Sekolah Victory Plus High School

SCHEME OF WORK
Subject : PHYSICS Grade : XI Academic Year : 2012-2013 (Semester 1) UNIT 1: Quantities and their measurement
Teaching Objectives
1 (a) Show an understanding that all physical quantities consist of a numerical value and a unit.

Learning Activities
Question / Answer general discussion. List quantities / units with which students are familiar. Introduce their symbols. Use of index notation, rather than solidus, for expressing units of quantities.

Assessment
Assessment Quiz Homework Experiment Class work Topic test Amount 2 times 2 times 2 times varied 1 time

Resources

Time Allotment
5 weeks / 26 periods

1 (f)

Use the following prefixes and their symbols to indicate decimal submultiples or multiples of both base and derived units: pico (p), nano (n), micro (), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T). Make reasonable estimates of physical quantities included within the syllabus.

Students will mention kilometres, millimetres etc. rather than just metres. Draw up table in order of magnitude of the multiples and sub-multiples, their symbols and powers of ten. Consider m s and ms to emphasise careful spacing etc Students to work in pairs estimate and write down estimate of various quantities. Then measure quantity and compare. e.g. height of bench, length of room / pencil, diameter of pencil / pencil lead, volume of brick / liquid in drinking cup, mass of brick / person / nail, time between heartbeats / period of pendulum. N.B. estimates to be made in all of Units 1 5 wherever appropriate. Question / Answer general discussion. List units and symbols.
-1 -1

Measuring instruments with submultiples and multiples e.g. metre rules, ammeters, milliammeters, timers. See: May/June 2010, Paper 21, question 1, Specimen Paper 2, question 1. Metre rule, measuring cylinder, topclocks spring balance, top-pan balance. Prepared worksheet. See: May/June 2009, Paper 21, question 1(a), May/June 2008, Paper 2, question 1, Oct/Nov 2007, Paper 1, question 2, May/June 2002, Paper 2, question 1. See: May/June 2009, Paper 22, question 1(a), Oct/Nov 2008, Paper 2, question 1, Oct/Nov 2007, Paper 1, question 1, May/June 2002, Paper 1, question 1.

1 (g)

1 (b)

Recall the following SI base quantities and their units: mass (kg), length (m), time (s), current (A), temperature (K). N.B. amount of substance (mol) is in A2

2 (a)

Use techniques for the measurement of length, volume, angle, mass, time, temperature and electrical quantities appropriate to the ranges of magnitude implied by the relevant parts of the syllabus. In particular, candidates should be able to : Measure lengths using a ruler, vernier scale and micrometer. Use of set square with a metre rule parallax errors. Discuss how to measure the thickness of a sheet of paper / the diameter of a wire. Introduce vernier callipers, micrometer screw gauge. Need for zero error reading, here and when taking other measurements. Experiment: measure the length of a pendulum. Experiment: measure the diameter and volume of a short length of wire. Experiment: measuring the internal and external diameter of a tube.

The questions in Specimen Paper 3, May/June 2001, Paper 3, Oct/Nov 2001, Paper 3, May/June 2002, Paper 3, May/June 2009, Paper 21, question 1(a). See also: May/June 2010, Paper 22, question 1, May/June 2009, Paper 21, question 1. Short lengths of wire of different diameters and lengths pendulum (about 80 cm long).

2 (a)1

Metre rule, set square, micrometer screw gauge, half-metre / metre rule. Short lengths of tubing e.g. water pipe, vernier calipers. See also Specimen Paper 1, question 5.

2 (a)2

Measure weight and hence mass using spring and lever balances.

Revise use of spring balance (newton-meter) / top-pan balance / lever balance. Experiment: measure the mass of 145 cm water. Experiment: Find the weight of a brick.
3

Top-pan balance, measuring cylinder brick, string, newton-meter.

2 (a)3 2 (a)4

Measure an angle using a protractor. Measure time intervals using clocks, stopwatches.

