Download Year 11 Physics - Finborough School

Finborough School Learning Programme
Year Group: 11
Subject: P5 Space for reflection
Week Commencing
05/09
Autumn Term 2016
12/09
19/09
Learning (Objective)
EXPLAINING THE IMPORTANCE OF GRAVITY AND
CIRCULAR MOTION TO SATELLITES.
ALL ABOUT SCALAR AND VECTOR QUANTITIES.
PROJECTILES IN MOTION AND THE EFFECTS OF
GRAVITY.
Success
Criteria
Can explain why the Moon remains in orbit around Earth
and Earth and other planets around the Sun
Can describe the difference between scalar and vector
quantities
Can describe the trajectory of an object projected in
Earth’s gravitational field as parabolic
Can describe the orbit of a geostationary artificial
satellite
Can calculate the vector sum from vector diagrams of
parallel vectors
Can recall that horizontal and vertical velocities of a
projectile are vectors
Understands that gravity provides the centripetal force
for orbital motion
Can use and manipulate the equations:
v = u + at
s = (u + v) × t
2
Can recall that a projectile has no horizontal acceleration
but the acceleration due to gravity acts vertically
Can recall that gravity is the universal force of attraction
between masses
Can recall that direction is important when describing
motion
Can recognise that a satellite is an object that orbits a
larger object in space
Understands how relative speed depends on direction of
movement
Can recall that the path of an object projected
horizontally in Earth’s gravitational field is curved and is
called the trajectory
Can describe how the height above Earth’s surface affects
the orbit of an artificial satellite and its use
Can calculate distance travelled from
distance = average speed × time
Can recall some uses of artificial satellites
Can use the equation v = u + at to
find final speed
Understands variation of gravitational force
Can calculate the resultant of two vectors that are at
right angles to each other
Can calculate the resultant velocity
of a projectile
Can use and manipulate the equations:
v2 = u2 + 2as
Can use the equations of motion for an object projected
horizontally above Earth’s surface
s = ut + ½at2
Can explain how the horizontal velocity is constant but
the vertical velocity changes due to gravity
Practice calculations from past papers to include rearranging equations and resultant forces.
Produce an a3 poster on ‘TREBUCHET’, explanations of
projectile motion, trajectory and parabola must be
included. Some students may want to build their own
working trebuchet!
Core
Can explain why different satellite applications require
different orbits
Support
Challenge
Can explain how the orbital period of a planet depends
on its distance from
the Sun
Understands that artificial satellites accelerate towards
Earth due to gravitational pull but keep moving in an
approximately circular orbit
Homework (s)
Can explain why artificial satellites in low orbit travel
faster than those in higher orbits
Research uses of artificial satellites, giving a description
of geosynchronous and low polar orbits and then explain
how the characteristics of the orbit make it suitable for
various uses. Deliver in the form of a power point or
display poster.
Can interpret data on the range of a projectile at varied
launch angles
Can recognise examples of projectile motion
Can recall that the range of a projectile depends on the
launch angle, with an optimum of 45°
Finborough School Learning Programme
Year Group: 11
Subject: P5 Space for reflection
Week Commencing
26/09
Autumn Term 2016
03/10
10/10
Learning (Objective)
ACTION AND REACTION, WHEN OBJECTS COLLIDE!
EXPLAINING SATELLITE COMMUNICATION.
DESCRIBING THE INTERACTIONS OF WAVES.
