Modern English School
Year 9 IGCSE Physics 2013-14
Term 1
Time Frame / Topic / Curriculumreference / objectives / Activities / Resources / Assessment
1 Lesson
3 lessons
2 lessons / Practical Skills / 1.1
1.4 / Introduce the students to IGCSE Physics and your expectations. The first lesson is to make sure that the students understand that scientists have agreed on SI units, prefixes and scientific notation.
Use and describe the use of rulers and measuring cylinders to determine a length or a volume. Use and describe the use of clocks and devices for measuring an interval of time.
Use and describe the use of a mechanical method for the measurement of a small distance measure and describe how to measure a short interval of time (including the period of a pendulum).
You can tell the pupils about micrometers, but it would be better to wait until Year 10 to discuss zero error and how to read them with skill.
Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation.
Describe the determination of the density of an irregularly shaped solid by the method of displacement and make the necessary calculation.
You have now done enough physics to introduce Paper 6 questions to the students. This can either be done as part of a lesson or as a homework. Remember that the students will have the past paper books at home which will contain the answers as well. / Hand out books, brainstorm and completing worksheets.
A circus of simple measuring experiments can work well here.
Explain to the students to measure a cylinder like a test-tube it is easier to use to wooden blocks and a ruler to measure its diameter.
It may be a good idea to tell the students the difference between analogue and digital display.
Simple activities such as wrapping a length of thread 10 times round a boiling tube, measuring the length of thread and then calculating the circumference of the tube, working out the thickness of paper by the thickness of the stack and timing 20 swings of a pendulum to find the period.
Stress the importance of reliable, precise and accurate results.
Simple experiments measuring mass and volume of a liquid and calculating density. Using a solid, finding volume from height, width and depth.
Extend to the displacement method (e.g. plasticine of different shapes in a measuring cylinder with water).
Stress the importance of reliable, precise and accurate results. This is a good opportunity to do some investigative work. This would be a good planning opportunity. / Worksheets and PowerPoint’s available on the S-drive. / End of unit test
1 lesson
1-2 lessons / Types of energy and energy transfers / 1.6a / These three lessons are to introduce energy.
Demonstrate an understanding that an object may have energy due to its motion or its position, and that energy may be transferred and stored. Give examples of energy in different forms, including kinetic, gravitational, chemical, strain, nuclear, internal, electrical, light and sound. Give examples of the conversion of energy from one form to another and of its transfer from one place to another. Apply the principle of energy conservation to simple examples.
Go over with the students that we generate electricity using fossil fuels. At that with these running out we require alternative sources of energy e.g. solar, wind, etc.
Introduce the Sankey diagram to the students. / A number of devices which convert energy from one form to another e.g. loudspeaker, steam engine, solar-powered motor, candle etc. can be used. A circus of simple experiments can be set up for students to identify the energy conversions.
Go over the very basic structure of a power station. / Worksheets and PowerPoint’s available on the S-drive.
Some unusual and fun energy change experiments http://littleshop.physics.colostate.edu/ click on ideas for teachers changes in energy Download .pdf document now / Video 23a ‘Science in Action’ is a good video on energy changes.
2 lesson / Thermal Physics
States of matter / 2.1a
2.1b / State the distinguishing properties of solids, liquids and gases.
Describe qualitatively the molecular structure of solids, liquids and gases. Interpret the temperature of a gas in terms of the motion of its molecules. Describe qualitatively the pressure of a gas in terms of the motion of its molecules. Describe qualitatively the effect of a change of temperature on the pressure of a gas at constant volume. Show an understanding of the random motion of particles in a suspension as evidence for the kinetic molecular model of matter. Describe this motion (sometimes known as Brownian motion) in terms of random molecular bombardment. / Use examples of phenomena that are explained by the particle theory to build up understanding e.g. diffusion in liquids, diffusion of gases (bromine in air – fume cupboard required), crystal structure etc. Students should observe Brownian motion e.g. using the ‘smoke cell’ experiment. Models should be used to illustrate as much as possible (e.g. crystal model).
This needs to be set-up beforehand. / Worksheets and PowerPoint’s available on the S-drive.
This site has a good JAVA Applet that shows diffusion. http://www.geocities.com/piratord/browni/Difus.html Brownian motion is well illustrated on this site. http://www.phys.virginia.edu/classes/109N/more_stu ff/Applets/ Click on Einstein's Explanation of Brownian Motion.
2 lessons / Evaporation / 2.1c / Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid. Relate evaporation and the consequent cooling.
Demonstrate an understanding of how temperature, surface area and draught over a surface influence evaporation. / Simple demo: Acetone (propanone) on the skin.
An investigation into the factors affecting rate of evaporation.
This is a good opportunity to do some investigative work. This would be a good planning opportunity.
Mention how refrigerators use the cooling effect of evaporation. / Worksheets and PowerPoint’s available on the S-drive. / Lab report
1 lesson / Heating gases / 2.1d / Relate the change in temperature of a gas to change in pressure applied to the gas at constant volume.
The use of p1/T1=p2/T2
Understanding of the Kelvin scale and absolute zero. / You could demonstrate temperature and volume change using a round bottom flask (containing air) and a capillary tube (containing a small amount of coloured liquid). Warm the air and the coloured liquid will rise. Or you can turn it upside down, so the capillary tube is in the water and you can see bubbles in the water.
This is a good opportunity to reinforce graph drawing skills. / Worksheets and PowerPoint’s available on the S-drive.
Use of data loggers to record data from demos and students to use data in Excel to produce graphs.
A good simulation on PHETT Physics on the network to get ideal results.