Revise correct use of a protractor. Experiment: Measure angle of incidence and refraction. Revise correct use of stopwatch / timer. Need for repeat readings, timing multiple oscillations, starting count at 0 and not 1 etc. Experiment: Period of oscillation of a simple pendulum / a cantilever. Revise correct use of liquid-in-glass thermometer. Introduce solid-state temperature probe if available. Introduce data logging (if available). Experiment: cooling curve of two different masses of water.

Paper, ray box, rectangular glass block protractor. Stopwatch / stopclock, simple pendulum, cantilever (a clamped metre rule with a 200 g mass attached to its free end is suitable).

2 (a)5

Measure temperature using a thermometer as a sensor.

Solid-state probe and display. -10oC to 110oC thermometer, 250 cm beaker, hot water, stopclock. Data logger with means of storage and display.
3

2 (a)6 2 (b)

Use ammeters and voltmeters with appropriate scales. Use both analogue scales and digital displays.

Revise correct connection of meters in circuits. Changing ranges of meters. Use of analogue and digital meters (if available) Experiment: Measuring current and voltage in series / parallel circuits. Demonstration only to be re-introduced in Unit 3. Demonstration: p.d. along a current-carrying wire. Introduction to / revision of c.r.o. - the Y-plate sensitivity and use for measuring voltages. Experiment: measuring direct and alternating voltages and currents. Introduction to / revision of c.r.o. - the timebase and use for measuring times. Experiment: measuring the time period of a lowvoltage a.c. supply.

Ammeter, voltmeter, low voltage power supply, switch, resistors, connecting leads. (digital and analogue meters and variable range meters, if available) Data logger with means of storage and display. Potentiometer, current-carrying wire, galvanometer, metre rule. Resistor connected to d.c. / a.c. supply c.r.o., leads.

2 (a)7 2 (a)8

Use a galvanometer in null methods. Use a cathode-ray oscilloscope.

2 (a)4

Measure time intervals using the calibrated time-base of a cathode-ray oscilloscope (c.r.o).

Low-voltage a.c. supply, c.r.o. connecting leads. See: Specimen Paper 1, question 6, Oct/Nov 2009, Paper 11, question 4, Oct/Nov 2009, Paper 12, question 3.

2 (c) 2 (e)

Use calibration curves. Show an understanding of the distinction between precision and accuracy. Use of a calibration curve Experiment: temperature measurement using a bead thermistor. Discussion: look at different length-measuring instruments - what is the smallest distance that can be measured? Precision of instrument - idea of precision of instruments - record as e.g. 14.2 0.2 cm Accuracy of readings. Re-visit of recording of readings in previous experiments. Discussion of experiments to identify random errors and systematic errors. How to reduce / eliminate such errors. Bead thermistor, ohm-meter, 10oC 40oC water bath, mercury-in-glass thermometer. See Oct/Nov 2007, Paper 1, question 6. Metre rule, 30 cm rule, vernier callipers, micrometer screw gauge. See: May/June 2001, Paper 1, question 5, May/June 2002, Paper 2, question 2(b), Oct/Nov 2007, Paper 1, question 4.

2 (d)

Show an understanding of the distinction between systematic errors (including zero errors) and random errors.

Apparatus used under learning outcome 2(a). See: Specimen Paper 1, question 4, Oct/Nov 2009, Paper 21, question 1(b), Oct/Nov 2007, Paper 02, question 1(a), May/June 2002, Paper 2, question 2(a).

2 (f)

Assess the uncertainty in a derived quantity by simple addition of actual, fractional or percentage uncertainties. Show an understanding of and use the conventions for labelling graph axes and table columns as set out in the ASE publication Signs, Symbols and Systematics (The ASE Companion to 1619 Science, 2000) Express derived units as products or quotients of the SI base units and use the named units listed in this syllabus as appropriate.

Equations and combining uncertainties rules. Expression of final result: significant figures.

