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Dual Award Science - Physics learning outcomes
PD1 – WAVES IN ACTION
Learning outcomes
State and recognise that waves can be reflected, refracted & diffracted.
Recognise that light & water ripples travel as transverse waves and sound
travels as a longitudinal wave.
Identify & describe features of transverse & longitudinal waves
° crest ° trough ° amplitude ° wavelength ° frequency ° compression °
expansion (rarefaction)
State and explain that waves transfer energy without transferring matter
Describe the motion of particles in longitudinal and transverse waves
State and use the quantitative relationship between wave speed, frequency
and wavelength: (change of subject required) V = f 
Velocity = frequency x wavelength
Velocity in m/s, Wavelength in m, Frequency in Hz
Explain total internal reflection in the following contexts:
Binoculars, periscopes, bicycle reflectors, endoscopes by drawing or
interpreting simple ray diagrams
Describe application of total internal reflection in fibre optics
Describe the order of the electromagnetic spectrum is in terms of
frequency:
 gamma-rays, X-rays, infra-red, visible light, ultraviolet,
microwaves, radio waves (highest to lowest)
State that all electromagnetic waves travel at the same speed in space
Be able to relate the physical properties of the main areas of the
electromagnetic spectrum to their uses and effects
State some of the uses and dangers of electromagnetic waves
 light, radio and microwaves are used to carry information
 microwaves and infra-red can heat materials
 ultraviolet and X-rays can damage living cells
State that the energy associated with an electromagnetic wave depends on
its frequency and relate this to its potential danger
Explain how microwaves and infra-red transfer energy to materials
 Microwaves absorbed by water, penetrate only a few centimetres
then energy transferred to central parts by conduction
 Infra-red radiation absorbed by the surface then energy transferred
by conduction to central parts of the material
Describe how gamma rays can be used to treat cancer
 gamma source outside the body
 focussed on the tumour
 rotated round the outside with the tumour at the centre
 minimises effects on the rest of the body
Describe the risks and benefits of using gamma rays or X rays in medicine
 benefits - destroys cancer cells and avoids surgery
 risks - may damage other cells or may cause sickness
Describe how tracers are used in medicine:
 radioactive material administered to patient
 given time to spread in the patient
 progress tracked with a detector outside the body
 only beta and gamma sources suitable
State and recognise that the frequency of ultrasound is higher than the
upper threshold of human hearing (above 20,000Hz)
Explain how ultrasound is used in:
body scans (reflection from different layers), breaking down
Date
Understood
Dual Award Science - Physics learning outcomes
accumulations in body such as kidney stones, sonar and echo
sounding, cleaning
Explain how ultrasound is used in:
body scans (reflection from different layers)
breaking down accumulations in body such as kidney stones
sonar and echo sounding
cleaning
Describe the physical state of each layer of the Earth
 crust is a solid
 mantle contains solid and liquid rock
 outer core is a liquid
Describe how waves transmitted through the Earth can be used to provide
evidence for its structure
 longitudinal P waves travel through solid and liquid (they are
faster)so they go through all layers of the Earth.
 transverse S waves cannot travel through liquid so they cannot
travel through the core.
Dual Award Science - Physics learning outcomes
PD2 – ENERGY IN THE HOME
Learning outcomes
State that energy is transferred from a high temperature to a low
temperature region
Describe how energy is transferred by:
 conduction: - transfer of kinetic energy between particles
 convection: - change of density causes bulk fluid flow
 radiation: - infra-red radiation needs no medium
Describe the effect of dull, black surfaces and shiny, silver surfaces on
radiation – absorption and emission
Explain, in the context of the home, the concepts of conduction,
convection and radiation (absorption and emission) in terms of:
 the design features of the home
 the design & use of everyday objects in the home
 energy saving strategies
Calculate costs and interpret data to do with saving energy in the home,
including pay-back time
Explain the advantages and disadvantages of electricity compared with
other methods to supply energy to homes
Advantages:
 no pollution at point of use
 easy to use
 can be used to run a variety of domestic appliances
 no storage problems
Disadvantages
 cannot be stored so risk of power cut
 risk of shock
 needs cables to the house- problem for remote properties
Use the kilowatt-hour as a measure of the energy supplied
Calculate the energy supplied in kilowatthours (kWh) given the power in
kW or W and the time in hours and/or minutes (including change of
subject):
Energy supplied (kWh) = POWER (kW) x TIME (h)
Explain the meaning of electrical power (in watts and kilowatts) in the
context of everyday electrical appliances
Describe use of off-peak electricity (economy-7) in homes
 in space heating and water heating
 in electrical appliances such as washing machines and dishwashers
Describe the advantages and disadvantages of using off-peak electricity in
the home
 advantage for producer in terms of the economics of electricity
generation
 advantages & disadvantages for the consumer in terms of cost,
convenience & cleanliness/pollution
Calculate costs from an electricity bill
Explain how a wire fuse protects an appliance if the appliance develops a
fault:
 too large a current causes fuse to melt
 preventing flow of current (breaks circuit)
 prevents flex overheating and causing fire
 prevents further damage to appliance
