Download KIRKBY WOODHOUSE SCHOOL

Teacher Mr M Heron
Year Group 12
Subject Physics...
Secondary Medium Term Planning
Date: ..7th September 2014...................to …23rd November 2014 Key words in bold……
Page references relate to Edexcel AS Physics Miles Hudson/Patrick Fullick unless stated otherwise…
Session
Week
Commencing
7th September
2014
Learning
Objective or
Assessment
To be able to
Identify and use
Base units and Si
notation including
prefixes for very
large and very
small quantities
To understand
that these base
units can be
used to make
other units, which
Content of Lesson
Class Activities &
Assessment for
learning
Success
Criteria
Assessment
for learning
Starter to include why are
standard units needed?
Students are to revise the
basic units of: Length,
time, mass, temperature,
electric current, amount
of substance and angle.
They are to be able to
use suitable prefixes for
very large and small
quantities.
Students are to
name the units for
the quantities:
Length, time, mass,
temperature,
current, the amount
of substance and
angle; this will be a
question and
answer session
with students taking
notes and later the
student will
complete a
worksheet on units
and multipliers.
Students will
peer mark
their
worksheets
and their
scores will be
recorded.
To introduce the units of
area and volume as
simple examples of
Derived units.
Starter: how many
cm2 in 1m2?
Student to explain
their answer on the
board.
Students are
to calculate
how many cm3
are in 1m3 and
similar
1
Teaching Style
Resources
Cross
curricular
links/ real life
examples
An informal
discussion and
question and
answer session
with student
contributions
Worksheet
based on
units and
their
multipliers
SI units and
their
associative
multipliers and
prefixes are
used in lots of
everyday
situations such
as: Distances,
computer
storage etc.
Question and
answer session
with students
working in small
groups to answer
Worksheet
based on
derived units
and
examination
Derived units
such as speed
are in common
use in many
other areas of
This material
is assessed in
all subsequent
pieces of work
during AS
physics
Teacher Mr M Heron
are called
derived units.
To be able to use
a suitable
number of sig.
fig.
14th September
2014
To be able to
Determine speed
and to interpret
information from
distance time
and Speed time
graphs
Year Group 12
Students are to use
standard notation for
expressing units of speed
as ms-1 and acceleration
as ms-2 and are to obtain
other derived units.
calculations.
To explain how to
express speed and
acceleration making
use of index notation.
To explain how to
express pressure and
Energy in terms of
base units
To learn how to calculate
the average speed, and
the students are to learn
the differences between
average speed and
instantaneous speed
Students are to
time how long it
takes to walk from
one end of the lab
to the other and
then calculate their
average speed.
Students are to
make motion
graphs similar to
those on page 10
to give to the
student nest to
them.
Students are
to estimate the
volume of air
in the class
room. This
material is
also assessed
throughout the
course.
Students are
to explain why
this is only an
average
speed
Students are
to complete
questions 1-3
on page 11,
with peer
marking and
explanation on
the board
the questions on
the worksheet
questions
based on units;
typically
MCQs
the curriculum.
Practical based
activity
determining
average speed,
and to make a
friction
compensated
runway, if
equipment
permits Core
practical on
page 11 in the
course book.
Edexcel AS
Physics
Fullick. ISBN
978-1-40589638-2
Recording
speed is used
in applications
such as
viewing
formula 1
races and
athletic events.
Also it is used
to display flight
information on
an aircraft and
by the police to
catch speeding
motorists.
Metre rules
stopwatches
Dynamics
trolleys,
bench
pulleys and
slotted
masses,
string.
Practical
activity to try
to make a
friction
compensated
runway, if
apparatus is
available
Session
Learning
Objective or
Content of Lesson
Class Activities &
Assessment for
2
Success
Criteria
Teaching Style
Resources
Cross
curricular
Teacher Mr M Heron
Year Group 12
Assessment
To be able to
distinguish
between distance
and
displacement;
and speed and
velocity and
identify vector
quantities.
learning
Students are to learn the
difference between:
Distance and
Displacement, and
Speed and velocity.
Students are to learn the
definition of acceleration
and that it is a vector
quantity
To be able to
define the term
acceleration
Students are to
study the diagram
on page 12
showing the map of
Southampton and
Hythe or the flight
path of Doha to
Bahrain to illustrate
the difference
between
displacement and
distance.
