Edexcel IGCSE 2009 Science (Double Award) - 4SC0



Edexcel IGCSE 2009 Science (Double Award) – 4SC0

Editable scheme of work

Practical support to help you deliver this Edexcel specification

Scheme of work

This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable Word format to make adaptation as easy as possible. (Please note: the single science specifications comprise two papers: Paper 1 assesses only content which is not in bold, and Paper 2 assesses all content including content in bold.)

Other course planning support

You will find other support for planning the course in the Teacher Support Materials. This is a free downloadable resource that you can access at igcse2009

Teaching resource exemplars

The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.

Other Edexcel teaching resources

• Student Books – full colour textbooks matched to the specification.

• ActiveBook – a digital copy of the Student Book in the back of every copy.

• Double Award Student Guide – provides a complete guide to using the Edexcel IGCSE Biology, Chemistry and Physics Student Books to teach or study Science Double Award.

• Revision Guides – help students prepare for their exams.

Further details can be found at

Edexcel Subject Advisors

Edexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email or phone.

Email: ScienceSubjectAdvisor@edexcelexperts.co.uk

Telephone: 0844 576 0037

Edexcel additional support

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Health and safety

The practicals and experiments suggested within the Scheme of Work are those which we believe are not banned or restricted in any way and are still currently used in most schools and colleges.

The IGCSE encourages experimental work with the assessment of investigative skills being made in the written examinations.

We advise teachers and technicians to discuss the merits of the suggested practicals when deciding which to carry out and how they will be carried out. For example, will it be demonstrated by the teacher or technician, or conducted by students themselves either individually or in small groups, under the guidance and direction of the teacher.

You may have ideas for practical work which we have not suggested but would work equally well.

As in all practical work, a risk assessment is expected as part of good health and safety practice in all centres and we understand that many schools and colleges refer to the CLEAPSS service: for guidance and support in conducting science practical work.

Websites

There are links to relevant websites in this scheme of work. In order to ensure that the links are up-to-date, that the links work, and that the sites are not inadvertently linked to sites that could be considered offensive, we also have made the links available on our website at pearsonhotlinks.co.uk. If you find that a link from the scheme of work no longer works, please go to the pearsonhotlinks site, where you can also report if a link needs fixing.  Search for this title Edexcel IGCSE Science Double Award or ISBN 9780435046774.

Edexcel IGCSE in Science (Double Award) (4SC0)

Physics

The number of guided learning hours required for this Double Award qualification is 240–280 for all three sciences (80–100 hours for each individual science). This equates to approximately 1.5 hours per week over 60 weeks (for each science) and reflects how centres will use time for practical activities differently. Guided Learning Hours are all the times when a teacher is present to give guidance.

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Section 1: Forces and motion |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 1–3, 10 and 57 |

| |a) Units | |Re-arrange formulae and convert different units, e.g. m/s|Distance–time graphs: ActiveBook Page 3, animation |

| |b) Movement and position |1.1 use the following units: kilogram (kg), metre (m), |to km/h, and carry out calculations. | |

| | |metre/second (m/s), metre/second2 (m/s2), newton (N), |Plot and interpret distance–time graphs. |Longman Physics Homework for Edexcel IGCSE Pages 7 and 8 |

| | |second (s), newton per kilogram (N/kg). |Explain how to find the distance of a thunderstorm and | |

| | | |why the method works. |General links for materials for all physics topics: |

| | |1.2 understand and use distance–time graphs |Explain how police speed cameras measure instantaneous |The Physics Teacher: Junior Cert Physics |

| | | |and average speed. |The Physics Teacher: Leaving Cert Physics |

| | |1.3 recall and use the relationship between average |Research speed records for sports, escape speed for | |

| | |speed, distance moved and |rockets, speed of sound in different gases. | |

| | |time: average speed = distance moved/time taken |Class practical: | |

| | | |Determine average speed of cars/ bicycles on the road. | |

| | | |Determine average speed of a ball bearing or toy car | |

| | | |across the floor/table. | |

| | | |Investigate how the slope of a ramp affects the average | |

| | | |speed of a ball bearing travelling down the ramp. | |

|2 |Section 1: Forces and motion |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 3–9, 10 and 57 |

| |b) Movement and position | |Plot and interpret velocity–time graphs. |Velocity–time graphs: ActiveBook Page 7, animation |

| | |1.4 recall and use the relationship between acceleration,|Class practical: | |

| | |velocity and time: |Construct velocity–time graphs for different situations. |Longman Physics Homework for Edexcel IGCSE Page 9 |

| | |acceleration = change in velocity/time taken | | |

| | |a = (v – u)/t | | |

| | | |Demonstration: | |

| | |1.5 interpret velocity–time graphs |Use of electronic timers and low friction tracks to | |

| | | |measure velocity at two positions and the time between | |

| | |1.6 determine acceleration from the gradient of a |them, hence acceleration, or video of similar experiment.| |

| | |velocity–time graph | | |

| | | |Use of data logger with position sensor and trolley or | |

| | |1.7 determine the distance travelled from the area |ball to display graphs immediately. | |

| | |between a velocity–time graph and the time axis. | | |

|3 |Section 1: Forces and Motion |Students will be assessed on their ability to: |Class practical: |Edexcel IGCSE Physics Student Book Pages 12–18, 21 and 57|

| |c) Forces, movement, shape and | |Investigate the forces required to slide blocks along | |

| |momentum |1.8 express a force as a push or pull of one body on |different surfaces, with differing amounts of friction. |Longman Physics Homework for Edexcel IGCSE Pages 10 and |

| | |another | |11 |

| | | | | |

| | |1.9 identify various types of force (e.g. gravitational, | |Video clips: |

| | |electrostatic, etc.) | |(a) Balanced and unbalanced forces 1 |

| | | | |(b) Overcoming friction |

| | |1.10 understand that friction is a force that opposes | |(c) Balanced and unbalanced forces 2 |

| | |motion | |(d) How is friction created? |

| | | | |(e) Reducing friction on ice |

|4 |Section 1: Forces and motion |Students will be assessed on their ability to: |Class practical: |Edexcel IGCSE Physics Student Book Pages 23–26, 33 and 57|

| |c) Forces, movement, shape and | |Investigate the relationship between force, mass and |Force, mass and acceleration: ActiveBook Page 25, |

| |momentum |1.11 recall and use the relationship between unbalanced |acceleration. |animation |

| | |force, mass and acceleration: force = mass × acceleration|Investigate how the mass of an object affects its | |

| | |F = m × a |acceleration when subjected to a constant force (use |Longman Physics Homework for Edexcel IGCSE Pages 10, 11 |