Explain the reasons for the use of fuses/circuit breakers (as a re-settable
fuse (structure & mode of use not required)
Date
Understood
Dual Award Science - Physics learning outcomes
State & explain functions of the live, neutral & earth wires:
 LIVE (brown) - carries a high voltage
 NEUTRAL (blue) - the second wire to complete the circuit
 EARTH (green & yellow) - a safety wire to stop the appliance
becoming live, by connecting case to the ground (earth)
Explain how a wire fuse and earthing protects people
Explain why “double insulated” appliances do not need earthing:
 case of appliance is a non-conductor and cannot become live
Dual Award Science - Physics learning outcomes
PD3 – FORCES & MOTION
Learning outcomes
Interpret the relationship between speed (v), distance (s) and time (t):
 effect of changing any one or two of the quantities
State and use the quantitative relationship Speed v = s/t
Calculate speed (to include change of subject)
Draw and interpret quantitatively graphs of distance against time and speed
against time for uniform acceleration
 calculate the speed from gradient (steepness) of distance-time
 calculate the acceleration from gradient (steepness) of a speedtime graph
 calculate distance travelled the from area under the line of a
speed-time graph
Define acceleration as change in velocity per unit time
Use the formula:
acceleration = change in velocity/ time taken
(in m/s2 )
(in m/s)
(in s)
(change of subject required)
Interpret the relationship between acceleration, change of velocity and time,
including the effect of changing any one or two of the quantities
Interpret the relationship between force, mass and
acceleration in everyday examples:
 larger masses have lower acceleration for the same force
 larger masses require greater forces for the same acceleration
Use the quantitative relationship between Force (F), Mass (m) and
acceleration (a): F = ma
(including change of subject)
F is Force in N
M is mass in kg
A is acceleration in m/s2
Describe the factors which might affect thinking distance (driver):
 driver tiredness
 influence of alcohol or other drugs
 illness
 poor visibility
 speed
Describe & explain the factors which might affect braking distance (vehicle
or road conditions):
 road conditions
 condition and level of inflation of tyres
 condition of brakes
 speed
 mass
Interpret charts of thinking distances and braking distances
Calculate stopping distances from thinking distances and braking
distances:
Stopping Distance = Thinking distance + Braking distance
Date
Understood
Dual Award Science - Physics learning outcomes
Dual Award Science - Physics learning outcomes
PD4 – USING ELECTRICITY
Learning outcomes
Explain the behaviour of simple circuits in terms of flow of electric charge
State that the charge carriers in a circuit are
 free electrons in metals (wires & batteries)
 ions during electrolysis (in liquids)
Recognise that current (I) involves a flow of electric charge, measured in
Amps (A)
State & recognise that ammeters are connected in series
State & explain that current is the rate of flow of charge
State and use the quantitative relationship: I = Q / t (change of subject)
NOTE: I = Current (A), Q = Charge (C), t = time (s)
State & explain that pd is the energy transferred per unit charge flowing
State that a voltmeter measures potential difference (pd) in a circuit in
volts (V)
State & recognise that voltmeters are connected in parallel
Describe how variable resistors can be used change the current in a circuit
 longer wire = more resistance = less current
(variable resistor configured as a rheostat only)
Describe the relationships between current (I), potential difference (V)
and resistance (R):
 for a given resistor, current increases as pd increases
 for a fixed pd, current decreases as resistance increases
Recall & use the quantitative relationship R = V/I to calculate resistance
(change of subject required) R = resistance (in Ohms, ), I = Current (in A,
V = Voltage (in V)
Explain how current varies with pd (graphs of V against I):
 in an ohmic resistor (metal wire)
 in a filament bulb
 in a diode (semi-conductor)
Describe how semiconductor diodes, light dependent resistors (LDRs) and
thermistors may be used to control electric currents
Describe qualitatively how light and temperature affect the resistance of
LDRs and thermistors
 increase in brightness reduces resistance of LDR = more current
 increases in temperature reduces resistance of thermistor = more
current
State that batteries produce direct current (DC) and mains electricity is
supplied as alternating current (AC)
Describe the difference between DC and AC:
 in terms of current flow as shown by displays on a cathode ray
oscilloscope (C.R.O.) (not to include rectification)
State that there are two kinds of charge:
 positive (+) and negative (-)
Recognise that like charges repel and unlike charges attract
State & recognise that electrostatic phenomena are caused by electron
transfer
Interpret static electricity in terms of the movement of electrons:
 a positive charge due to lack of electrons
 a negative charge due to an excess of electrons
Recognise and describe how you can get an electrostatic shock if you
become charged and then become earthed:
 stepping out of a car after it has been driven
Date
Understood
Dual Award Science - Physics learning outcomes
 touching water pipes after walking on a carpet
Explain how static electricity can be dangerous when:
 fuelling aircraft
 in atmospheres where explosions could occur
Explain how static electricity can be useful:
 paint spraying
photocopiers/laser printers (detailed knowledge not required)
Dual Award Science - Physics learning outcomes
PD5 – APPLICATIONS OF PHYSICS
Learning outcomes
Calculate work done:
 Use the quantitative relationship W = Fs
(work = force x distance moved in direction of force)
Change of subject required
Calculate power:
 use the quantitative relationship P = W/t
(power = work done / time taken).
