CfE Higher Content Check List
NAME: ______
CLASS: ______
Data Sheet
Relationships Required For Higher Physics
Periodic Table
Our Dynamic Universe(start:______end: ______)
Complete1 / Equations of Motion
eq / / / /
a) / I can use the equations of motion for objects with constant acceleration in a straight line. / / /
b) / I can identify information from motion-time graphs for motion with constant acceleration. / / /
c) / I can determine displacement, velocity and acceleration-time graphs and their interrelationship from graphs / / /
d) / I can interpret and draw graphs for bouncing objects and objects thrown vertically upwards / / /
e) / I can draw and interpret graphs restricted to constant acceleration in one dimension, inclusive of change of direction / / /
2 / Forces, energy and power
eq / W = mgF = maW = FdEp = mgh Ek = ½ mv2 E = Pt / / /
a) / I can label and identify balanced and unbalanced forces and interpret the consequences of motion due to both of these situations / / /
b) / I can identify and explain the effects of friction / / /
c) / I can identify and explain terminal velocity / / /
d) / I can identify and interpret the consequences of forces acting in one plane only. / / /
e) / I can analyse motion using Newton’s first and second laws. / / /
f) / I can identify and explain the consequences of frictional force as a vector quantity. Although I do not need to use reference to static and dynamic friction. / / /
g) / I can identify and explain tension as a pulling force exerted by a string or cable on another object. / / /
h) / I can interpret and produce velocity-time graphs of a falling object when air resistance is taken into account, including the effect of changing the area of cross-section of the falling object. / / /
i) / I can resolve a force into two perpendicular components. / / /
j) / I can determine the consequences of forces acting at an angle to the direction of movement. / / /
k) / I can resolve the weight of an object on a slope into a component acting down the slope and a component acting normal to the slope. / / /
l) / I can calculate and determine the effect of systems of balanced forces with forces acting in two dimensions. / / /
m) / I can explain and calculate work done, potential energy, kinetic energy and power in familiar and unfamiliar situations. / / /
n) / I can explain and identify situations using the conservation of energy. Potential energy, kinetic energy and power. / / /
3 / Collisions and explosions
eq / p = mvFt = mv - mu / / /
a) / I can explain and determine the conservation of momentum in one dimension including cases where the objects may move in opposite directions. / / /
b) / I can explain the role in kinetic energy in determining whether a collision is described as elastic and inelastic collisions. / / /
c) / I can identify and make calculations using explosions and Newton‘s third law. / / /
d) / I can explain and determine using the conservation of momentum in explosions in one dimension only. / / /
e) / I can draw and interpret force-time graphs during contact of colliding objects. / / /
f) / I can recognise and calculate impulse found from the area under a force-time graph. / / /
g) / I can explain and determine the equivalence of change in momentum and impulse / / /
h) / I can use Newton’s third law of motion. / / /
4 / Gravitation
eq / I can use the equation / / /
a) / I can work through problems and situations involving projectiles and satellites. / / /
b) / I can resolve the motion of a projectile with an initial velocity into horizontal and vertical components and their use in calculations. / / /
c) / I can compare the motion of projectiles with objects in free-fall. / / /
d) / I can explain and determine gravitational field strength of planets, natural satellites and stars. / / /
e) / I can calculate the force exerted on objects placed in a gravity field. / / /
f) / I can explain and use Newton’s Universal Law of Gravitation. / / /
5 / Special relativity
eq / / / /
a) / I can state the speed of light in a vacuum is the same for all observers, / / /
b) / I can explain the constancy of the speed of light which led Einstein to postulate that measurements of space and time for a moving observer are changed relative to those for a stationary observer. / / /
c) / I can explain and calculate length contraction and time dilation. / / /
6 / The expanding Universe
eq / v = Hod / / /
a) / I can explain and derive the Doppler effect as observed in sound and light. / / /
b) / It can explain why he Doppler effect causes shifts in wavelengths of sound and light. / / /
c) / I can explain how the light from objects moving away from us is shifted to longer (more red) wavelengths
d) / I can explain the redshift of a galaxy is the change in wavelength divided by the emitted wavelength. For slowly moving galaxies, redshift is the ratio of the velocity of the galaxy to the velocity of light. / / /
e) / I can explain that Hubble’s law shows the relationship between the recession velocity of a galaxy and its distance from us. / / /
f) / I can explain how Hubble’s law allows us to estimate the age of the Universe. / / /
g) / I can provide supported evidence for the expanding Universe. / / /
h) / I can use data to estimate the mass of a galaxy from the orbital speed of stars within it. / / /
i) / I can state that we can gain evidence for dark matter from observations of the mass of galaxies. / / /
j) / I can state that we can gain evidence for dark energy from the accelerating rate of expansion of the Universe. / / /
k) / I can explain how the temperature of stellar objects is related to the distribution of emitted radiation over a wide range of wavelengths. / / /
l) / I can explain how the wavelength of the peak wavelength of this distribution is shorter for hotter objects than for cooler objects.. / / /
m) / I can use qualitative relationship between radiation emitted per unit surface area per unit time and the temperature of a star / / /
k) / I can explain how Cosmic microwave background radiation gives evidence for the big bang and subsequent expansion of the universe. / / /
Units Prefixes and Scientific Notation
completeUnits, prefixes and scientific notation
a) / I know the units for all of the physical quantities used in this unit. / / /