If available use to
use segments of
OS maps for
determining
distances and
displacements
21st September
2014
To be able to
determine more
information from
graphs of motion
Students are to learn the
significance of the
gradient and the area
under a velocity-time
graph
To use the
graphs of motion
and definitions of
acceleration to
derive the
equations of
Students are to derive
the equations of motion
for linear motion with
uniform acceleration and
are to be introduced to
the notation used and are
Students are to be
introduced to the
definition of
Acceleration as a
vector
To discuss the
gradient of a
velocity-time graph
is the acceleration
and the area under
the graph is the
distance or the
displacement
Students are to
work through the
two worked
examples on page
17 and are to
complete questions
3
Assessment
for learning
Students are
to complete
questions 1
and 2 on page
13 and are to
complete a
worksheet
involving
calculations of
displacement
and velocities
some of the
questions will
involve the
use pf
Pythagoras
and
Trigonometry
Students are
to complete
question 1 on
page 15
Students are
to complete
question 1 and
question 2
parts a-d on
page 17
Group work,
individual support
as required.
Student
participation
explain answers
on the board
Pages 14-15
Fullick.
OS map
segments,
rulers,
pencils,
protractors;
Spare
calculators??
Worksheet
on
displacement
and
acceleration
calculations
Teacher led, with
student
contributions
links/ real life
examples
Vectors are
used to
express forces
and are used
to record flight
paths
Walking on a
bearing when
hiking is
another
example of a
vector motion.
Pages 14-15
Graph paper
Graph plotting
is an important
skill in many
subjects
Pages 16-17
Worksheet
on equations
of motion
Students who
have studied
differentiation
and integration
in their C1 unit
might wish to
Teacher Mr M Heron
motion
Year Group 12
to solve problems using
them.
on the worksheet
investigate the
equation
s=ut+½at2
*This is quite a
mathematical session
involving the use of
intensive algebra
Session
28th September
2014
Learning
Objective or
Assessment
To be able to
apply the
Parallelogram
rule to combine
vectors and
understand the
term Resultant
Content of Lesson
Class Activities &
Assessment for
learning
To make use of
Pythagoras to determine
the resultant of two
displacements or
velocities, that are at right
angles to each other.
Students are to
draw scale
diagrams of
displacements at
right angles and
are to measure the
length of the
resultant.
Students are to
then use
Pythagoras to
determine the
resultant
displacement and
the angle.
12th October
2014
To be able to
recognise that a
force is required
for motion
Students are to learn how
the study of motion has
changed over time
More able students
can make use of
the Sine and
Cosine rules to
calculate more
complicated
displacements.
Students are to
make use of the
internet and pages
20-21 in the book
to research how the
4
Success
Criteria
Assessment
for learning
Students are
to work
through the
examples on
page 19,
within the text
and are to
complete
questions 1 -3
on page 19
Teaching Style
Resources
Teacher led, use
of smartboard if it
is available
Pages 18-19
White paper
Graph paper
Pencils
Protractors
Spare
calculators
Worksheet
for students
that have
completed
the questions
in the book,
past
examination
questions
Students are
to read pages
20-21
Test on
motion
Students are
to complete
question 1,
which the
students can
Student focused,
Use of ICT and
independent
research and
group work
Pages 20-21
Use of the
Computer
room and
internet
Cross
curricular
links/ real life
examples
Trigonometry
is widely used
in physics and
mathematics
Teacher Mr M Heron
Year Group 12
works of: Aristotle,
Galileo, Newton led
to our
understanding of
forces and motion
type their
answers if
they desire.
They should
be able to
write about a
paragraph for
this question.
access
Word
processing
software
Question 2
involves them
writing a short
article
explaining to a
non-scientific
audience of
the importance
of Galileo
To introduce
Newton’s first law
of motion
Students are to recap
their work they have
done on the development
of the ideas of motion
and are to be introduced
to Newton’s first law of
motion.
Students are to draw free
body diagrams to model
the forces acting on a
body
To introduce the concept
of drag forces and air
resistance
To introduce
Newton’s first law
of motion in words
and
mathematically.
Both on page
21
Students are
to complete
questions 1
and 2 on page
23
Teacher led
Rulers,
clamp stands
YouTube
video of the
high wire act
To introduce the
idea of free body
diagrams.