| | | |margarine tub propelled by an elastic band). |and 13 |

| | | | | |

| | | | |Video clip: |

| | | | |(a) Acceleration and force |

|5 |Section 1: Forces and motion |Students will be assessed on their ability to: |Class practical: |Edexcel IGCSE Physics Student Book Pages 29–31, 32 and 57|

| |c) Forces, movement, shape and | |Investigate terminal velocity, using cake cups or | |

| |momentum |1.12 recall and use the relationship between weight, mass|parachutes made from bin liners. |Longman Physics Homework for Edexcel IGCSE Page 15 |

| | |and g: weight = mass × g |Investigate the terminal velocity of ball bearing falling| |

| | |W = m × g |through oil or glycerol. |Video clips: |

| | | |Demonstration: |(a) Which falls faster? |

| | |1.13 describe the forces acting on falling objects and |Show that a feather and coin fall at the same rate in an |(b) Why does a human have a different terminal velocity |

| | |explain why falling objects reach a terminal velocity |evacuated tube. |to a mouse? |

| | | | |(c) How the shape of an object affects frictional force |

| | | | |(d) Balance in zero gravity |

| | | | |(e) Zero gravity flight |

| | | | |(f) Launching a model astronaut |

|6 |Section 1: Forces and motion |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 26–28, 32 and 57|

| |c) Forces, movement, shape and | |Use Highway Code to investigate stopping distances. |Hammer and feather dropping on the Moon: ActiveBook Page |

| |momentum |1.14 describe the factors affecting vehicle stopping |Class practical: |28, video clip |

| | |distance including speed, mass, road condition and |Investigate the stopping distance of ball bearings or toy|Stopping distance: Page 26, animation |

| | |reaction time |cars on different surfaces. |Terminal velocity: Page 30, animation |

| | | | | |

| | | | |Longman Physics Homework for Edexcel IGCSE Pages 13 and |

| | | | |14 |

| | | | | |

| | | | |Video clips: |

| | | | |(a) The risks of driving when tired |

| | | | |(b) Crash Test: 2008 Smart Car ForTwo |

|7 |Section 1: Forces and motion |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| | | |Progress test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

|8 |Section 1: Forces and motion |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 42–47, 48 and 57|

| |c) Forces, movement, shape and | |Complete examples using moments formula. |Stability and toppling: ActiveBook Page 46, animation |

| |momentum |1.15 recall and use the relationship between the moment |Discuss the moment exerted by steering wheels, | |

| | |of a force and its distance from the pivot: |handlebars, crowbars, screwdrivers to remove the lid from|Longman Physics Homework for Edexcel IGCSE Page 16 |

| | |moment = force × perpendicular distance from the pivot |a tin of paint, and nutcrackers. | |

| | | |Class practical: | |

| | |1.16 recall that the weight of a body acts through its |Simple experiment with pivoted half-metre rule and small | |

| | |centre of gravity |known masses to establish principle of moments. | |

| | | |Create a seesaw weighing device. | |

| | | | | |

| | | | | |

| | | |Demonstration: | |

| | | |Show how difficult it is to open a door as the force | |

| | | |applied moves closer to the hinges. | |

|9 |Section 1: Forces and motion |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 18–20, 22 and 57|

| |c) Forces, movement, shape and | |Complete examples including calculations. | |

| |momentum |1.17 describe how extension varies with applied force for|Class practical: |Longman Physics Homework for Edexcel IGCSE Page 12 |

| | |helical springs, metal wires and rubber bands |Determination of the force–extension graphs for a metal | |

| | | |and a helical spring by suspension of masses. | |

| | |1.18 recall that the initial linear region of a | | |

| | |force–extension graph is associated with Hooke’s law | | |

|10 |Section 1: Forces and motion |Students will be assessed on their ability to: |Activities: |Longman Physics Homework for Edexcel IGCSE Page 12 |

| |c) Forces, movement, shape and | |Complete examples including calculations. | |

| |momentum |1.19 associate elastic behaviour with the ability of a |Class practical: | |

| | |material to recover its original shape after the forces |Determination of the force–extension graphs for a rubber | |

| | |causing deformation have been removed. |band by suspension of masses. | |

| | | |Demonstration: | |

| | | |Stretch helical spring to show elastic deformation. | |

| | | |Stretch warm strip of toffee to show plastic deformation.| |

| | | |Load copper wire to breaking, showing plastic | |

| | | |deformation, noting when copper starts to ‘neck’. | |

|11 |Section 1: Forces and motion |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 49–55, 56 and 58|

| |d) Astronomy | |Complete examples including calculations. |How Hubble works: ActiveBook Page 52, video clip |

| | |1.20 recall that the moon orbits the Earth and that some |Research different comets. |Ellipses and orbits: Page 49, animation |

| | |planets also have moons |Class practical: | |

| | | |Use falling ball bearing to determine a value for g, |Solar System Exploration: Comets |

| | |1.21 understand gravitational field strength, g, and |dropping it from different heights. | |

| | |recall that it is different on other planets and the moon| | |

| | |from that on the Earth |Demonstration: |Video clips: |

| | | |Whirl a large bung attached to string around head in a |(a) Gravity and air resistance on the Moon |

| | |1.22 explain that gravitational force: |horizontal circle. Get a student to note how many |(b) NASA scientists may have found 1000 new planets |

| | |causes the planets to orbit the sun |rotations the bung completes in 10 s. Repeat for a | |

| | |causes the moon and artificial satellites to orbit the |variety of orbit diameters. | |

| | |Earth |Video clips: | |

| | |causes comets to orbit the sun |(a) Gravity and air resistance on the Moon | |

| | | |(b) NASA scientists may have found a 1000 new planets | |

| | |1.23 use the relationship between orbital speed, orbital | | |

| | |radius and time period: | | |

| | |orbital speed = (2 × π × orbital radius)/time period | | |

| | |v = (2 × π × r)/t | | |

| | | | | |

| | |1.24 describe how the orbit of a comet differs from that | | |

| | |of a planet | | |

| | | | | |

| | |1.25 recall that the solar system is part of the Milky | | |

| | |Way galaxy: | | |

| | |describe a galaxy as a large collection of billions of | | |

| | |stars | | |

| | |state that the universe is a large collection of billions| | |

| | |of galaxies. | | |

|12 |Section 1: Forces and motion |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| | | |End of Section test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

|13 |Section 2: Electricity |Students will be assessed on their ability to: |Class practical: |Edexcel IGCSE Physics Student Book Pages 59–63, 65 and 89|

| |a) Units | |Vary the p.d. (voltage) across a light bulb. Calculate | |

| |b) Mains electricity |2.1 use the following units: ampere (A), coulomb (C), |the power of the bulb at different p.d.’s. |Longman Physics Homework for Edexcel IGCSE Pages 17, 18 |