b) / I can use the prefixes: include pico (p), nano (n), micro (μ), milli (m), kilo (k), mega (M), giga (G) and tera (T). / / /
c) / I can give an appropriate number of significant figures when carrying out calculations (This means that the final answer can have no more significant figures than the value with least number of significant figures used in the calculation). / / /
d) / I can use scientific notation when large and small numbers are used in calculations. / / /
Particles and Waves(start:______end: ______)
Complete1 / Standard Model
a) / I can give examples of orders of magnitude — the range of orders of magnitude of length from the very small (sub-nuclear) to the very large (distance to furthest known celestial objects). / / /
b) / I can give examples and explain the standard model of fundamental particles and interactions. / / /
c) / I can provide evidence for the sub-nuclear particles and the existence of antimatter. / / /
d) / I can explain terms such as fermions, the matter particles, consist of quarks (six types) and leptons (electron, muon and tau, together with their neutrinos). / / /
e) / I can state that hadrons are composite particles made of quarks. / / /
f) / I can state that baryons are made of three quarks, and mesons are made of quark-antiquark pairs. / / /
g) / I can identify the force-mediating particles which are bosons (photons, W- and Z-bosons, and gluons). / / /
h) / I can give a description of beta decay as the first evidence for the neutrino. / / /
2
/ Forces on charged particlesa) / I can explain and identify fields around charged particles and between charged parallel plates. / / /
b) / I can give examples of electric field patterns for single-point charges, systems of two-point charges and between parallel plates. / / /
c) / I can explain the movement of charged particles in an electric field. / / /
d) / I can explain and use the relationship between potential difference, work and charge which gives the definition of the volt. / / /
e) / I can explain and calculate the speed of a charged particle accelerated by an electric field. / / /
f) / I can state that a moving charge produces a magnetic field. / / /
g) / I can determine the direction of the force on a charged particle moving in a magnetic field for negative and positive charges (right-hand rule for negative charges). / / /
h) / I can explain, giving details of the basic operation of particle accelerators in terms of acceleration, deflection and collision of charged particles. / / /
3 / Nuclear reactions
a) / I can explain and use nuclear equations to describe radioactive decay, / / /
b) / I can explain and describe fission and fusion reactions with reference to mass and energy equivalence, including calculations. / / /
c) / I can explain coolant and containment issues in nuclear fusion reactors. / / /
4 / Wave particle duality
a) / I can state that the photoelectric effect is evidence for the particulate nature of light. / / /
b) / I can explain how photons of sufficient energy can eject electrons from the surface of materials. / / /
c) / I can explain and calculate the threshold frequency as the minimum frequency of a photon required for photoemission. / / /
d) / I can explain and calculate how the work function of the material is the minimum energy required to cause photoemission / / /
e) / I can determine the maximum kinetic energy of photoelectrons. / / /
5 / Interference and diffraction
a) / I can give the conditions for constructive and destructive interference. / / /
b) / I can explain that coherent waves have a constant phase relationship and have the same frequency, wavelength and velocity. / / /
c) / I can explain constructive and destructive interference in terms of phase between two waves. / / /
d) / I can explain and describe interference of waves using two coherent sources. / / /
e) / I can explain how maxima and minima are produced when the path difference between waves is a whole number of wavelengths or an odd number of half-wavelengths respectively. / / /
f) / I can explain and use the relationship between the wavelength, distance between the sources, distance from the sources and the spacing between maxima or minima. / / /
g) / I can explain and use the relationship between the grating spacing, wavelength and angle to the maxima. / / /
6 / Refraction of light
a) / I can state that the absolute refractive index of a material is the ratio of the sine of angle of incidence in vacuum (air) to the sine of angle of refraction in the material. / / /
b) / I can explain why the refractive index of air can be treated as the same as that of a vacuum. / / /
c) / I can provide and describe the consequences of situations where light travels from a more dense to a less dense medium. / / /
d) / I can calculate the refractive index from the ratio of speed of light in vacuum (air) to the speed in the material and the ratio of the wavelengths. / / /
e) / I can explain the variation of refractive index with frequency. / / /
f) / I can explain and describe how to find the critical angle and total internal reflection. / / /
7 / Spectra
a) / I can calculate and explain the terms irradiance and the inverse square law. / / /
b) / I can use the term irradiance as the power per unit area reaching a surface. / / /
c) / I can use the relationship between irradiance and distance from a point light source. / / /
d) / I can explain terms line and continuous emission spectra, absorption spectra and energy level transitions. / / /
e) / I can describe the Bohr model of the atom. / / /
f) / I can explain the movement of electrons between energy levels and the consequences of this movement. / / /
g) / I can correctly use the terms ground state, energy levels, ionisation and zero potential energy for the Bohr model of the atom. / / /
h) / I can explain the emission of photons due to movement of electrons between energy levels anddependence of photon frequency on energy difference between levels. / / /
i) / I can use the relationship between photon energy, Planck’s constant and photon frequency. / / /
j) / I can explain how absorption lines in the spectrum of sunlight provide evidence for the composition of the Sun’s upper atmosphere. / / /
Uncertainties
CompleteUncertainties
1. / Random and systematic uncertainty.