To find the centre
of mass of different
objects by trying to
balance them
To discuss why a
moving object such
as ball will
eventually stop and
why meteors burn
up in the
atmosphere
5
Students are
to be able to
explain what
friction is and
are to identify
problems with
friction and
Pages 22-23,
Initial teacher
led, students to
plan to
investigate
friction
Core Practical
page 24,
Different
types of
blocks
String
Force meters
Video
Force
diagrams are
essential for
the design of
bridges and
buildings
Overcoming air
resistance and
drag forces is
important in
sport and in
the design of
cars and
Teacher Mr M Heron
Year Group 12
advantages of
friction
19th October
2014
Newton’s second
law of motion
Students are to use
experimental data to
investigate the
relationship between: F,
m and a
This activity is a
graph plotting
exercise using
tables 1.2.1 and
1.2.2 on page 26
To solve problems using
F=ma
To use these
results to lead to
F=ma, which is a
form of Newton’s
second law of
motion
Students are to learn that
weight is the force due to
the gravitational field
strength
Session
Learning
Objective or
Assessment
To be able to
describe a
method of
determining the
acceleration of
gravity
Content of Lesson
Class Activities &
Assessment for
learning
Students are to use their
equations of motion to
model an object falling
vertically in the Earth’s
gravitational field and
understand how to
measure g
Students are to
learn how to
measure g close to
the Earth’s surface
using a timing
circuit, if available,
or will perform a
data analysis task
6
Students are
to carry out
Core
practical
measuring
frictional
forces and
are to write it
up
Students are
to be able to
manipulate
and use
∑f=ma when
completing
questions 1-3
on page 27
investigating
frictional forces
footage of
the largest
aircraft
Initial teacher
led, with
individual support
as required
Pages 26-27
Graph paper
Pencils
rulers
Weight is often
incorrectly
referred to as
being
measured in
Kilograms in
shops and in
advertising.
The correct
term is the
Mass
Teaching Style
Resources
Teacher led,
individual support
Graph paper
Rulers
pencils
Cross
curricular
links/ real life
examples
Real examples
include
skydivers who
make use of
air resistance
to perform
tricks such as
speeding up
Students are
to read though
pages 28-29
to understand
the difference
between mass
and weight
Success
Criteria
Assessment
for learning
To be able to
plot data of s
against t2 by
using the
timing circuit
on page 30, if
circuit is
Teacher Mr M Heron
26th October
2014
Newton’s 3rd law
of motion
To be able to
resolve forces
into their
components
Year Group 12
To learn that forces come
in pairs (action reaction)
To explain forces, can be
added in the same way
as velocities and
displacements because
they are vectors.
Students are to
identify pairs of
forces
Students are to
work through the
example on page
32
*this is a mathematical
lesson involving
trigonometry
unavailable
sample data
will be used,
students will
use the
gradient to
calculate the
value of g.
Students are
to complete
question 1 on
page 31.
Students are
to explain: why
several
firefighters
have to hold
the hose, how
a jet engine
works, why a
gun recoils
identifying the
Newton’s 3rd
law force pairs
and to come
up with their
own examples
of 3rd law pairs
Students are
to complete
question 1 on
page 33 and
complete the
questions on
the worksheet
and slowing
down.
Teacher led,
Page 31
Possible
demonstration of
Newton’s 3rd law
Chair with
wheels
Medicine ball
Students are to
work in small
groups
Teacher led,
individual support
as and when
required.
Students can
work in small
groups
Self-assessment
and students
can, if they
desire, explain to
the class how to
7
Past exam
questions
Pages 32-33
Worksheet
Teacher Mr M Heron
2nd November
2014
To be able
recognise and
use the
independence of
vertical and
horizontal motion
for projectile
motion
Year Group 12
Students are to learn that
if an object is thrown
(projected) at an angle,
the motion can be broken
into 2 components; the
vertical and horizontal
components
*This is a mathematical
based lesson involving
the use of trigonometry
and may take more than
1 session
To be able to
understand and
apply the
conservation of
energy
A brief recap on the types
of energy that were
covered in IGCSE
section D, energy
resources and energy
transfer
To demonstrate the
path of an object
being thrown by
throwing a ball of
paper and the
students are to
describe it’s path
and compare to
what they see in
cartoons, for
example:
roadrunner
To be able to
complete
questions 1-4
on page 37
solve the
problems
Teacher led with
step by step
explanation of
the
independence of
vertical and
horizontal
motion, and
explanation of
the worked
example.
Pages 34-37
Past exam
questions on
projectile
motion
Parabolas are
an example of
a quadratic
function, if
keen students
wish to
investigate.
Questions 1-4
may require
steps to help the
students
complete them
Students are to be
reminded of energy
conservation
considering the
diagram on page
38 and are to come
up with their own
examples of energy
transfers.
Students are to use
the internet to
research how
Dinorig
PowerStation in
8
Students are
to complete
questions 1
and 2 on page
39
Students are
to verbally
explain to the
class the
energy
transfers
If there is time,
students are to
consider if the
footage of the
bus jumping in
speed is bad
physics.
Student led, with
each student
explaining one of
the types of
energy listed in
the recap.
Computer based
research on
pumped storage
hydroelectric
PowerStation
Projectile
motion is used
to model golf
shots as they
follow the path
of a parabola.