| | |joule (J), ohm (Ω), second |Demonstration: |and 19 |

| | |(s), volt (V), watt (W). |Look at barrel fuses and circuit breakers. | |

| | | |Use wire wool as part of a circuit containing light bulbs|Video clips: |

| | |2.2 recall the hazards of electricity including frayed |to model a fuse. |(a) An introduction to electricity |

| | |cables, long cables, damaged plugs, water around sockets,| |(b) Electric shocks |

| | |and pushing metal objects into sockets | | |

| | | | | |

| | |2.3 describe the uses of insulation, double insulation, | | |

| | |earthing, fuses and circuit breakers in a range of | | |

| | |domestic appliances | | |

| | | | | |

| | |2.4 know some of the different ways in which electrical | | |

| | |heating is used in a variety of | | |

| | |domestic contexts | | |

| | | | | |

| | |2.5 understand that a current in a resistor results in | | |

| | |the electrical transfer of energy and an increase in | | |

| | |temperature | | |

|14 |Section 2: Electricity |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 63–64, 65 and 89|

| |b) Mains electricity | |Complete examples including calculations involving | |

| | |2.6 recall and use the relationship: |electrical power. |Longman Physics Homework for Edexcel IGCSE Page 19 |

| | |power = current × voltage |Class practical: | |

| | |P = I × V |Investigate the power consumption of low-voltage | |

| | |and apply the relationship to the selection of |electrical items. | |

| | |appropriate fuses | | |

|15 |Section 2: Electricity |Students will be assessed on their ability to: |Look at the trace from a signal generator (a.c.) and a |Edexcel IGCSE Physics Student Book Pages 64, 65 and 89 |

| |b) Mains electricity | |battery (d.c.), using a CRO. |Electrical energy: ActiveBook Page 64, animation |

| | |2.7 use the relationship between energy transferred, | | |

| | |current, voltage and time: | |Longman Physics Homework for Edexcel IGCSE Page 19 |

| | |energy transferred = current × voltage × time | | |

| | |E = I × V × t | |(a) Direct current vs alternating current |

| | | | | |

| | |2.8 recall that mains electricity is alternating current | | |

| | |(a.c.) and understand the difference | | |

| | |between this and the direct current (d.c.) supplied by a | | |

| | |cell or battery | | |

|16 |Section 2: Electricity |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 74–79 and 82–87,|

| |c) Energy and potential | |Complete examples including calculations. |80, 88 and 89 |

| |difference in circuits |2.9 explain why a series or parallel circuit is more |Class practical: |Using a LDR: ActiveBook Page 84, animation |

| | |appropriate for particular applications, including |Determine the resistance of different arrangements of |Using a thermistor: Page 84, animation |

| | |domestic lighting |resistors of known resistance. | |

| | | |Investigate how the resistance of a LDR varies with light|Longman Physics Homework for Edexcel IGCSE Pages 22, 23, |

| | |2.10 understand that the current in a series circuit |intensity. |24, 25 and 26 |

| | |depends on the applied |Investigate how the resistance of a thermistor varies | |

| | |voltage and the number and nature of other components |with temperature. | |

| | | |Investigate how the resistance of a pressure sensor |Video clip: |

| | |2.11 describe how current varies with voltage in wires, |varies with pressure. |(a) Series and parallel circuits |

| | |resistors, metal filament lamps and diodes, and how this |Demonstration: | |

| | |can be investigated experimentally |Use LED’s to show the passage of current through a | |

| | | |circuit. | |

| | |2.12 describe the qualitative effect of changing |Video clip: | |

| | |resistance on the current in a circuit |(a) Series and parallel circuits. | |

| | | | | |

| | |2.13 describe the qualitative variation of resistance of | | |

| | |LDRs with illumination and of thermistors with | | |

| | |temperature | | |

| | | | | |

| | |2.14 know that lamps and LEDs can be used to indicate the| | |

| | |presence of a current in a circuit | | |

|17 |Section 2: Electricity |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 82–87, 88 and 89|

| |c) Energy and potential | |Complete examples including calculations involving V = I | |

| |difference in circuits |2.15 recall and use the relationship between voltage, |× R. |Longman Physics Homework for Edexcel IGCSE Pages 22, 23, |

| | |current and resistance: |Class practical: |24, 25 and 26 |

| | |voltage = current × resistance |Plot voltage–current characteristic graphs for a wire, a | |

| | |V = I × R |resistor, a light bulb and a diode. Note that the |Video clip: |

| | | |gradient is equal to the resistance. |(a) Resistance in a circuit |

| | | |Demonstration: | |

| | | |Use a camera flash to show how a relatively small charge | |

| | | |produces a large current when discharged in a short | |

| | | |length of time. | |

|18 |Section 2: Electricity |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 66–72, 74–75, |

| |c) Energy and potential | |Complete examples including calculations involving Q = I |73, 88 and 89 |

| |difference in circuits |2.16 understand that current is the rate of flow of |× t. | |

| |d) Electric charge |charge |Research into dangers of electrostatic charges, e.g. when|Longman Physics Homework for Edexcel IGCSE Pages 20 and |

| | | |refuelling aircraft and tankers. |21 |

| | |2.17 recall and use the relationship between charge, |Research uses of electrostatic charges. | |

| | |current and time: |Discuss design of cables and use of insulation for |Video clips: |

| | |charge = current × time |safety. |(a) Electrostatics: types of charge |

| | |Q = I × t |Class practical: |(b) The dangers of electricity |

| | | |Use plastic rulers and pens charged by rubbing on a |(c) Generating high voltages using a Wimshurst machine |

| | |2.18 identify common materials which are electrical |jersey to pick up tiny pieces of paper, | |

| | |conductors or insulators, |Rub polythene and acetate rods to charge them and then | |

| | |including metals and plastics |see the effect on a stream of water from a tap. | |

| | | |Investigate forces between charges. | |

| | |2.19 recall that electric current in solid metallic |Demonstration: | |

| | |conductors is a flow of negatively charged electrons |Use a Wimshurst machine and a Van de Graaf generator to | |

| | | |generate sparks and make hair stand on end. | |

|19 |Section 2: Electricity |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| | | |End of Section test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

|20 |Section 3: Waves |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 91–94, 98 and |

| |a) Units | |Complete examples including calculations. |126 |

| |b) Properties of waves |3.1 use the following units: degree (o), hertz (Hz), |Pupils label a diagram of a wave and use a ruler to | |

| | |metre (m), metre/second (m/s), second (s). |measure amplitude and wavelength. |Longman Physics Homework for Edexcel IGCSE Pages 27 and |

| | | |Demonstration: |28 |

| | |3.2 describe longitudinal and transverse waves in ropes, |Show transverse and longitudinal waves using a slinky, | |

