisons can be made.
Recall and use quantitatively theproportionality between resistance andthe length and the inverse proportionalitybetween resistance and cross-sectionalarea of a wire.
Extend the experimental resistance work to give quantitative results.
Electrical energy
4.2 (f)
Recall and use the equation P = IV andE = VIt
Time
Topic Learning Objective Activities Resources Assessment
Electrical charge
Static electricity
4.2 (a)
Describe simple experiments to show theproduction and detection of electrostaticcharges.
State that there are positive andnegative charges.State that unlike charges attract and that likecharges repel.
Describe an electric field as a region in which an electric charge experiences a force.
Distinguish between electrical conductors and insulators and give typical examples.
Use simple experiments with strips of insulating material (e.g. Perspex and cellulose acetate) rubbed with a cloth to show attraction and repulsion. Balloons or cling film can also beused to give a larger scale result.
This site has useful introductory work on staticelectricityhttp://sciencemadesimple.com/static.htmlFor teachers' interest, look athttp://www.amasci.com/emotor/sticky.html
State that charge is measured in coulombs.
State the direction of lines of force and describe simple field patterns.
Give an account of charging by induction.Recall and use the simple electron model todistinguish between conductors and insulators.
For more able students electric field patterns can be demonstrated. (e.g. two electrodes dipped in castor oil, contained in a petri dish.
The electrodes are connected to a high voltage supply and semolina sprinkled around the electrodes show the field pattern). Also chargingby induction can be shown using a gold-leafelectroscope.
This site seeks to deal with some commonmisconceptions about static electricity – goodbackground for the teacher.http://www.eskimo.com/~billb/emotor/stmiscon.htmlFor an interesting way to teach about chargeand current using an overhead projectordemonstration seehttp://www.eskimo.com/~billb/redgreen.html
Time
Topic Learning Objective Activities Resources Assessment
Electric circuitsCircuit diagrams
Series and parallel circuits
4.3(a) &(b)
Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), lamps, ammeters, voltmeters, magnetising coils,transformers, bells, fuses, relays.
Understand that the current at every point in a series circuit is the same.Give the combined resistance of two or moreresistors in series.
State that, for a parallel circuit, the current from the source is larger than the current in each branch.
State that the combined resistance of tworesistors in parallel is less than that of eitherresistor by itself.
Students can be given experience of these components as parts of working circuits (perhaps a circus arrangement), setting circuits up from given diagrams and drawing circuit diagrams of actual circuits.
Measurements of current in series and parallel circuits (e.g. with cells and lamps) should form the basis of the work on combinations of resistors.
This site is based around a movie with aninteractive quiz whilst the movie is being loaded(this does not take too long). The picture quality – it is a cartoon – is good. There are many possible movies here, for example ‘batteries’http://www.brainpop.com/science/electricity/batteries/index
This site shows the relationship between voltagecurrent(unfortunately called ‘amperage’) and resistance. Students can change the resistance and voltage in a circuit, switch on and see theeffect on the lamp.http://jersey.uoregon.edu/vlab/Voltage/
Draw and interpret circuit diagrams containing diodes and transistors.
Recall and use the fact that the sum of the p.d.s. across the components in a series circuit is equal to the total p.d.s. across the supply.
Recall and use the fact that the current from the source is the sum of the currents in the separate branches of a parallel circuit.
Calculate the effective resistance of tworesistors in parallel.
Time
Topic Learning Objective Activities Resources Assessment
Dangers of electricity
4.4(b)
State the hazards of(i) damaged insulation(ii) overheating of cables(iii) damp conditionsShow an understanding of the use of fusesand/or circuit-breakers.
The heating effect work can be extended to usea very thin wire (e.g. strand of iron wool in acircuit powered by two 1.5V cells). A short pieceof iron wool will ‘burn out’ illustrating the actionof a fuse.
MagnetismTime
Topic Learning Objective Activities Resources Assessment
Magnetism 4.1State the properties of magnets.
Give an account of induced magnetism.
Distinguish between ferrous and non-ferrousmaterials.
Describe methods of magnetisation and ofdemagnetisation.
Describe an experiment to identify the pattern of field lines round a bar magnet.
Distinguish between the magnetic properties of iron and steel.
Distinguish between the design and use ofpermanent magnets and electromagnets.
Simple experiments with magnets to show attraction and repulsion, leading to investigation of the field patterns round bar magnets (individually and between attracting poles andbetween repelling poles).
Extend to show the direction of the field lines using a plotting compass.Make and use a simple electromagnet.Experiments to magnetise and demagnetise samples of iron by mechanical and electrical means.
This site called ‘Gallery of ElectromagneticPersonalities’ contains brief histories of 43scientists who have made major contributions,from Ampere to Westinghouse.http://www.ee.umd.edu/~taylor/frame1.htmThis site has a very full lesson plan includingmaking an electromagnet.http://school.discovery.com/lessonplans/Click on Physical Science, then Electricity
Electromagnetic EffectsTime
Topic Learning Objective Activities Resources Assessment
Electromagnetic induction
4.5 a
Describe an experiment which shows that achanging magnetic field can induce an e.m.f. in a circuit.
