COURSE OUTLINE - ADVETI

Course Title: / Grade 11 –Supplement IGCSE Physics
Course Code: / PHYSI1101-03
Version Number: / V1 Date: December 2012
Industry Sector: / Engineering, Aviation and Business
Duration (periods): / 144
Course Purpose: / This course provides the learner with the unpinning Physics and applied science skills and knowledge needed for Engineering, Aviation and Business courses.
Context of delivery and assessment / This course is relevant to general physics for Engineering, Business and Aviation. Not all assessment criteria need to be met in one assessment task or activity.
Pre-Requisite/Co-Requisite / STSSCIS801
Assessment:
As per ADVETI Central Grading Policy 2010 /

Continual Assessments (Passing Grade is 60%)

/

Comprehensive Assessments (Passing Grade is 60%)

/ Behavioural – attendance and teamwork

60%

/

30%

/ 10%
Refer to the ‘Grading Policy’ for further information.
Teacher/Learner Resources / The teacher and student should have access to current industry relevant publications including but not restricted to:
  • Physics Notes
  • Internet access
  • Software packages – Board works etc.
  • I-Book

Physical resources: / Ideally delivery and assessment should take place in the workplace. For a range of reasons this is not always possible, therefore it is essential that assessment is conducted in an environment which reflects industry practices with access to suitable resources and equipment this involves:
  • A standard classroom environment;
  • Library facilities;
  • I-Pads
  • Smart board/Interactive whiteboard
  • A data projector
  • A laptop & calculators
  • Access to Laboratory and workshops
  • Hands-on materials: Calculators, rules, graph papers, simple card material for modelling, tins, rulers, graph paper, card, scissors, glue
Measuring equipment: Scales, measuring tapes, thermometers, compasses and protractors
Customisation required? (Please specify) / None
General Comments / This Course is student-centred and learning is facilitated by offering underpinning knowledge which is supported by student-centred tasks.
Essential Skills / The following skills must be assessed as part of this course:
  • Basic skills for thermal physics
  • Calculation and interpretation of basic electric quantities
  • Work with electrical environment safely

Essential Knowledge / The following knowledge must be assessed as part of this course:
  • Theoretical knowledge of physical quantities related to thermal and electric physics
  • Practical knowledge on simple circuits and electric safety
  • Knowledge of representing scientific data in thermal and electrical analysis
  • using graphs and explain them