| | |springs and water where appropriate |changing frequency and identifying wavelength. |Video clip: |

| | | |Use a row of students to show a transverse wave (as a |(a) Transverse and longitudinal waves |

| | |3.3 state the meaning of amplitude, frequency, wavelength|Mexican wave) and a longitudinal wave. | |

| | |and period of a wave |Video clip: | |

| | | |(a) Transverse and longitudinal waves. | |

| | |3.4 recall that waves transfer energy and information | | |

| | |without transferring | | |

| | |matter | | |

| | | | | |

| | |3.5 recall and use the relationship between the speed, | | |

| | |frequency and wavelength of a wave: | | |

| | |wave speed = frequency × wavelength | | |

| | |v = f × λ | | |

|21 |Section 3: Waves |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 93–97, 98 and |

| |b) Properties of waves | |Complete examples including calculations involving v = f |126 |

| | |3.6 use the relationship between frequency and time |× λ and f = 1/T for sound and electromagnetic waves. | |

| | |period: |Class practical: |Longman Physics Homework for Edexcel IGCSE Pages 27 and |

| | |frequency = 1/time period |Investigate how the depth of a shallow tank affects the |28 |

| | |f = 1/T |speed of waves generated by lifting the end of the tank. | |

| | | | | |

| | |3.7 use the above relationships in different contexts | | |

| | |including sound waves and electromagnetic waves | | |

|22 |Section 3: Waves |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 99–103, 106 and |

| |c) The electromagnetic spectrum | |Complete examples. |126 |

| | |3.8 understand that light is part of a continuous |Investigate the areas beyond the visible spectrum, such | |

| | |electromagnetic spectrum which includes radio, microwave,|as the work of Herschel and Ritter in discovering IR and |Longman Physics Homework for Edexcel IGCSE Page 29 |

| | |infrared, visible, ultraviolet, x-ray and gamma ray |UV respectively. | |

| | |radiations and that all these waves travel at the same | |Video clips: |

| | |speed in free space | |(a) The electromagnetic spectrum |

| | | | |(b) Gamma rays |

| | |3.9 recall the order of the electromagnetic spectrum in | |(c) Medical uses of X-rays |

| | |terms of decreasing wavelength | |(d) UVA |

| | |and increasing frequency, including the colours of the | |(e) Medical uses of visible light |

| | |visible spectrum | |(f) Infrared |

| | | | |(g) Microwaves |

| | | | |(h) Radio waves |

|23 |Section 3: Waves |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 101–103, 106 and|

| |c) The electromagnetic spectrum | |Complete a poster of the electromagnetic spectrum or a |126 |

| | |3.10 recall some of the uses of electromagnetic |poster dealing with one particular region of the | |

| | |radiations, including: |spectrum. |Longman Physics Homework for Edexcel IGCSE Page 30 |

| | |radio waves: broadcasting and communications |Investigate the absorption of light by translucent | |

| | |microwaves: cooking and satellite transmissions |materials in order to simulate x-ray absorption. |Video clip: |

| | |infrared: heaters and night vision equipment | |(a) Uses of electromagnetic waves |

| | |visible light: optical fibres and photography | | |

| | |ultraviolet: fluorescent lamps | | |

| | |x-rays: observing the internal structure of objects and | | |

| | |materials and medical applications | | |

| | |gamma rays: sterilising food and medical equipment | | |

| | | | | |

| | |3.11 recall the detrimental effects of excessive exposure| | |

| | |of the human body to electromagnetic waves, including: | | |

| | |microwaves: internal heating of body tissue | | |

| | |infrared: skin burns | | |

| | |ultraviolet: damage to surface cells and blindness | | |

| | |gamma rays: cancer, mutation | | |

|24 |Section 3: Waves |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 107–108, 116 and|

| |d) Light and sound | |Complete examples involving ray diagrams and reflection. |126 |

| | |3.12 recall that light waves are transverse waves which |Class practical: | |

| | |can be reflected and refracted |Use a plane mirror and ray box to measure a number of |Longman Physics Homework for Edexcel IGCSE Pages 31 and |

| | | |angles of incidence and corresponding angles of |32 |

| | |3.13 recall that the angle of incidence equals the angle |reflection. Plot graph of angle of reflection against | |

| | |of reflection |angle of incidence. |Video clip |

| | | |Demonstration: |(a) Lateral inversion |

| | |3.14 construct ray diagrams to illustrate the formation |Show the difference between real and virtual images. | |

| | |of a virtual image in a plane mirror |Video clip: | |

| | | |(a) Lateral inversion. | |

|25 |Section 3: Waves |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| | | |Progress test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

|26 |Section 3: Waves |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Student Book Pages 109–115, 116 and|

| |d) Light and sound | |Complete examples including calculations involving n = |126 |

| | |3.15 describe experiments to investigate the refraction |sin i/sin r. |Refraction of waves: ActiveBook Page 109, animation |

| | |of light, using rectangular blocks, semicircular blocks |Class practical: |Total internal reflection and optical fibres: refraction:|

| | |and triangular prisms |Use rectangular glass or Perspex blocks to determine the |Page 113, animation |

| | | |angle of incidence and corresponding angle of refraction | |

| | |3.16 recall and use the relationship between refractive |for a number of light rays. Plot a graph of angle of | |

| | |index, angle of incidence and angle of refraction: n = |incidence against angle of refraction to obtain value of |Longman Physics Homework for Edexcel IGCSE Page 32 |

| | |sin i/sin r |gradient (refractive index). | |

| | | |Investigate models to show refraction, such as toy cars |Refraction applet from Internet, e.g. walter-fendt |

| | |3.17 describe an experiment to determine the refractive |travelling into a region of sand. | |

| | |index of glass, using a glass block |Investigate the behaviour of converging lenses, including|Video clip: |

| | | |real and virtual images. |(a) Reflection, refraction and diffraction |

| | | |Demonstration: | |

| | | |Use an applet to show refraction. | |

| | | |Demonstrate apparent depth of an ink spot seen through a | |

| | | |measuring cylinder of water, apparent bending of a pencil| |

| | | |in beaker of water. | |

| | | |Show refraction through different prisms and water | |

| | | |containing fluorescence. | |

|27 |Section 3: Waves |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 112–115, 116 and 126 |

| |d) Light and sound | |Complete examples including calculations involving sin c | |

| | |3.18 describe the role of total internal reflection in |= 1/n. |Longman Physics Homework for Edexcel IGCSE Page 32 |

| | |transmitting information along optical fibres and in |Investigate the critical angle for Perspex/air or | |

| | |prisms |glass/air or water/air boundary. |Total internal reflection applet |

| | | |Class practical: | |

| | |3.19 recall the meaning of critical angle c |Use semi-circular blocks to determine critical angle and |Video clips: |