Experiment moving a permanent magnet in and out of a coil, connected to a sensitive meter.
This can be extended to show the same effect using an electromagnet moved in and out of the coil and then by simply switching the electromagnet on and off.
State the factors affecting the magnitude of an induced e.m.f.
Show understanding that the direction of aninduced e.m.f. opposes the change causing it.
Extend the experiments above to show the effects of the strength of the field- use a stronger permanent magnet or - increase the current in the electromagnet, - the speed of movement and- the number of turns per metre in the coil.
Generator 4.5 b
Describe a rotating-coil generator and the use of slip rings.Sketch a graph of voltage output against time for a simple a.c. generator.
Make a working model generator. This site describes the working of an a.c.generator.http://www.pbs.org/wgbh/amex/edison/sfeature/acdc_insideacgenerator.html
Transformers 4.5 c
Describe the construction of a basic iron-cored transformer as used for voltage transformations.
Recall and use the equation (Vp/Vs ) = Np/Ns).
Describe the use of the transformer in high voltage transmission of electricity.
Give the advantages of high voltagetransmission.
Make a working model transformer (two ‘C cores’ with suitable wire windings) to introduce the ideas and follow with a demonstration(demountable) transformer.
Time
Topic Learning Objective Activities Resources Assessment
The magnetic effect of a
currentD.C. Motor
4.5 d
Describe the pattern of the magnetic field due to currents in straight wires and in solenoids.
Describe applications of the magnetic effect of current, including the action of a relay.
Use iron filings on a suitably placed card to show the field patterns round a straight wire and a solenoid. The direction of the field can be shown with a plotting compass. If a thin sheet ofPerspex is used in place of the card the apparatus can be mounted on an overhead projector to give a class demonstration.
State the qualitative variation of the strength of the magnetic field over salient parts of thepattern.
Describe the effect on the magnetic field ofchanging the magnitude and direction of thecurrent.
Extend the experiments to show the effect of changing the magnitude and direction of the current (separation of lines of iron filings and direction of plotting compass).
Force on a current-carrying
conductor
4.5 e
Describe an experiment to show that a forceacts on a current-carrying conductor in amagnetic field, including the effect of reversing(i) the current, (ii) the direction of the field.
Describe an experiment to show thecorresponding force on beams of chargedparticles.
State and use the relative directions offorce, field and current.
Use the ‘catapult’ experiment or similar.
Use a cathode ray tube to demonstrate these effects.
State that a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by increasing the number of turns on the coil.
Relate this turning effect to the action of anelectric motor.
Describe the effect of increasing the current.
Full instructions on how to make a working model d.c. electric motor from simplecomponents.http://www.exploratorium.edu/snacks/stripped_down_motor.htmlExplanation of how the motor works, with helpfulillustrations.
http://www.howstuffworks.com/motor.htm
ElectronicsTime
Topic Learning Objective Activities Resources Assessment
Cathode rays4.6a,b
Describe the production and detection of cathode rays.
Describe their deflection in electric fields and magnetic fields.
State that the particles emitted in thermionic emission are electrons.
Describe in outline the basic structure, and action, of a cathode-ray oscilloscope
Use and describe the use of a cathode-ray oscilloscope to display waveforms.
Use a demonstration diode to show thermionic emission.
Use a deflection tube and Helmholtz coils to demonstrate deflection of cathode rays in magnetic and electric fields
Maltese Cross demo
Lead on from the deflection tube (see above) to the c.r.o. and demonstrate its use (e.g. in displaying frequency and amplitude of sound waves, as in Waves unit).
Simulationhttp://www.phy.ntnu.edu.tw/~hwang/oscilloscope /oscilloscope.html
This site enables students to control a wave onan oscilloscope screen.http://www.phy.ntnu.edu.tw/~hwang/oscilloscope/oscilloscope.html
Electronic circuits
4.3cDescribe the action of a variable potential divider (potentiometer).
Describe the action of thermistors and light dependent resistors and show understanding of their use as input transducers.
Describe the action of a capacitor as an energy store and show understanding of its use in time delay circuits
Describe the action of a relay and show understanding of its use in switching circuits
Describe the action of a diode and show understanding of its use as a rectifier.
Describe the action of a transistor as an electrically operated switch and show understanding of its use in switching circuits.
Recognise and show understanding of circuits operating as light sensitive switches and temperature operated alarms (using a relay or a
A series of straightforward circuits should be used here so that students become familiar with the various components. The circuits could model the action of temperature sensors, light sensors, alarms, etc.
Students interested in electronics and relatedfields may like to design their own robots on line.http://www.mos.org/exhibits/robot
This site gives instructions on how to build a relay.http://www.schoolnet.ca/general/electricclub/e/page22.html
transistor).
Time
Topic Learning Objective Activities Resources Assessment
Digital Electronics
4.3d
Explain and use the terms digital and analogue.
State that logic gates are circuits containingtransistors and other components.
Describe the action on NOT, AND, OR, NAND and NOR gates.
Design and understand simple digital circuitscombining several logic gates.
State and use the symbols for logic gates (the American ANSIY 32.14 symbols will be used).