1 (e)

1 (c)

Discussion / revision - plotting a graph - drawing a tangent - determining a gradient - determining an intercept Discussion / revision - table columns and headings - sig. figs. in columns Discussion and class examples Work (kg m s ) and moment of force (kg m s )
2 -2 2 -2

Worksheet including May/June 2010, Paper 22, question 1 Oct/Nov 2009, Paper 22, question 1 May/June 2009, Paper 21, question 1(b) Oct/Nov 2007, Paper 2, question 1 Worksheet: exercise to plot and evaluate information from a graph. Signs, Symbols and Systematics (The ASE Companion to 16-19 Science, 2000)

1 (d)

Use SI base units to check the homogeneity of physical equations

Units of a constant e.g. power = P = Fv or E = mv + mgh Check of p v = constant

2

1 (j)

Distinguish between scalar and vector quantities and give examples of each.

1 (k)

Add and subtract coplanar vectors.

1 (l)

Represent a vector as two perpendicular components

Discussion: speed and velocity, distance moved and displacement Concept of scalar and vector Examples of each discussed Discussion: vector represented as an arrow idea of a resultant of two vectors use of vector triangle Experiment: verify use of vector triangle Discussion: examples of use of triangle - scale drawing - sketch and calculation Discussion of vector subtraction Discussion: Single vector as two perpendicular components Use of sin and cos Why resolve into components

Handout: Summary of Key Quantities, Symbols and Units (to be found in the Syllabus document) Examples handout including Specimen Paper 1, question 2 May/June 2009, Paper 22, question 1(b) Oct/Nov 2008, Paper 2, question 1(b) May/June 2001, Paper 2, question 1(a) Examples handout including Oct/Nov 2008, Paper 2, question 1(b) Oct/Nov 2007, Paper 1, question 1 May/June 2001, Paper 2 question 1(b) May/June 2002, Paper 1, question 3 Examples sheet including Specimen Paper 1, question 1 May/June 2010, Paper 21, question 2(a) Oct/Nov 2008, Paper 2, question 1 Three newton meters, thread, chalk, white paper

Examples sheet including Oct/Nov 2009, Paper 12, question 11 Oct/Nov 2007, Paper 1, question 3 May/June 2002, Paper 1, question 2 Oct/Nov 2001, Paper 1 question 2 Oct/Nov 2001, Paper 2, question 3(b)

UNIT 2: Motion, force and energy

Teaching Objectives
3(a) Define displacement, speed, velocity and acceleration.

Learning Activities
Discussion: distinction between distance moved and displacement, distinction between speed and velocity, meaning of acceleration / deceleration / retardation Formal definitions. Revision of graph plotting. Displacement/time graphs: Recognition of stationary object, constant speed / velocity, acceleration / deceleration Drawing a tangent to a curve Distinction between displacement / time and distance / time graphs. Velocity / time and speed / time graphs: recognition of constant velocity / speed, constant acceleration / deceleration Idea of an area representing a distance Techniques for finding the area counting squares by calculation

Assessment
Assessment Quiz Homework Experiment Class work Topic test Amount 2 times 2 times 2 times varied 1 time

Resources
http://www.glenbrook.k12.il.us/gbssci/ phys/class/newtlaws/newtltoc.html

Time Allotment
5 weeks / 26 periods

3(b)

Use graphical methods to represent displacement, speed, velocity and acceleration. Use the slope of a displacement-time graph to find the velocity.

If available: motion sensor, data logger and display to plot displacement of a pendulum bob etc. Examples sheet including Specimen Paper 1, question 7 May/June 2002, Paper 1, question 7 May/June 2010, Paper 21, question 2 If available: motion sensor, data logger and display to plot velocity of a pendulum bob, trolley moving down a slope etc. Examples sheet including Specimen Paper 1, question 8 May/June 2010, Paper 23, question 3(a) May/June 2009, Paper 22, question 2(a)(b) Oct/Nov 2007, Paper 1, question 10 May/June 2001, Paper 2, question 2

3(d)

3(e)

Use the slope of a velocity-time graph to find the acceleration.

3(c)

Find displacement from the area under a velocity-time graph.

3(f)

Derive, from the definitions of velocity and acceleration, equations that represent uniformly accelerated motion in a straight line.