Projectile
motion is also
included in
Mechanics unit
2
Pages 37-41
Internet
access to
find out
about Dinorig
power station
in Snowdonia
to help with
question 2 on
page 39
Energy
conservations
are used in
everyday life in
many different
ways from
Photosynthesis
to charging up
a mobile
phone.
Teacher Mr M Heron
Year Group 12
Wales works and
how it fits in with
the conservation of
energy
9th November
2014
To be able to
explain that
energy transfer
can be done by
heating and
working
To be able to
calculate
Gravitational
potential energy
(GPE) and
kinetic energy
To be able to
calculate power
Students are to
understand the
term efficiency
To recap that work done
is equal to the force x
distance moved in the
direction of the force
Calculating work
done
Students are
to complete
questions 1
and 2 on page
41
Student
discussion and
explanations
Pages 40-41
Students are to be
reminded of the formulae
for calculating GPE and
Kinetic energy
Possible practical
calculating the work
done by an electric
motor lifting a load
and to then
calculate it’s
efficiency.
Students are
to complete
questions 1
and 2 on page
43 and
questions 1-3
on page 45
Teacher led
practical session
Pages 42-43
Students are to be
reminded of the definition
of Power and that 1W=
1Js-1
Students will then be
taking efficiency into
account in the
calculations
To apply energy
conservation and motion
to a case study of the
mechanics of hockey
Kettle
Thermometer
Top pan
balance
Stopwatch
Set of
weighing
scales
Measuring how
long it takes to boil
a kettle and
knowing it’s power,
they can calculate
its efficiency.
Students can
calculate their own
power by
measuring the
height of the
bleachers and
timing how long it
takes to get to the
top.
To study a case
study on how
physics can be
applied to sport as
help for revising for
assessment
9
To be able to
complete
questions 1-3
on page 47
and to
complete the
Students are to
complete the
exam zone
questions on
pages 48-49
Pages 44-49
Past exam
questions
Original
gravity based
Roller coasters
used this
principle in
their design
Energy
efficiency is of
concern in the
news at the
moment, why
is that?
Teacher Mr M Heron
16th November
2014
To be able to
calculate the
density of a
material and to
calculate an
objects Upthrust
Year Group 12
Students are to calculate
the density of a material
Students are to learn the
definition of Upthrust
and how to calculate it
using Archimedes
Principle
Students are to
measure the
masses of different
object and liquids
and are to plan on
how to measure
their volumes so as
to calculate their
densities, they can
use the internet to
compare their
results.
examzone
questions on
pages 48-49
End of chapter
test
Students are
to make use of
their
measurements
to calculate
the density of
their material
Practical activity,
with students
working in
groups to work
out how to
calculate
volumes
Some might need
help reading a
micrometer or a
vernier scale
Samples of
different
materials,
Glassware
such as
measuring
cylinders
Water
Sea water if
possible
Salt
Cooking oil
Other
suitable
liquids
Pages 52-55
Screw gauge
micrometers
and vernier
callipers
To be able to
describe laminar
and turbulent
flow of fluids
23rd November
2004
To be able to
define the term
To define the terms:
laminar flow, turbulent
flow and streamlines
Students are to learn that
different fluids flow at
Students are to
read pages 56-57
and are to explain,
in their own words
the terms: laminar
flow, turbulent flow
and streamlines
To show YouTube
videos showing
these fluid flows
Students are to use
secondary data to
10
Students are
to complete
questions 1-3
on page 57
Teacher led
showing videos
of fluid flow
Pages 56-57
Videos of
fluid flow
Students are
to be able to
Student focused
data analysis
Pages 58-59
Graph paper
Teacher Mr M Heron
Viscosity and
Coefficient of
viscosity
To be able to use
Stokes’ law to
determine the
viscous force
Year Group 12
different rates due to their
viscosity and that the
viscosity can change with
temperature
Students are to apply
Stokes’ law to determine
the viscosity of a fluid.
*This is a mathematically
demanding session
involving a lot of algebra
and may take more than
one lesson depending on
the mathematical ability
of the students
determine the
viscosity of water
on page 58
To explain step by
step the forces
involved on a fluid
falling at Terminal
Velocity following
the steps on page
61.
To then work
through the
examples on page
61
11
use the data
on page 58 to
calculate the
gradient of
their line and
are to use the
information to
calculate the
viscosity of the
liquid.
Students
should be able
to verify that
the SI unit for
Viscosity is
Pa.s
Students are
to complete
questions 1-3
on page 61
task, with
individual support
if needed
Pencils
Rulers
Teacher led
Pages 60-61
Smartboard if
available