| | | |refractive index. |(a) Total internal reflection |

| | |3.20 recall and use the relationship between critical |Demonstration: |(b) Total internal reflection in water jet |

| | |angle and refractive index: sin c = 1/n |Use an applet to show total internal reflection. | |

|28 |Section 3: Waves |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 118–124, 125 and 126 |

| |d) Light and sound | |Complete examples including calculations of the type | |

| | |3.21 recall that sound waves are longitudinal waves and |required to work out the speed of sound. |Longman Physics Homework for Edexcel IGCSE Pages 33 and |

| | |how they can be reflected and refracted |Complete examples comparing different sound wave forms |34 |

| | | |(loudest, quietest, highest pitch, etc.). | |

| | |3.22 recall that the frequency range for human hearing is|Class practical: |Video clips: |

| | |20 Hz – 20 000 Hz |Measure the speed of sound in air outside with the echo |(a) How does sound travel through the air? |

| | | |method, using a distant wall/high wall. |(b) Sound waves |

| | |3.23 describe how to measure the speed of sound in air |Demonstration: | |

| | | |Use evacuated bell jar to show that sound needs a medium | |

| | | |to travel through. | |

| | | |Demonstrate the reflection of sound with cardboard tubes | |

| | | |and a quiet source such as a ticking watch. | |

| | | |Use a microphone and CRO to show the trace produced by | |

| | | |various vibrating objects. Compare frequency of vibration| |

| | | |with range of human hearing. | |

| | | |Display signal generator traces on a CRO. Have a | |

| | | |loudspeaker attached to link frequency with time period | |

| | | |and loudness with amplitude of waves. | |

| | | |Use musical instruments to demonstrate the loudness, | |

| | | |quality and pitch of the sound produced. | |

| | | |Measure the speed of sound in air indoors using a CRO. | |

|29 |Section 3: Waves |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| | | |End of Section test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

|30 |Section 4: Energy resources and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 127–130, 132 and 160 |

| |energy transfer | |Discuss the energy conversions taking place with the use | |

| |a) Units |4.1 use the following units: kilogram (kg), joule (J), |of various household devices, e.g. iron, television, |Longman Physics Homework for Edexcel IGCSE Pages 35 and |

| |b) Energy transfer |metre (m), metre/second (m/s), metre/second2 (m/s2), |microwave oven, etc. |36 |

| | |newton (N), second (s), watt (W). |Carry out an energy audit of school. | |

| | | |Demonstration: |Video clips: |

| | |4.2 describe energy transfers involving the following |Use an energy circus, showing different forms of energy |(a) The conservation of energy |

| | |forms of energy: thermal (heat), light, electrical, |being used by different devices (clockwork toys, candle, |(b) Perpetual motion machines |

| | |sound, kinetic, chemical, nuclear and potential (elastic |electric circuits driving bulb and motor, signal | |

| | |and gravitational) |generator and speaker, microphone and CRO, bicycle | |

| | | |dynamo, solar powered device, mass on spring, balloon to | |

| | |4.3 understand that energy is conserved |be blown up and released, etc.). | |

|31 |Section 4: Energy resources and |Students will be assessed on their ability to: |Complete examples involving efficiency calculations. |Edexcel IGCSE Physics Pages 130–131, 132 and 160 |

| |energy transfer | |Research the efficiency of different electric devices |Thorpe Park rollercoaster: ActiveBook Page 129, video |

| |b) Energy transfer |4.4 recall and use the relationship: |including light bulbs. |clip |

| | |efficiency = useful energy output/total energy input |Draw Sankey diagrams for various household devices. |Thorpe Park log flume: Page 129, video clip |

| | | | |Roller coaster: Page 129, animation |

| | |4.5 describe a variety of everyday and scientific devices| |Efficiency and energy transfers: pendulum: Page 129, |

| | |and situations, explaining the fate of the input energy | |animation |

| | |in terms of the above relationship, including their | | |

| | |representation by Sankey diagrams | | |

|32 |Section 4: Energy resources and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 133–140, 141 and 160 |

| |energy transfer | |Design a beaker to keep a hot drink hot or cold drink | |

| |b) Energy transfer |4.6 recall that energy transfer may take place by |cold, reducing heat transfer by all three methods. |Land and sea breezes, ActiveBook Page 135, animation |

| | |conduction, convection and radiation |Pupils to research the reduction of energy loss from |The Hockerton Housing Project, ActiveBook Page 137, video|

| | | |homes, to include roof insulation, cavity wall |clip |

| | |4.7 describe the role of convection in everyday phenomena|insulation, double glazing, draught excluders and |Reducing heat transfer in the Hockerton houses, |

| | | |carpets. |ActiveBook Page 137, animation |

| | |4.8 describe how insulation is used to reduce energy |Discuss El Niño and La Niña. | |

| | |transfers from buildings and the human body |Investigate how the nature of a surface affects the |Longman Physics Homework for Edexcel IGCSE Pages 37, 38, |

| | | |amount of energy radiated or absorbed. |39 and 40 |

| | | |Class practical: | |

| | | |Compare heat loss from dull matt and shiny silver |Video clips: |

| | | |surfaces e.g. plotting a cooling curve for each, using a |(a) Convection and insulation |

| | | |data logger. |(b) Conduction, convection and radiation 1 |

| | | |Compare the heat loss from boiling tubes with different |(c) Conduction, convection and radiation 2 |

| | | |insulation. |(d) Heat transfers and the vacuum flask |

| | | | |(e) Heat transfers |

| | | |Demonstration: |(f) Preventing heat loss from the body |

| | | |Observe convection currents in water with suitable dye. | |

| | | |Compare the thermal conductivity of different materials. | |

| | | |Compare the rate of absorption of thermal radiation by | |

| | | |dull matt and shiny silver surfaces. | |

|33 |Section 4: Energy resources and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 142–145, 149 and 160 |

| |energy transfer | |Complete examples including calculations on work done and| |

| |c) Work and power |4.9 recall and use the relationship between work, force |energy transferred. |Longman Physics Homework for Edexcel IGCSE Page 41 |

| | |and distance moved in the direction of the force: |Class practical: | |

| | |work done = force × distance moved |Calculate work done in lifting masses and show that this | |

| | |W = F × d |is equivalent to GPE gained. | |

| | | |Determine the efficiency of an electric motor lifting a | |

| | |4.10 understand that work done is equal to energy |load. | |

| | |transferred | | |

|34 |Section 4: Energy resources and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 144–147, 149 and 160 |

| |energy transfer | |Complete examples including calculations of GPE. | |

| |c) Work and power |4.11 recall and use the relationship: |Class practical: |Longman Physics Homework for Edexcel IGCSE Page 41 |