Discussion: need for equations of motion. Derivation of v = u + at from definition of constant acceleration. Derivation of s = ut + at from definition of mean speed. Experiment: acceleration of a ball down a slope Derivation of v = u + 2as by combining the above two equations. Limitations on equations Use of the equations
2 2 2

Flat board or two metre rules taped to form a channel, wood blocks, steel/glass sphere, stopclock

3(g)

Solve problems using equations that represent uniformly accelerated motion in a straight line, including the motion of bodies falling in a uniform gravitational field without air resistance. Describe an experiment to determine the acceleration of free fall using a falling body.

Worked examples on use of equations The acceleration of free fall

3(i)

Experiment: acceleration of free fall by measurement of distance fallen and time taken.

3(j)

Describe qualitatively the motion of bodies falling in a uniform gravitational field with air resistance. Show a qualitative understanding of frictional forces and viscous forces including air resistance. (no treatment of the coefficients of friction and viscosity is required) Describe and explain motion due to a uniform velocity in one direction and a uniform acceleration in a perpendicular direction.

5(c)

Effect of air resistance air resistance increases with speed. Discussion of motion of body falling through air Increasing speed gives rise to increasing drag and reducing acceleration thus leading to terminal speed. Experiment: Factors affecting terminal speed in fluids

Examples sheet including May/June 2010, Paper 22, question 2 May/June 2008, Paper 2, question 3 Oct/Nov 2008, Paper 2, question 2 Oct/Nov 2007, Paper 2, question 2 Oct/Nov 2007, Paper 1, question 12 Guinea and feather experiment Apparatus for experiment to determine g by free fall method See also Specimen Paper 1, question 9 May/June 2001, Paper 1, question 7 Oct/Nov 2001, Paper 1, question 8 Oct/Nov 2001, Paper 2 question 2 May/June 2002, Paper 1, question 4 Guinea and feather.

3(k)

Revision of resolution of vectors Plotting out trajectories on graph paper Worked examples based on trajectories

4(f)

Recall and solve problems using the relationship F = ma, appreciating that acceleration and force are always in the same direction.

Discussion: what causes an acceleration? Experiment: relation between force and acceleration

4(b)

Show an understanding that mass is the property of a body that resists change in motion.

Discussion: what is mass? Equations F a, F = ma, m and a are base/derived units, leading to definition of the unit of force (newton)

Measuring cylinders with different liquids, steel balls of various diameters, stopwatch, metre rule See also: Oct/Nov 2009, Paper 21, question 2 May/June 2002, Paper 1, question 6 Monkey and gun experiment Handout of examples including Specimen Paper 2, question 2 Oct/Nov 2009, Paper 22, question 3(a)(b) May/June 2001, Paper 1, question 8 Oct/Nov 2001, Paper 1, question 7 Ticker timer, tape, trolleys, elastic bands, metre ruler and/or Linear air track, timers, metre rule and/or trolleys and runway, motion sensor, data logger and means of display Objects with different masses estimating masses newton balances, estimating forces See also: Oct/Nov 2001, Paper 1, question 12 May/June 2001, Paper 1, question 11, 13 May/June 2002, Paper 1, question 10

4(c)

Describe and use the concept of weight as the effect of a gravitational field on a mass. Recall that the weight of a body is equal to the product of its mass and the acceleration of free fall. Describe the forces on mass (and charge) in a uniform gravitational (and electric) field, (as appropriate) Show an understanding that the weight of a body may be taken as acting at a single point known as its centre of gravity. Define linear momentum as the product of mass and velocity. Define force as rate of change of momentum. State each of Newtons laws of motion.