3 lessons / Thermal expansion of solids, liquids and gases
Measurement of Temperature / 2.2(a)
2.2(b) / Describe qualitatively the thermal expansion of solids, liquids and gases. Identify and explain some of the everyday applications and consequences of thermal expansion. Describe qualitatively the effect of a change of temperature on the volume of a gas at constant pressure.
Show an appreciation of the relative order of magnitude of the expansion of solids, liquids and gases.
Demonstrate understanding of sensitivity, range and linearity. Describe the structure of a thermocouple and show understanding of its use for measuring high temperatures and those which vary rapidly. / Experiments to show expansion of a metal rod and the ‘bar breaker’ demonstration. Bi-metallic strips. A large round bottom flask filled with (coloured) water and fitted with a long glass tube shows expansion of the water when heated gently. The ‘fountain’ experiment shows the expansion of air and brings in good discussion of the effect of pressure difference to stretch the more able students.
The calibrating a thermometer using ice and steam as a class practical.
A simple thermocouple can be constructed and used. / Worksheets and PowerPoint’s available on the S-drive.
Video 13a on network ‘Heat and Temperature’
2 lessons / Specific heat capacity / 2.2c / Describe an experiment to measure the specific heat capacity of a substance.
Use the equation Q=mc∆T / This can be extended to a quantitative determination of specific heat capacity. A good practical is finding the specific heat capacities of different metal blocks using an electric heating element. The pupils will need voltmeters and ammeters to work out the power. They will also need a stopwatch so they can calculate the energy supplied.
A good opportunity to analyse results. / Worksheets and PowerPoint’s available on the S-drive. / A good point to give practice in paper 3 question4
2 lessons / Melting/boiling and latent heat / 2.2d / State the meaning of melting point and boiling point. Describe condensation and solidification.
Distinguish between boiling and evaporation Use the term latent heat and give a molecular interpretation of latent heat. Describe an experiment to measure specific latent heats for steam and for ice.
Use E=Lm / Heating and cooling curves can be plotted from experimental readings using data loggers. Stress the advantages of using them.
This is a good opportunity to reinforce graph drawing skills.
Experimental determination of latent heat of ice. This is a good opportunity to do some investigative work. This would be a good planning opportunity. The pupils will need voltmeters and ammeters to work out the power. They will also need a stopwatch so they can calculate the energy supplied. / Worksheets and PowerPoint’s available on the S-drive.
4 lessons / Conduction, convection and radiation / 2.3a
2.3b
2.3c
2.3d / Describe experiments to demonstrate the properties of good and bad conductors of heat.
Give a simple molecular account of the heat transfer in solids.
Relate convection in fluids to density changes and describe experiments to illustrate convection.
Identify infra-red radiation as part of the electromagnetic spectrum.
Describe experiments to show good and bad emitters/absorbers of radiation.
Identify and explain some of the everyday applications and consequences of conduction, convection and radiation. / Simple experiments to compare thermal conductivity e.g. using metal conductivity rods, ice cube on metal/insulator.
Thermometers wrapped in foil, black paper and white paper.
Ice cube in the bottom of a boiling tube that doesn’t melt if heated from the top.
Stress the importance of reliable, precise and accurate results. Students could evaluate all the different experiments.
Potassium permanganate demo.
Lesley’s cube
Use data loggers. Stress the advantages of using them.
A thermos flask is a good example here.
How houses are insulated against heat loss / Worksheets and PowerPoint’s available on the S-drive.
Education using PowerPoint has some good animations and everyday examples. / End of Unit test
Term 2
Time Frame / Topic / Curriculumreference / objectives / Activities / Resources / Assessment
2 lessons / Mass
/Weight / 1.3 / Show familiarity with the idea of the mass of a Body. State that weight is a force. Demonstrate understanding that weights (and hence masses) may be compared using a balance.
Demonstrate an understanding that mass is a property which ‘resists’ change in motion. Describe, and use the concept of, weight as the effect of a gravitational field on a mass.
W = mg / It is useful to ensure that students have a feeling for the sizes of forces (in N) by asking them to estimate (e.g. weight of a laboratory stool, force required to open a drawer) and then to measure using a spring (Newton) balance. Similarly, estimation and measurement of masses (in g and kg).
Use some ‘novelty’ demonstrations (e.g. pulling a sheet of paper from under a mass, without moving the mass) to show the idea of inertia. / There is much on this site about gravity, particularly to stretch the more able students. http://www.curtin.edu.au/curtin/dept/physsci/gravity/index2.htm
Worksheets and PowerPoint’s available on the S-drive.
6 lessons / Speed and Acceleration / 1.2 / Define speed and calculate speed from total distance/ total time
plot and interpret a speed/time graph
recognise from the shape of a speed/time graph when a body is
(a) at rest,
(b) moving with constant speed,
(c) moving with changing speed calculate the area under a speed/time graph to determine the distance travelled for motion with constant acceleration
demonstrate some understanding that acceleration is related to changing speed
State that the acceleration of free fall for a body near to the Earth is constant.
Distinguish between speed and velocity Recognise linear motion for which the acceleration is constant and calculate the acceleration.
Recognise motion for which the acceleration is not constant.
Describe qualitatively the motion of bodies falling in a uniform gravitational field with and without air resistance (including reference to terminal velocity). / Work with trolleys using ticker tape or light gates to produce speed/time graphs for constant speed and constant acceleration.
This is a good opportunity to reinforce graph drawing skills.
Although not specifically part of the syllabus work on thinking distance and braking distance of cars related to safety is useful and relevant here. Internet research project and PowerPoint presentations on road safety.