| | |gravitational potential energy = |Investigate the loss of GPE of a bouncing ball, noting | |

| | |mass × g × height |maximum height of ball following each bounce. |Information sheet on crater creation: Make a Crater |

| | |GPE = m × g × h |Investigate factors affecting the height of rebound of | |

| | | |bouncing balls. |Video clips: |

| | | |Drop ball bearings into suitable material to create |(a) Potential and kinetic energy |

| | | |craters; investigate how height of fall affects crater |(b) Creating craters |

| | | |depth or diameter. | |

|35 |Section 4: Energy resources and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 145–147, 149 and 160 |

| |energy transfer | |Complete examples including calculations of KE. | |

| |c) Work and power |4.12 recall and use the relationship: |Class practical: |Longman Physics Homework for Edexcel IGCSE Page 41 |

| | |kinetic energy = ½ × mass × speed2 |Use a toy car or air track to measure the kinetic energy | |

| | |KE = ½ × m × v2 |of different masses travelling at different speeds. | |

|36 |Section 4: Energy resources and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 146–147, 149 and 160 |

| |energy transfer | |Complete examples including calculations. | |

| |c) Work and power |4.13 understand how conservation of energy produces a |Class practical: |Longman Physics Homework for Edexcel IGCSE Page 41 |

| | |link between gravitational potential energy, kinetic |Investigate the conversion of KE to GPE using a ball | |

| | |energy and work |bearing or toy car on a curved piece of plastic curtain | |

| | | |track. | |

|37 |Section 4: Energy resources and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 147–148, 149 and 160 |

| |energy transfer | |Complete examples including calculations. | |

| |c) Work and power |4.14 describe power as the rate of transfer of energy or |Class practical: |Longman Physics Homework for Edexcel IGCSE Page 41 |

| | |the rate of doing work |Determination of power generated by student climbing a | |

| | | |flight of stairs, timing the ascent of a known vertical |Video clip: |

| | |4.15 use the relationship between power, work done |height. |(a) Conservation of energy |

| | |(energy transferred) and time taken: |Investigate power by lifting objects of different | |

| | |power = work done / time taken |weights. | |

| | |P = W/t | | |

|38 |Section 4: Energy resources and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 150–158, 159 and 160 |

| |energy transfer | |Make a presentation to explain a type of electricity |Power station: ActiveBook Page 153, animation |

| |d) Energy resources and |4.16 understand the energy transfers involved in |generation. |Renewable energy: Page 153, animation |

| |electricity generation |generating electricity using: |Discuss the benefits/drawbacks of nuclear power. | |

| | |wind |Create a questionnaire about nuclear power. |Longman Physics Homework for Edexcel IGCSE Pages 42 and |

| | |water |Research and list advantages and disadvantages of |43 |

| | |geothermal resources |different renewable and non-renewable resources, in terms| |

| | |solar heating systems |of cost, pollution, time to replace renewables and |Video clips: |

| | |solar cells |response time. |(a) Generating energy from wind power |

| | |fossil fuels |Discuss pumped storage systems to meet sudden demand and |(b) Solar power plant |

| | |nuclear power |use of off-peak electrical power. | |

|39 |Section 4: Energy resources and |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| |energy transfer | |End of Section test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

|40 |Section 5: Solids, liquids and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 162–163, 168 and 178 |

| |gases | |Complete examples including calculations. | |

| |a) Units |5.1 use the following units: degrees Celsius (oC), kelvin|Class practical: |Longman Physics Homework for Edexcel IGCSE Page 44 |

| |b) Density and pressure |(K), joule (J), kilogram (kg), kilogram/metre3 (kg/m3), |Determination of the (volume and) density of regularly | |

| | |metre (m), metre2 (m2 ), metre3 (m3), |and irregularly shaped objects | |

| | |metre/second (m/s), metre/second2 (m/s2), newton (N), |Determination of the density of irregularly shaped | |

| | |pascal (Pa). |objects that float in water. | |

| | | |Find the mass and volume of Plasticine balls of different| |

| | |5.2 recall and use the relationship between density, mass|shapes and sizes. Plot a graph of mass against volume to | |

| | |and volume: |determine the density (gradient). | |

| | |density = mass / volume |Demonstration: | |

| | |ρ = m/V |Carefully place syrup, then water and then oil into a | |

| | | |tall cylinder. The oil floats on the water which floats | |

| | |5.3 describe how to determine density using direct |on the syrup. By lowering different materials into the | |

| | |measurements of mass and volume |cylinder, their densities can be compared to the | |

| | | |different liquids. | |

|41 |Section 5: Solids, liquids and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 164, 168 and 178 |

| |gases | |Complete example including calculations. |Gas pressure: ActiveBook Page 173, animation |

| |b) Density and pressure |5.4 recall and use the relationship between pressure, |Discuss cases where large/small area affects pressure, |Particles in a gas: Page 174, animation |

| | |force and area: |e.g. carrying a carrier bag, carrying a parcel by string,| |

| | |pressure = force/area |using snow shoes, using large tyres on tractors, and why |Longman Physics Homework for Edexcel IGCSE Pages 44 and |

| | |p = F/A |stiletto heels cause more damage to wooden floors than |45 |

| | | |elephants. | |

| | | |Class practical: |Video clips: |

| | | |Make a water rocket. |(a) Force, pressure and surface area |

| | | |Find area of shoes using graph paper and weight to |(b) Pressure exerted by a tank vs a ballerina |

| | | |determine the pressure exerted on floor by each student. |(c) How sharp is a knife? |

| | | |Demonstration: |(d) Pressure |

| | | |Calculate the pressure exerted by a brick while resting | |

| | | |on different faces. | |

|42 |Section 5: Solids, liquids and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 165–167, 168 and 178 |

| |gases | |Complete examples including calculations. | |

| |b) Density and pressure |5.5 understand that the pressure at a point in a gas or |Discuss the use of a mercury barometer and how much |Video clips: |

| | |liquid which is at rest acts equally in all directions |taller it would be if water was used instead of mercury. |(a) Air pressure |

| | | |Calculate thickness of atmosphere. |(b) How drinking straws work |

| | |5.6 recall and use the relationship for pressure |Demonstration: | |

| | |difference: |Stab holes in a plastic carrier bag and fill with water, | |

| | |pressure difference = height × density × g |to show water leaving in all directions. | |

| | |p = h ×ρ × g |Allow atmospheric pressure to crush an evacuated can. | |

|43 |Section 5: Solids, liquids and |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| |gases | |Progress test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

|44 |Section 5: Solids, liquids and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 170–171, 176 and 178 |

| |gases | |Complete examples regarding particles in the three states| |

| |d) Ideal gas molecules |5.7 understand the significance of Brownian motion |of matter. |Longman Physics Homework for Edexcel IGCSE Page 45 |