Success
Criteria
Know that when two bodies interact, they exert an equal
and opposite force on each other
Can describe how information is transmitted to and from
artificial satellites using microwaves
Can describe interference in terms of reinforcement and
cancellation of two waves
Can describe the opposite reactions in static situations
Can describe how electromagnetic waves with different
frequencies behave in the atmosphere
Can describe diffraction of light for a single slit and
double slits, and its evidence for the wave nature of light
Can recall the wave patterns produced by a plane wave
passing through different-sized gaps
Can explain what is meant by plane polarised light
Can recognise that every action has an equal and
opposite reaction
Can recall that different frequencies are used for low
orbit and geostationary satellites
Can describe the interference of overlapping waves and
its effect in different contexts
Can describe the opposite reactions in a parallel collision
Can recall that some radio waves are reflected by part of
Earth’s upper atmosphere and other radio waves and
microwaves pass through
Can recall that light travels in straight lines but under
certain circumstances can ‘bend’
Can recall that in a rocket the force on particles
backwards equals that pushing the rocket forwards
Can recall that radio waves have a very long wavelength
so can spread around large objects or spread out from a
gap
Can recall that explanations of the nature of light have
changed over time
Can apply the principle of conservation of momentum
Can explain why satellite transmitting and receiving
dishes need very careful alignment
Can explain interference patterns in terms of
constructive and destructive interference
Can describe how electromagnetic waves with different
frequencies behave in the atmosphere
Can explain a diffraction pattern for light, to include size
of gap and interference of diffracted waves
Can describe how the amount of diffraction depends on
the size of gap and wavelength of the wave
Can explain how polarisation is used in Polaroid filters
and sunglasses
Core
Can explain, using a particle model, how a change in
volume or temperature produces a change in pressure
Can explain rocket propulsion using simple kinetic
theory
Support
Can explain, using a particle model, how a gas exerts a
pressure
Challenge
Can explain pressure in terms of the rate of change of
momentum of particles and frequency of collisions
Can explain how sufficient force is created to lift a large
rocket to put a satellite into Earth orbit
Homework (s)
Controlled assessment research in preparation for
Controlled assessment day.
Research the uses of radio waves concentrating on the
<30mhz, 30mhz – 30ghz and >30 ghz bands. Producing a
presentation with 1 slide for each category.
Can explain why the particle theory of light is not
universally accepted
Can recall that all electromagnetic waves are transverse
Can explain how the wave theory supplanted the particle
theory as the evidence base changed
Research (level of guidance given will depend upon the
ability of the pupils) the conflicting theories of Newton
and Huygens and produce a newspaper article about it.
Finborough School Learning Programme
Year Group: 11
Subject: P5 Space for reflection
Week Commencing
Learning (Objective)
Success
Criteria
Core
31/10
Autumn Term 2016
07/11
14/11
REFRACTION VS REFLECTION AND WHY DIAMONDS
SPARKLE!
EXPLAINING THE IMPORTANCE OF OPTICS.
INVESTIGATING THE IMPORTANCE OF OHM’S LAW.
Can explain why refraction occurs at the boundary
between two media and link it to wave speed
Can describe the effect of a convex lens on diverging and
parallel light beams
Can explain the effect of a variable resistor in a circuit
Can use the equation: refractive index =
speed of light in vacuum ÷ speed of light in medium
Can describe how a convex lens produces a real image
Can use the kinetic theory to
Can describe the use of a convex lens as a magnifying
glass
Can explain resistance and temperature
Can explain dispersion in terms of spectral colours
having different wave speeds in different media but the
same speed in a vacuum
Can use the equation:
magnification = image size/object size
Can compare resistance qualitatively from a graph
Can describe how a V–I graph shows the resistance
change of a bulb
Can describe what happens to light incident at a glass/air
surface at or above the critical angle describe the optical
path in devices using TIR
Support
Can recognise that refraction occurs when a wave passes
from one medium to another
Can identify the shape of a convex, or converging, lens
and link its thickness to its focal length
Can recognise and draw common circuit symbols
Can explain why a ray going from air to glass has angle of
incidence greater than angle of refraction
Can recall that convex lenses produce real images on a
screen
Can use the equation:
resistance = voltage ÷ current
Can describe that dispersion happens when light is
refracted and link the order of spectral colours to orders
of wavelengths
Can recall that convex lenses are used as magnifying
glasses, in cameras, projectors and in some spectacles
Can understand that current in a wire is a flow of charge
Can describe the effect of a variable resistor on a lamp
Can use models of atomic structure to explain electrical
resistance
Can recognise that some or all of a light ray can be
reflected when it travels from glass or water to air
Can recognise how the resistance changes with
temperature
Can recall some uses of total internal reflection (TIR)
Can interpret data on refractive indices and speed of
light to predict direction of refraction
Challenge
Can use and manipulate the equation for refractive index
Can explain dispersion in terms of spectral colours
having a different speed in glass so different refractive
indices
Can explain the refraction of light rays by a convex lens
Can explain the effect on resistance of wire length
Can explain how to find the image formed by a convex
lens by drawing ray diagrams
Can calculate resistance from a voltage–current (V–I)
graph
Can describe the properties of real and virtual images
Can explain the shape of the V–I graph for a non-ohmic
conductor
Can use and manipulate the equation:
magnification = image size/object size
Can explain the conditions under which total internal
reflection (TIR) can occur
Homework (s)
Can describe how the refractive index of a medium
relates to critical angle
Produce a light time line showing when various
discoveries occurred. Pupils may need guidance towards
concentrating on scientific theories as there is a lot of
information about advances in lighting technology.