a) / I can identify that all measurements of physical quantities are liable to uncertainty. / / /
b) / I can express uncertainties in absolute or percentage form / / /
c) / I can identify random uncertainties occur when an experiment is repeated and slight variations occur / / /
d) / I can explain that scale reading uncertainty is a measure of how well an instrument scale can be read. / / /
e) / I can state that random uncertainties can be reduced by taking repeated measurements. / / /
g) / I can explain that systematic uncertainties occur when readings taken are either all too small or all too large. / / /
h) / I can recognise that systematic uncertainties can arise due to measurement techniques or experimental design. / / /
2. / Uncertainties and data analysis
i) / I can state that the mean of a set of readings is the best estimate of a ‘true’ value of the quantity being measured. / / /
j) / I can state the when systematic uncertainties are present, the mean value of measurements will be offset. / / /
k) / I can identify and calculate when mean values are used, the approximate random uncertainty should be calculated. / / /
l) / When an experiment is being undertaken and more than one physical quantity is measured, the quantity with the largest percentage uncertainty should be identified and this may often be used as a good estimate of the percentage uncertainty in the final numerical result of an experiment. / / /
m) / I can express the numerical result of an experiment in the form final value ±uncertainty. / / /
Electricity (start:______end: ______)
Complete1 / MONITORING AND MEASURING A.C.
eq / I can use / / /
a) / I can explain A.C. as a current which changes direction and instantaneous value with time. / / /
b) / I can use calculations involving peak and r.m.s. values. / / /
c) / I can determinethe frequency, peak voltage and r.m.s. values from graphical data. / / /
2 / Current, potential difference, power and resistance
Eq / / / /
Eq / / / /
a) / I can use relationships involving potential difference, current, resistance and power to analyse circuits even those that may involve several steps in the calculations. / / /
b) / I can correctly use calculations involving potential dividers circuits. / / /
3 / Electrical sources and internal resistance
Eq / / / /
a) / I can correctly use and explain the terms electromotive force, internal resistance and terminal potential difference. Ideal supplies, short circuits and open circuits. / / /
b) / I can determine internal resistance and electromotive force using graphical analysis. / / /
4 / Capacitors
Eq / / / /
a) / I can explain and use capacitors and the relationship between capacitance, charge and potential difference. / / /
b) / I can explain that the total energy stored in a charged capacitor is the area under the charge against potential difference graph.. / / /
bii) / I ca use the relationships between energy, charge, capacitance and potential difference / / /
c) / I can explain and show the variation of current and potential difference against time for both charging and discharging. / / /
d) / I can explain the effect of resistance and capacitance on charging and discharging curves. / / /
5 / Conductors, semiconductors and insulators
a) / I can categorise solids into conductors, semiconductors or insulators by their ability to conduct electricity. / / /
b) / The electrons in atoms are contained in energy levels. When the atoms come together to form solids, the electrons then become contained in energy bands separated by gaps. / / /
c) / I can explain that In metals, the highest occupied band is not completely full and this allows the electrons to move and therefore conduct. / / /
ii) / I can state that the highest occupied his band in a metal that is not completely full is known as the conduction band. / / /
d) / I can state that in an insulator, the highest occupied band (called the valence band) is full. / / /
ii) / I can explain how the first unfilled band above the valence band is the conduction band. / / /
iii) / I can explain that for an insulator, the gap between the valence band and the conduction band is large and at room temperature there is not enough energy available to move electrons from the valence band into the conduction band where they would be able to contribute to conduction.. / / /
iv) / I can explain there is no electrical conduction in an insulator / / /
e) / I can explain that in a semiconductor, the gap between the valence band and conduction band is smaller and at room temperature there is sufficient energy available to move some electrons from the valence band into the conduction band allowing some conduction to take place. / / /
ii) / I can explain why an increase in temperature increases the conductivity of a semiconductor. / / /
6 / p-n junctions
a) / I can explain that during manufacture, the conductivity of semiconductors can be controlled, resulting in two types: p-type and n-type. / / /
b) / I can explain that when p-type and n-type materials are joined, a layer is formed at the junction. The electrical properties of this layer are used in a number of devices. / / /
c) / I can explain how solar cells are p-n junctions designed so that a potential difference is produced when photons enter the layer. This is the photovoltaic effect. / / /
d) / I can explain that LEDs are forward biased p-n junction diodes that emit photons when electrons ‘fall’ from the conduction band into the valence band of the p-type semiconductor. / / /
Researching Physics Unit (start:______end: ______)
Provide Evidence for each section in your Log books / issue / date / complete / evidence1 / Outcome 1 /
a) / I have been issued with a research brief which allowsme to investigate the physics underlying a key area in more depth.