| | | |Demonstration: | |

| | |5.8 recall that molecules in a gas have a random motion |Observe Brownian motion using a microscope and glass cell|Video clip: |

| | |and that they exert a force and hence a pressure on the |lamp. |(a) Brownian motion |

| | |walls of the container | | |

|45 |Section 5: Solids, liquids and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 173−175, 176 and 178 |

| |gases | |Complete examples involving the conversion of | |

| |d) Ideal gas molecules |5.9 understand that there is an absolute zero of |temperatures in (C into temperatures in K. | |

| | |temperature which is −273°C |Class practical: | |

| | | |Record data for length of air column in capillary tube at| |

| | |5.10 describe the Kelvin scale of temperature and be able|different temperatures. Plot column length against | |

| | |to convert between the Kelvin and Celsius scales |temperature and extrapolate to determine absolute zero | |

| | | |temperature. | |

| | | | | |

|46 |Section 5: Solids, liquids and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 171–175, 176 and 178 |

| |gases | |Complete examples including calculations. | |

| |d) Ideal gas molecules |5.11 understand that an increase in temperature results |Graph-plotting exercise with data provided. |Longman Physics Homework for Edexcel IGCSE Page 45 |

| | |in an increase in the average speed of gas molecules |Demonstration: | |

| | | |Use simulation to show changing conditions of a gas. |Simulation to show changing conditions of a gas |

| | |5.12 describe the qualitative relationship between |Boiled egg sucked into a bottle as temperature of air in | |

| | |pressure and Kelvin temperature for a gas in a sealed |bottle is decreased. | |

| | |container | | |

| | | | | |

| | |5.13 use the relationship between the pressure and volume| | |

| | |of a fixed mass of gas at constant temperature: | | |

| | |p1 × V1 = p2 × V2 | | |

|47 |Section 5: Solids, liquids and |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| |gases | |End of Section test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

|48 |Section 6: Magnetism and |Students will be assessed on their ability to: |Class practical: |Edexcel IGCSE Physics Pages 179–181, 186 and 197 |

| |electromagnetism | |Make a magnet by stroking a nail with a permanent magnet.| |

| |a) Units |6.1 use the following units: ampere (A), volt (V), watt |Investigate and draw magnet field lines around a bar |Longman Physics Homework for Edexcel IGCSE Page 46 |

| |b) Magnetism |(W). |magnet and between two magnets, using iron filings. | |

| | | |Demonstration: |Video clips: |

| | |6.2 understand the term ‘magnetic field line’ |Show magnetic repulsion/attraction between magnets. |(a) Magnetism and magnetic poles |

| | | |Show magnetic field lines around magnets, using iron |(b) Magnetic field of a bar magnet |

| | |6.3 sketch and recognise the magnetic field pattern for a|filings. |(c) Magnets and their invisible force |

| | |permanent bar magnet and that between two bar magnets | | |

| | | | | |

| | |6.4 know how to use two permanent magnets to produce a | | |

| | |uniform magnetic field pattern. | | |

|49 |Section 6: Magnetism and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 182–185, 187–189, 196 and 197|

| |electromagnetism | |Complete examples describing the shape of magnetic fields|How a simple electric motor works: ActiveBook Page 189, |

| |c) Electromagnetism |6.5 recall that an electric current in a conductor |around conductors. |animation |

| | |produces a magnetic field round it |Discuss the benefits of electromagnets over permanent | |

| | | |magnets. |Longman Physics Homework for Edexcel IGCSE Pages 46 and |

| | |6.6 recall that a force is exerted on a current-carrying |Class practical: |47 |

| | |wire in a magnetic field, and how this effect is applied |Use iron filings or plotting compasses and a straight | |

| | |in simple d.c. electric motors and loudspeakers |wire, a flat circular coil and a solenoid to determine | |

| | | |the magnetic field shape when each is carrying a current.|Video clip: |

| | | |Make electromagnets and compare their strength (how many |(a) Electromagnets |

| | | |paper clips are picked up) when the number of turns or | |

| | | |current is changed. | |

| | | |Demonstration: | |

| | | |Show the use of very strong electromagnets. | |

|50 |Section 6: Magnetism and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 187–189, 195 and 197 |

| |electromagnetism | |Complete examples showing the direction of movement of | |

| |c) Electromagnetism |6.7 use the left hand rule to predict the direction of |conductors in different magnetic fields. |Longman Physics Homework for Edexcel IGCSE Page 48 |

| | |the resulting force when a wire carries a current |Class practical: | |

| | |perpendicular to a magnetic field |Make a model loud speaker |Electric motor applet from Internet e.g. walter-fendt |

| | | |Make a model motor. | |

| | |6.8 recall that the force on a current-carrying conductor|Demonstration: |Video clip: |

| | |in a magnetic field increases with the strength of the |Show the movement of a piece of current carrying |(a) How does a loudspeaker work? |

| | |field and with the current. |aluminium when located in a magnetic field. | |

| | | |Watch applet showing the motor effect. | |

|51 |Section 6: Magnetism and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 189–194, 195 and 197 |

| |electromagnetism | |Plunge a bar magnet into a coil of wire connected to a |Electromagnetic induction: ActiveBook Page 190, animation|

| |d) Electromagnetic induction |6.9 recall that a voltage is induced in a conductor or a |galvanometer. Observe that the induced EMF depends on the|Increasing the size of an electric current: Page 190, |

| | |coil when it moves through a magnetic field or when a |rate of plunging. |animation |

| | |magnetic field changes through it; also recall the |Class practical: |Making a dynamo: Page 192, animation |

| | |factors which affect the size of the induced voltage |Use a motor as a generator. | |

| | | |Investigate factors affecting the generation of electric |Longman Physics Homework for Edexcel IGCSE Page 48 |

| | |6.10 describe the generation of electricity by the |current by induction. | |

| | |rotation of a magnet within a coil of wire and of a coil |Demonstration: |Electromagnetic induction applet: Faraday’s Law |

| | |of wire within a magnetic field; also recall the factors |Show the production of an induced EMF by moving wire in a|Generator: Simulation of generating electricity with a |

| | |which affect the size of the induced voltage |magnetic field. |bar magnet |

| | | |Watch applet showing electromagnetic induction. | |

| | | | |Video clip: |

| | | |Watch applet showing the generation of electricity. |(a) Working to maintain the National Grid |

| | | |Use a dynamo attached to a CRO and lamp to demonstrate | |

| | | |the generation of electrical energy. | |

| | | |Look at the structure of a transformer, with laminated | |

| | | |core, thick wire coils, etc. | |

| | | |Show how the same transformer can be used as a step-up | |

| | | |transformer or a step-down transformer when used in | |

| | | |reverse. | |

|52 |Section 6: Magnetism and |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| |electromagnetism | |End of Section test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