Discussion: what is weight? weight = mass g g as m s-2 or N kg-1 Compare/contrast mass and weight Discussion: force on mass is - in direction of the field (acceleration) - independent of speed of mass - equal to mg Discussion: what is centre of gravity? refer briefly to centre of mass Expt: determination of C.G. of a lamina

Exercise on base units of N kg and m s See also: Oct/Nov 2001, Paper 2, question 1

-1

-2

3(h) 5(a)

5(e)

lamina, pin and cork, plumbline, stand, boss, clamp See also: Oct/Nov 2001, Paper 3, question 1 May/June 2002, Paper 2, question 3(a) http://www.tri.co.uk/ncap_tests.html See also: Specimen Paper 1, question 11, 13 May/June, Paper 1, question 10 Oct/Nov 2009, Paper 22, question 3(c) http://www.treasuretroves.com/bios/Newton.html http://www.phys.virginia.edu/classes/1 09N/more_stuff/Applets/newt/newtmt n.html See also: Specimen Paper 1, question 10 May/June 2010, Paper 22, question 3 2 trolleys and masses, runway, 2 timers, ticker tape OR linear air track, 2 timers and light gates OR use of trolleys/ linear air track with motion sensors, data loggers and means of display Newtons cradle air table (if available) linear air track (if available)

4(d) 4(e)

4(a)

Discussion: idea of violence of a collision depends on mass and velocity Develop definition of momentum Definition of force - direction of force / change in momentum - concept of impulse Worked example of rocket motor Laws developed as common sense from previous knowledge

4(g)

State the principle of conservation of momentum.

Idea of a collision and a closed system Statement of law of conservation of momentum Expt. Verification of the law Law of conservation of momentum as a consequence of Newtons laws

4(h)

Apply the principle of conservation of momentum to solve simple problems including elastic and inelastic interactions between two bodies in one dimension. (knowledge of the concept of coefficient of restitution is not required).

Worked examples (illustrated if possible) including - colliding spheres (newtons cradle) - impact of a ball with a solid surface - magnetic/electrostatic interaction

4(i)

4(j)

Recognize that, for a perfectly elastic collision, the relative speed of approach is equal to the relative speed of separation. Show an understanding that, while momentum of a system is always conserved in interactions between bodies, some change in kinetic energy usually takes place.

Discussion: elastic and inelastic collisions Conservation (or otherwise) of total energy, linear momentum and kinetic energy. Examples of elastic and inelastic collisions

Examples sheet including Specimen Paper 2, question 3(a), 3(c) May/June 2010, Paper 21, question 3(b) Oct/Nov 2009, Paper 21, question 3 May/June 2009, Paper 21, question 2 May/June 2009, Paper 22, question 2(c)(d) May/June 2002, Paper 1, question 9, 11 May/June 2002, Paper 2 , question 4(c),(d) May/June 2001, Paper 2, question 3

9(a) 9(g)

Define the term density Derive, from the definitions of pressure and density, the equation p = gh

Discussion; definition of density Estimations/typical values of density of substances Revision: definition of pressure unit of pressure

Handout giving some values of density of various substances See also: Specimen Paper 2, question 5 Oct/Nov 2009, Paper 22, question 1(b) Water-filled balloons Pascals vases (or equivalent) Plastic bottle with holes drilled down one side

9(h)

Use the equation p = gh

Pressure in a liquid dependence (if at all) on - direction - shape of vessel - depth Derivation of equation p = gh - incompressible fluid - pressure due to fluid only Use of a manometer Experiment: measuring gas supply or lung pressure The mercury barometer and atmospheric pressure

water manometer, metre rule Mercury barometer (if available) Examples sheet including Specimen Paper 1, question 21 May/June 2001, Paper 1, question 23 Oct/Nov 2001, Paper 1, question 22

5(b)

Show an understanding of the origin of the upthrust acting on a body in a fluid.

Meaning of an upthrust in a fluid Experiment: measuring an upthrust Discussion on the origin of the upthrust. Mention of flotation/submarines as illustrations

Containers of water and other liquids such as cooking oil, ethanol See also May/June 2002, Paper 1, question 12,14 Oct/Nov 2001, Paper 2, question 4(a), 4(b) Oct/Nov 2001, Paper 1, question 14

5(f)

Show an understanding that a couple is a pair of forces which tends to produce rotation only. Define and apply the moment of a force and the torque of a couple.