Elements

/

Performance Requirements

1 / Thermal capacity / 1.1 / Core
Relate a rise in the temperature of a body to an increase in internal energy
1.2 / Show an understanding of the term thermal capacity.
1.3 / Supplement
Describe an experiment to measure the specific heat capacity of a substance
2 / Melting and boiling / 2.1 / Core
Describe melting and boiling in terms of energy input without a change in temperature
2.2 / State the meaning of melting point and boiling point.
2.3 / Describe condensation and solidification.
2.4 / Supplement
Distinguish between boiling and evaporation.
2.5 / Use the terms latent heat of vaporization and latent heat of fusion and give a molecular interpretation of latent heat
2.6 / Describe an experiment to measure specific latent heats for steam and for ice
3 / Transfer of thermal energy / 3.1 / Core
Conduction / Describe experiments to demonstrate the properties of good and bad conductors of heat.
3.2 / Supplement
Give a simple molecular account of heat transfer in solids.
Convection / 3.3 / Core
Relate convection in fluids to density changes and describe experiments to illustrate convection
Radiation / 3.4 / Core
Identify infra-red radiation as part of the electromagnetic spectrum.
3.5 / Supplement
Describe experiments to show the properties of good and bad emitters and good and bad absorbers of infra-red radiation.
Consequences of energy transfer / 3.6 / Core
Identify and explain some of the everyday applications and consequences of conduction, convection and radiation.
4 / General wave properties / 4.1 / Core
Describe what is meant by wave motion as illustrated by vibration in ropes and springs and by experiments using water waves.
4.2 / Use the term wave front.
4.3 / Give the meaning of speed, frequency, wavelength and amplitude
4.4 / Distinguish between transverse and longitudinal waves and give suitable examples.
4.5 / Describe the use of water waves to show:
– reflection at a plane surface
– refraction due to a change of speed
– diffraction produced by wide and narrow gaps
4.6 / Supplement
Recall and use the equation v = f λ.
4.7 / Interpret reflection, refraction and diffraction using wave theory.
5 / Light / 5.1 / Core
Reflection of light / Describe the formation of an optical image by a plane mirror, and give its characteristics.
5.2 / Use the law angle of incidence = angle of reflection.
5.3 / Supplement
Perform simple constructions, measurements and calculations.
Refraction of light / 5.4 / Core
Describe an experimental demonstration of the refraction of light.
5.5 / Use the terminology for the angle of incidence iand angle of refraction r and describe the passage of light through parallel-sided transparent material.
5.6 / Give the meaning of critical angle.
5.7 / Describe internal and total internal reflection.
5.8 / Supplement
Recall and use the definition of refractive index n in terms of speed.
5.9 / Recall and use the equation sin i/sin r = n.
5.10 / Describe the action of optical fibers particularly in medicine and communications technology.
Thin converging lens / 5.11 / Core
Describe the action of a thin converging lens on a beam of light.
5.12 / Use the terms principal focus and focal length.
5.13 / Draw ray diagrams to illustrate the formation of a real image by a single lens.
5.14 / Supplement
Draw ray diagrams to illustrate the formation of a virtual image by a single lens.
5.15 / Use and describe the use of a single lens as a magnifying glass.
6 / Dispersion of light / 6.1 / Core
Give a qualitative account of the dispersion of light as shown by the action on light of a glass prism.
Electromagnetic spectrum / 6.2 / Core
Describe the main features of the electromagnetic spectrum and state that alle.m. waves travel with the same high speed in vacuo.
6.3 / Describe the role of electromagnetic waves in:
–radio and television communications (radio waves)
– satellite television and telephones (microwaves)
–electrical appliances, remote controllers for televisions and intruder alarms (infrared)
– medicine and security (X-rays)
6.4 / Demonstrate an awareness of safety issues regarding the use of microwaves and X-rays.
6.5 / Supplement
State the approximate value of the speed of electromagnetic waves.
6.6 / Use the term monochromatic.
7 / Sound / 7.1 / Core
Describe the production of sound by vibrating sources
• Describe the longitudinal nature of sound waves
• State the approximate range of audible frequencies
7.2 / Show an understanding that a medium is needed to transmit sound waves
7.3 / Describe an experiment to determine the speed of sound in air
7.4 / Relate the loudness and pitch of sound waves to amplitude and frequency
7.5 / Describe how the reflection of sound may produce an echo
7.6 / Supplement
Describe compression and rarefaction
7.7 / State the order of magnitude of the speed of sound in air, liquids and solids
Electrical quantities / 8.1 / Core
Describe simple experiments to show the production and detection of electrostatic charges.
Electric charge
8.2 / State that there are positive and negative charges.
8.3 / State that unlike charges attract and that like charges repel.
8.4 / Describe an electric field as a region in which an electric charge experiences a force.
8.5 / Distinguish between electrical conductors and insulators and give typical examples.
8.6 / Supplement
State that charge is measured in coulombs.
8.7 / State the direction of lines of force and describe simple field patterns, including the field around a point charge and the field between two parallel plates.
8.8 / Give an account of charging by induction.
8.9 / Recall and use the simple electron model to distinguish between conductors and insulators.
Current / 8.10 / Core
State that current is related to the flow of charge.
8.11 / Use and describe the use of an ammeter.
Supplement
8.12 / Show understanding that a current is a rate of flow of charge and recall and use the equation I = Q/t.
8.13 / Distinguish between the direction of flow of electrons and conventional current.
9 / Electro-motive force / 9.1 / Core
State that thee.m.f. of a source of electrical energy is measured in volts.
9.2 / Supplement
Show understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit.
Potential difference / 9.3 / Core
State that the potential difference across a circuit component is measured in volts.
9.4 / Use and describe the use of a voltmeter.
10 / Resistance / 10.1 / Core
State that resistance = p.d./current and understand qualitatively how changes in p.d. or resistance affect current.
10.2 / Recall and use the equation R = V/I.
10.3 / Describe an experiment to determine resistance using a voltmeter and an ammeter.
10.4 / Relate (without calculation) the resistance of a wire to its length and to its diameter.
10.5 / Supplement
Recall and use quantitatively the proportionality between resistance and length, and the inverse proportionality between resistance and cross-sectional area of a wire.
Electrical energy / 10.6 / Supplement
Recall and use the equations.
P =IV and E = Ivt.
11 / Electric circuits / 11.1 / Core
Circuit diagrams / Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), lamps, ammeters, voltmeters, magnetising coils, transformers, bells, fuses and relays.
11.2 / Supplement
Draw and interpret circuit diagrams containing diodes and transistors.
Series and parallel circuits / 11.3 / Core
Understand that the current at every point in a series circuit is the same.
11.4 / Give the combined resistance of two or more resistors in series.
11.5 / State that, for a parallel circuit, the current from the source is larger than the current in each branch.
11.6 / State that the combined resistance of two resistors in parallel is less than that of either resistor by itself.
11.7 / State the advantages of connecting lamps in parallel in a lighting circuit.
11.8 / Supplement
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. across the supply.
11.9 / 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.
11.10 / Calculate the effective resistance of two resistors in parallel.
12 / Action and use of circuit components / 12.1 / Core
Describe the action of a variable potential divider (potentiometer).
12.2 / Describe the action of thermistors and light- dependent resistors and show understanding of their use as input transducers.
12.3 / Describe the action of a capacitor as an energy store and show understanding of its use in time- delay circuits.
12.4 / Describe the action of a relay and show understanding of its use in switching circuits.
12.5 / Supplement
Describe the action of a diode and show understanding of its use as a rectifier.
12.6 / Describe the action of a transistor as an electrically operated switch.
12.7 / Show understanding of transistor use in switching circuits.
12.8 / Recognise and show understanding of circuits operating as light sensitive switches and temperature-operated alarms (using a relay or a transistor).
Dangers of electricity / 12.9 / Core
state the hazards of:
– damaged insulation
– overheating of cables
– damp conditions
12.10 / Show an understanding of the use of fuses and circuit-breakers.
Conditions / 1. / May be on the job or in the ADVETI campus.

Assessment Guidelines

/ Students should be able to:
  • Solve multiple choice questions
  • Answer theory questions
  • Answer questions based on practical tasks

Assessment Overview / Assessment Name / Assessment Type / Weighting
Portfolio Tasks / 15 Activities (Major Assessment) / 20%
Investigation/Project / 3 Investigation (Minor Assessment) / 20%
CA Task / 6 Summative Tests (Minor Assessment) / 20%
Major Test / 3Exam (Major Assessment) / 40%

Workplace Health & Safety

/ Students should be aware of relevant health and safety issues in all situations, and demonstrate safe working practices at all times. Any serious omission will necessitate repeating the Course (or part thereof).
The workplace must comply with current workplace health and safety legislation.
Teacher Experience: /  Appropriate teaching experience

Teachers must be able to demonstrate current technical competence at the level of the course being delivered and assessed. Ideally the teacher should have at least 3 years current relevant teaching experience.

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