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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.