Revision for end of unit test.
Calculation of resistance voltage and current from given
figures and use a diagram(s) to show why resistance
increases as temperature increases in metallic
conductors.
Finborough School Learning Programme
Year Group: 11
Subject: P6 Electricity for gadgets
Week Commencing
Learning (Objective)
Success
Criteria
Core
21/11
Autumn Term 2016
28/11
05/12
FIXED VS VARIABLE RESISTORS.
EXPLAINING A LOGICAL PROBLEM.
USING TRUTH TABLES AND LOGIC GATES.
Can explain how two resistors can be used as a potential
divider
Can describe benefits and drawbacks of miniaturisation
of electronic components
Can complete a truth table of a logic system with up to
three inputs
Can describe how the resistance of an LDR and a
thermistor can vary
Understands the relationship between currents in base,
emitter and collector
Can describe how to use switches, LDRs, thermistors and
resistors to provide input signals for logic gates
Can understand that having resistors in parallel reduces
the resistance
Can recall that logic gates are made from a combination
of transistors
Can explain how an LED and series resistor can be used
to indicate the output of a logic gate
Can recognise the circuit diagram for an AND gate as two
transistors
Can describe how a relay works
Can describe the truth tables for AND and OR gates
Can recall the use of a potential divider circuit
Support
Can calculate the total resistance for resistors in series
Can recognise and draw symbols for an LDR and a
thermistor
Can recall that LDRs respond to light and thermistors
respond to temperature
Can recall that the transistor is an electronic switch used
in computers
Can identify the input and output signals in a system of
logic gates
Can recognise and draw the symbol for a transistor
Can recognise and draw the symbols for an LED and a
relay
Can recall that transistors can be connected to make
logic gates
Can recall that the input for logic gates is either high or
low
Can recognise that the current from a logic gate is able to
light an LED
Can recall that a relay can be used as a switch
Can describe the truth table for a NOT gate
Challenge
Homework (s)
Can calculate the value of Vout when R1 and R2 are in a
simple ratio
Can explain the impact on society of increased use of
computers
Can complete a truth table of a logic system with up to
four inputs
Can explain how LDRs and thermistors are used in
potential divider circuits
Can explain why a high resistor is placed in the base
circuit
Can calculate the total resistance for resistors in parallel
Can draw a circuit diagram to show a transistor used as a
switch
Can explain how a thermistor or an LDR can be used to
generate a signal for a logic gate, which may have a
threshold voltage
Controlled assessment research in preparation for
Controlled assessment day.
Can show how an AND gate is made from two transistors
describe the truth table for NAND and NOR gates
Thermistors are found in many places. For example they
are extensively used in cars. Write about four ways
thermistors are used.
Explain how the development of the IC (integrated
circuit or chip) has improved computers
Can explain why a relay is needed for a logic gate to
switch a mains current
Generate a revision timetable for January onwards.
Past paper.
Find out what a simple reed relay is. Explain two ways of
operating a reed relay.