Discussion: force(s) producing rotation Single force turning effect and moment of a force Two forces a couple and torque (turning effect) of a couple

Suspended metre rule, newton meters, thread, protractor http://www.explorescience.com See also Specimen Paper 1, question 14 Specimen Paper 2, question 4(c) May/June 2009, Paper 21, question 3 May/June 2002, Paper 1, question 13 Oct/Nov 2001, Paper 1, question 10, 11, 16 See also Oct/Nov 2007, Paper 1, question 13 May/June 2002, Paper 2 , question 3(b) May/June 2001, Paper 1, question 15, 17 Metre rule, pin and cork, stand, boss, clamp, thread, various weights, pulley, protractor Examples sheet including Specimen Paper 1, question 16 Specimen Paper 2, question 3(a), 3(b) Oct/Nov 2009, Paper 11, question 13 Oct/Nov 2008, Paper 2, question 3 Oct/Nov 2007, Paper 1, question 14 Oct/Nov 2001, Paper 2, question 3(a), 3(b) Examples sheet including Specimen Paper 1, question 3, 12, 15 May/June 2010, Paper 23, question 2 May/June 2002, Paper 1, question 15 Oct/Nov 2001, Paper 1, question 15

5(g)

5(h)

5(i)

Show an understanding that, when there is no resultant force and no resultant torque, a system is in equilibrium. Apply the principle of moments.

Discussion: what is meant by equilibrium? - no resultant force in any direction - no resultant moment about any point Principle of moments defined (as one condition for equilibrium) Experiment: verification of principle Revision of centre of gravity Worked examples

5(d)

Use a vector triangle to represent forces in equilibrium.

6(b)

6(c)

6(h)

Show an understanding of the concept of work in terms of the product of a force and the displacement in the direction of the force. Calculate the work done in a number of situations including the work done by a gas which is expanding against a constant external pressure: W = p V. Derive, from the defining equation W = Fs, the formula E = mgh for potential energy changes near the Earths surface.
p

Discussion: equilibrium of a body under the action of three forces - lines of action must pass through one point - revision of vector triangles and use for forces in equilibrium Discussion: what is work? - definition of work done - units - N m as work done and moment of a force W = p V derived as an example of the use of W = Fx Work done on/by gas discussed E = mgh derived as an example of use of
p

See also May/June 2001, Paper 1, question 19, 20 Oct/Nov 2001, Paper 1, question 20

W = Fx

6(i)

Recall and use the formula E = mgh for potential energy changes near the Earths surface. Derive, from the equations of motion, the formula E = mv2.
p

Potential energy changes discussed

See also: Oct/Nov 2007, Paper 2, question 3

6(d)

Revision of equations of motion Derivation of Fx = mv - mu Homogeneity of equation gives each term as energy, hence E = mv
2 k 2 2

6(e)

Recall and apply the formula E = mv2.

Discussion: E E exchanges
k p

e.g. simple pendulum, falling object leading to principle of conservation of energy Worked examples

Examples sheet including Specimen Paper 1, question 18, 20 Specimen Paper 2, question 3(b) May/June 2010, Paper 23, question 3 Oct/Nov 2009, Paper 22, question 3(c) Oct/Nov 2009, Paper 11, question 14 Oct/Nov 2009, Paper 11, question 15 May/June 2008, Paper 2, question 2(b) Oct/Nov 2007, Paper 1, question 14

6(a)

Give examples of energy in different forms, its conversion and conservation, and apply the principle of energy conservation to simple examples Distinguish between gravitational potential energy, (electric potential energy) and elastic potential energy. Show an understanding of the concept of internal energy. Show an understanding and use the relationship between force and potential energy in a uniform field to solve problems. Recall and understand that the efficiency of a system is the ratio of useful work done by the system to the total energy input.