b) / The research brief contains a number of focus questions relating to key points of background information or physics theory which are likely to be unfamiliar to mewhen undertaking my Researching Physics Unit.
c) / The focus questions give a clear indication of the information I require.
d) / The information I require to answer the questions are readily available tome (e.g.using printed resources, video or audio materials, or from websites which can be identified by use of a search engine).
e) / I have not been provided with extracts from any of these sources compiled by a third party.
f) / Prior to undertaking the assessment of Outcome 1, I have experience of literature-based research (Special Relativity section).
g) / The literature based research has allowed me to be familiar with issues of reliability and they should be able to clearly state the source of the information they find.
2 / Outcome 2
h) / I have had experience of planning and carrying out practical investigative work.
i) / I am familiar with standard laboratory equipment enabling me to plan and carry out investigative practical work.
j) / My teachers has demonstrated unfamiliar equipment that may be useful in carrying out the practical work.
k) / When producing tables and graphs I know how numerical results should be recorded as appropriate
l) / When producing tables and graphs I use correct headings and axes are labelled and appropriate scales used.
m) / When drawing graphs I am able to produce lines of best fit to curves or straight lines.
n) / I am able to express relationships from graphs in the form y = mx + c as appropriate and can use the gradient and intercept on the y-axis to find m and c.
o) / I repeat my measurements as appropriate and calculate a mean value.
p) / I am able to estimate Scale-reading uncertainties and express these in absolute or percentage form.
q) / When measuring more than one physical quantity, I am able to identify the quantity with the largest percentage uncertainty and use this as an estimate of the percentage uncertainty in the final result.
r) / I can express my final numerical result of an experiment in the form: final value ± uncertainty
s) / I have experience of answering questions requiring me to demonstrate my ability to design and evaluate experimental procedures as these will form part of the external examination for this Course.
t) / I have experience of answering questions requiring me to demonstrate my ability to answer questions which test my ability to interpret experimental data as these can be examined during the external examination for this Course.
u) / I am familiar with the experimental techniques and basic laboratory apparatus whilst undertaking practical work associated with the Units of the Higher Physics Course.
v) / I have experience of undertaking the suggested activities indicated in the learning activities tables in the Course Support notes providing me with a rich variety of experimental and investigative experiences which would provide the background knowledge and experience allowing me to create appropriate experimental designs.
w) / In order to be able to evaluate the procedures and draw valid conclusions from experimental data, I have had an opportunity to analyse and discuss experimental data presented in a variety of formats.
x) / I feel ready to undertake the Researching Physics Unit as I have had ample opportunity to develop the skills required to undertake the activities in this Unit.
y) / I have completed an Outcome 1 which is assessed by a written and/or oral report of my findings.
z) / My report is the result of my individual research into one of the focus questions contained in the investigation brief.
i) / I have completed an extract or summary of information relevant to a focus question provided in the briefing document
ii) / I have mentioned at least two sources of relevant information. The precise format in which these reference sources are to be recorded is not prescribed and any format that would successfully allow the source to be retrieved by a third party is sufficient
iii) / I have taken an active part in planning, designing and carrying out a practical investigation.
iv) / My teacher has observed and discussed with me what active part I played in planning, designing and carrying out a practical investigation.
v) / I have completed the planning cycle which is likely to be completed overmore than one period.
vi) / I have modified my preliminary plan in the light of initial practical work. In this way, planning and carrying out can be viewed as an interactive cycle in which the strategy for carrying out the investigation is developed as the work is undertaken
vii) / I am able to identify my individual input into any task that I complete as part of a group.
J A HargreavesPage 1