Change of subject required
Describe everyday examples in which objects have kinetic energy (KE)
and/or gravitational potential energy (PE):
 kinetic energy is greater for objects with greater speed or greater
mass
 gravitational potential energy is greater for objects with greater
height or greater mass
Recognise and interpret examples of energy transfer between gravitational
potential energy and kinetic energy
State and use the quantitative relationships between potential energy (PE),
kinetic energy (KE) and work (W):
 state & use the quantitative relationship
KE = 1/2 mv2 (change of subject not required)
 state & use the quantitative relationship:
increase in gravitational PE = mgh
(change of subject required)
Interpret the link between work done and gravitational potential energy
(work done lifting object = PE gained)
Recognise that electric motors use magnets and are found in a variety of
everyday applications e.g. vacuum cleaners, washing machines, tumble
dryers, mixers, electric drills.
State and recognise that a force is exerted on a current carrying wire in
a magnetic field (Motor effect)
Interpret diagrams showing the operation of a simple DC electric motor
Explain the functions of parts of a simple dc electric motor
 permanent magnets
 coil
 brushes
 split-ring commutator
Describe how simple ac generators work:
 coil of wire
 magnetic field
 coil and field close to each other
 relative motion between coil and field
State the dynamo effect:
 a voltage is induced when a wire (wire coil) and a magnetic field
move relative to each other
Describe how transformers work:
 alternating current in primary coil (assuming it is part of a circuit)
 electromagnetic effect in primary coil
 alternating magnetic field in soft iron core
 dynamo effect in secondary coil
Date
Understood
Dual Award Science - Physics learning outcomes
 alternating current in secondary coil (assuming it is part of a circuit)
State and use the transformer formula:
Np/Ns = Vp/Vs OR turns ratio = voltage ratio
Np = Turns on Primary, Ns = Turns on Secondary, Vp = Voltage in Primary,
Vs = Voltage in Secondary
Describe how domestic electricity is generated at a conventional power
station (eg, coal burning station):
 burning fuel
 producing steam
 turning a turbine
 turbine turns a generator
State & recognise that there is significant energy wasted in the production of
electricity in conventional power station (heat)
Explain how transformers are used in the National Grid:
 how, for a given power transmission, increase of voltage reduces
current so reduces energy waste by heating of cables and therefore
reduce costs
State and use the quantitative relationship for efficiency using either
energy or power:
Efficiency = (Pout / P in) x 100%
(change of subject not required)
Explain in terms of total internal reflection how light and infra-red can pass
along optical fibres
Explain how optical fibres can be used to carry information:
 using light e.g. endoscopes
using infra-red e.g. pulses in digital code
State and recognise that radiation used for communication can be
diffracted
Explain how long-distance communication (radio/microwave) depends on
the reflection of waves from the ionosphere or by being received &
retransmitted from satellites
Explain how the refraction and diffraction of radiation can affect
communications
 refraction at the interfaces of different layers of Earth’s atmosphere
 diffraction at the edge of transmission dishes results in signal loss
Describe the difference between analogue signals and digital signals
 the parts of an analogue signal can have any value within a fixed
range of values (like a volume control)
 the parts of a digital signal can have one of only two values, 0 (off)
or 1 (on) (like a normal switch)
Explain how the use of digital signals in telecommunications allows more
information to be transmitted than using analogue signals
 analogue to digital conversion
 multiplexing (interleaving of many digital signals on the same data
line)
 digital to analogue conversion
Dual Award Science - Physics learning outcomes
PD6 – EARTH, SPACE & RADIOACTIVITY
Learning outcomes
State and explain the difference between speed and velocity
 both have size (Scalar)
 only velocity has direction (Vector)
State that an object keeps still or moves with a constant velocity (constant
speed in a straight line) when either:
 no force acts on it
 the forces that act on it are balanced
(restricted to two equal & opposite forces acting through the same point)
Explain that acceleration could involve either a change
 in speed
 in direction
State and use the quantitative relationship
Acceleration (m/s2) = change of velocity (m/s) / time (s)
(change of subject required)
State & recognise that acceleration of free fall (g) is constant (on Earth g
= 9.8 m/s2, but no need to remember this!)