|53 |Section 7: Radioactivity and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 199–202, 207 and 232 |

| |particles | |Complete examples including calculations to determine the|Protons and neutrons: ActiveBook Page 201, animation |

| |a) Units |7.1 use the following units: becquerel (Bq), centimetre |number of electrons, protons and neutrons in various | |

| |b) Radioactivity |(cm), hour (h), minute (min), second (s) |atoms. |Longman Physics Homework for Edexcel IGCSE Page 50 |

| | | | | |

| | |7.2 describe the structure of an atom in terms of | | |

| | |protons, neutrons and electrons and use symbols such as | | |

| | |146C to describe particular nuclei | | |

| | | | | |

| | |7.3 understand the terms atomic (proton) number, mass | | |

| | |(nucleon) number and isotope | | |

|54 |Section 7: Radioactivity and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 202–206, 207 and 232 |

| |particles | |Complete examples including balancing equations involving| |

| |b) Radioactivity |7.4 understand that alpha and beta particles and gamma |alpha, beta and gamma emission. |Longman Physics Homework for Edexcel IGCSE Page 50 |

| | |rays are ionising radiations emitted from unstable nuclei|Demonstration: | |

| | |in a random process |Watch applet of alpha and beta decay. |Alpha decay applet |

| | | | |Beta decay applet |

| | |7.5 describe the nature of alpha and beta particles and | | |

| | |gamma rays and recall that they may be distinguished in | |Video clips: |

| | |terms of penetrating power | |(a) Introduction to radioactivity |

| | | | |(b) Alpha, beta and gamma radiation |

| | | | |(c) Comparison of alpha, beta and gamma radiation |

|55 |Section 7: Radioactivity and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 202–204, 207, 209–212, 215 |

| |particles | |Balance examples of nuclear equations. |and 232 |

| |b) Radioactivity |7.6 describe the effects on the atomic and mass numbers |Class practical: | |

| | |of a nucleus of the emission of each of the three main |Use coins or dice to simulate radioactive decay. |Longman Physics Homework for Edexcel IGCSE Pages 50 and |

| | |types of radiation |Demonstration: |52 |

| | | |Watch applet showing the radioactive decay of a sample. | |

| | |7.7 understand how to complete balanced nuclear equations|Use a Geiger–Müller detector to detect background | |

| | | |radiation. | |

| | |7.8 understand that ionising radiations can be detected |Demonstrate the penetrating power of ionising radiation | |

| | |using a photographic film or a Geiger–Müller detector |using radioactive sources, Geiger–Müller tube, lead | |

| | | |sheet, thin aluminium sheet and paper. | |

| | |7.9 recall the sources of background radiation | | |

|56 |Section 7: Radioactivity and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 209, 212–214, 215 and 232 |

| |particles | |Complete half-life calculations. |Radiation and half-live: ActiveBook Page 213, video clip |

| |b) Radioactivity |7.10 understand that the activity of a radioactive source|Use software to determine half-life of various sources. | |

| | |decreases over a period of time and is measured in |Play radioactive dating game using simulation. |Longman Physics Homework for Edexcel IGCSE Page 53 |

| | |becquerels | | |

| | | | |Radioactive dating game |

| | |7.11 understand the term ‘half-life’ and understand that | | |

| | |it is different for different radioactive isotopes | |Video clip: |

| | | | |(a) Radioactive decay and half-life |

| | |7.12 use the concept of half-life to carry out simple | | |

| | |calculations on activity | | |

|57 |Section 7: Radioactivity and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 216–223, 224 and 232 |

| |particles | |Complete examples involving the use of radioactive |Gamma camera: ActiveBook Page 216, animation |

| |b) Radioactivity |7.13 describe the uses of radioactivity in medical and |dating. | |

| | |non-medical tracers, in radiotherapy, and in the |Research the Shroud of Turin. |Longman Physics Homework for Edexcel IGCSE Page 51 |

| | |radioactive dating of archaeological specimens and rocks | | |

| | | | |Video clip: |

| | | | |(a) Radiation in medicine |

| | |7.14 describe the dangers of ionising radiations, | | |

| | |including: | | |

| | |radiation can cause mutations in living organisms | | |

| | |radiation can damage cells and tissue | | |

| | |the problems arising in the disposal of radioactive | | |

| | |waste. | | |

|58 |Section 7: Radioactivity and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 227–228, 231 and 232 |

| |particles | |Complete examples on Rutherford scattering, including |Rutherford–Geiger–Marsden experiment: ActiveBook Page |

| |c) Particles |7.15 describe the results of Geiger and Marsden’s |past IGCSE questions. |227, animation |

| | |experiments with gold foil and alpha particles |Demonstration: | |

| | | |Watch applet showing Rutherford scattering. |Longman Physics Homework for Edexcel IGCSE Page 55 |

| | |7.16 describe Rutherford’s nuclear model of the atom and | | |

| | |how it accounts for the results of Geiger and Marsden’s | |Rutherford scattering applet |

| | |experiment and understand the factors (charge and speed) | | |

| | |which affect the deflection of alpha particles by a | |Video clip: |

| | |nucleus | |(a) Rutherford’s experiment |

|59 |Section 7: Radioactivity and |Students will be assessed on their ability to: |Activities: |Edexcel IGCSE Physics Pages 228–230, 231 and 232 |

| |particles | |Balance fission equations. |Fission and fusion: ActiveBook Page 229, animation |

| |c) Particles |7.17 understand that a nucleus of U-235 can be split (the|Demonstration: | |

| | |process of fission) by collision with a neutron, and that|Watch applet showing nuclear fission. |Longman Physics Homework for Edexcel IGCSE Pages 54 and |

| | |this process releases energy in the form of kinetic | |55 |

| | |energy of the fission products | | |

| | | | |Applet showing nuclear fission |

| | |7.18 recall that the fission of U-235 produces two | | |

| | |daughter nuclei and a small number of neutrons | |Video clip: |

| | | | |(a) An introduction to nuclear fission |

| | |7.19 understand that a chain reaction can be set up if | | |

| | |the neutrons produced by one fission strike other U-235 | | |

| | |nuclei | | |

| | | | | |

| | | | | |

| | |7.20 understand the role played by the control rods and | | |

| | |moderator when the fission process is used as an energy | | |

| | |source to generate electricity | | |

|60 |Section 7: Radioactivity and |Consolidation and assessment |Revision exercises |Edexcel IGCSE Physics Student Book end of chapter |

| |particles | |End of Unit test |checklists |

| | | | |Edexcel IGCSE Physics Revision Guide |

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Content coverage

Exemplar resources

Week by week content coverage

Learning outcomes

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