State and use the quantitative relationship between Force (F), mass (m)
and acceleration (a):
 F=ma ( including change of subject)
 gravitational force, weight = mg
Recognise that when body A exerts a force on body B, body B exerts an
equal but opposite force on body A.
These constitute two different views of the same interaction and are not
balanced forces.
State and recognise that falling objects go faster and faster as they fall
State and recognise that objects falling through Earth’s atmosphere reach a
terminal speed
Explain in terms of balance of forces why objects accelerate
Explain, in terms of balance of forces, why objects falling through Earth’s
atmosphere reach a terminal speed
 Drag force increases as object speeds up
 Until Weight downwards = Drag Force upwards
 No Force = No acceleration
  velocity is constant
State and recognise the relative positions of Earth, Moon, Sun and
planets (includes the order of the planets)
State that gravitational forces determine motion of planets, comets &
satellites
State the relative positions of planets, stars, comets, meteors, galaxies
and black holes
State and recognise that circular motion requires a centripetal force
State and recognise that gravity provides centripetal force for orbital motion
State and recognise the relative sizes of planets, stars, comets, meteors,
galaxies and black holes
State and recognise the relative distances from the Earth of stars,
planets and galaxies
Explain some ideas used to explain the evolution of the universe into its
present state:
 big bang
 evidence of big bang from microwave background radiation
 expansion of the universe
 evidence for expansion from red shift of spectrums of stars
Date
Understood
Dual Award Science - Physics learning outcomes
Explain that there are different ways of interpreting the same evidence and
this can lead to different ideas of how the universe developed:
 the expanding universe might continue expanding (Open universe)
 the expanding universe might stop expanding (Flat universe)
the expanding universe might start to collapse (Closed universe)
State that stars have a finite life (billions of years)
Describe the end of a medium-weight star like our Sun
 red giant, planetary nebula, white dwarf
Describe the end of a heavy-weight star
 red giant, supernova, neutron star or black hole
Describe the life history of a star
 interstellar gas clouds
 gravitational collapse producing proto-star
 thermonuclear fusion
 long period of normal life (main sequence)
end depending on mass of star (see left column
Recognise that there is the possibility of life elsewhere in the universe
Describe and explain some of the ways in which scientists are searching
for life elsewhere in the universe:
 microscopic analysis of meteorites landing on Earth
 SETI – looking for radio messages
 surveys of planets and moons within our solar system
 searching for other stars with planets
Describe the (likely) conditions necessary for life to exist on other
planets
 the need for liquid water
 suitable temperatures
 suitable pressures
 suitable atmosphere
State that radioactive substances give out nuclear radiation
State that nuclear radiation is ionizing radiation and explain the meaning of
ionising
Explain ionisation in terms of
 removal of electrons from particles (makes them +)
 gain of electrons by particles (makes them -)
State and recognise that there is background radiation in the environment
which is always present
Describe background radiation and state that it is caused by radioactive
substances in rocks and soil and by cosmic rays
Explain the nature of nuclear radiation:
 alpha () particle - a massive, positively charged particle (He
nucleus)
 beta () particle - a small negatively charged particle (electron) from
the nucleus
 gamma() ray – uncharged electromagnetic wave
Describe how alpha, beta and gamma can be identified by their penetrating
power:
 alpha () particle - blocked by paper, skin or a few cm of air
 beta () particle - blocked by thin sheets of aluminium or about 30cm
of air
 gamma() ray – some blocked by thick sheets concrete or lead (but
not all)
State examples of a beneficial use of radiation:
 alpha – smoke detectors
 beta – tracers and paper thickness gauges
 gamma – treatment of cancer, nondestructive testing & sterilizing
Dual Award Science - Physics learning outcomes
equipment
State and recognise that the radioactivity of an object is measured by
the number of nuclear rays emitted per second (in Becquerel, Bq)
State and recognise that radioactivity decreases with time
Explain and use the concept of half-life:
 interpret graphical or numerical data of radioactive decay
Explain how the radioactive dating of rocks depends on the calculation of
the uranium / lead ratio
State some uses of radioactivity:
 radioactive dating of rocks
 treatment of cancer (radiotherapy)
 tracers