Discussion: different forms of energy Discussion: examples of energy transfers

6(f)

Discussion: elastic energy as energy due to nonpermanent change of shape Internal energy as sum of random kinetic energy and potential energy of atoms. Difference between random and ordered kinetic energy Discussion: plotting E against h, what does the
p

See also May/June 2002, Paper 2 , question 5(a),(c)

6(j) 6(g)

gradient represent? Worked example for object on the Moon. Energy losses related to energy conservation. Role of friction forces. Efficiency defined. Expt: efficiency of an electric motor Worked examples

6(k)

Either voltmeter, ammeter or joulemeter. Low voltage motor, thread, weights, stopclock, metre rule. Examples sheet including Specimen Paper 1, question 19 Oct/Nov 2001, Paper 1, question 19 May/June 2002, Paper 1, question 16

6(l)

6(m)

Show an appreciation for the implications of energy losses in practical devices and use the concept of efficiency to solve problems. Define power as work done per unit time and derive power as the product of force and velocity.

Stairs. Bathroom scales, metre rule, stopclock Low voltage motor, thread weights, metre rule, stopclock Discussion: what is power? - it is not force - power defined - units of power Experiment: measuring output power of person Experiment: measuring output power of a motor Derivation of power = Fv Worked examples

6(n)

Solve problems using the relationships P = W/t and P = Fv.

Examples sheet including Specimen Paper 1, question 17 May/June 2001, Paper 1, question 18 Oct/Nov 2001, Paper 1, question 18 May/June 2002, Paper 1, question 19

UNIT 3: Electric charge

Teaching Objectives
20(a) Recall and use appropriate circuit symbols as set out in the ASE publication Signs, Symbols and Systematics. Draw and interpret circuit diagrams containing sources, switches, resistors, ammeters, voltmeters, and/or any other type of component referred to in the syllabus. Show an understanding that electric current is the flow of charged particles.

Learning Activities
Discussion and revision: - why use circuit symbols? - symbols already met Drawing circuits: meaning of series and parallel Experiment: interpreting and setting up circuits

Assessment
Assessment Quiz Homework Experiment Class work Topic test Amount 2 times 2 times 2 times varied 1 time

Resources
Handout of symbols based on Signs, Symbols and Systematics

Time Allotment
5 weeks / 26 periods

20(b)

Circuit diagrams and corresponding components, leads copper voltameter, d.c. supply h.t. supply, leads and croc clips, filter paper, ammonia solution, potassium permanganate crystals

19(a)

Discussion: what is electric current? Evidence provided by (i) electrolysis (ii) migration of ions Direction of movement of charge - movement of electrons in metals - conventional current Revision of base units - unit of current (amp) is a base unit - unit of time (second) is a base unit

19(b)

Define charge and the coulomb.

19(c)

Recall and solve problems using the equation Q = It.

Definition of charge and the coulomb in terms of base units. Q = It

Examples sheet including Specimen Paper 1, question 34 Oct/Nov 2009, Paper 12, question 33 Oct/Nov 2007, Paper 1, question 30 Oct/Nov 2001, Paper 1, question 32 Oct/Nov 2001, Paper 1, question 33

19(d) 19(e) 19(g)

Define potential difference and the volt. Recall and solve problems using V = W/Q. Define resistance and the ohm.

Discussion: charges in motion where has the energy come from? Potential difference (p.d.) as energy per unit charge transferred from electrical to some other form. V = W/Q Volt defined as joule per coulomb. Experiment: I/V characteristic of a wire.

variable d.c. supply or battery and variable resistance, switch, length of resistance wire, croc clips, leads, ammeter, voltmeter (digital or analogue). Examples sheet including Specimen Paper 1, question 35 Oct/Nov 2001, Paper 1, question 34 Examples sheet including Specimen Paper 1, question 33 Specimen Paper 2, question 10(a) May/June 2010, Paper 22, question 6(a) Oct/Nov 2009, Paper 12, question 30 May/June 2008, paper 2, question 6 Oct/Nov 2007, Paper 1, question 29 May/June 2002, Paper 2, question 8(b) May/June 2001, Paper 2, question 7(a) Oct/Nov 2001, Paper 2, question 7(a)(i) Variable d.c. supply or battery and variable resistance, switch, length of enamelled constantan wire on a former, croc clips, leads, ammeter, voltmeter, (digital or analogue), means of temperature control e.g. water bath and thermometer. Data logger etc (if available) Variable d.c. supply or battery and variable resistance, switch, semiconductor diode with protective resistor, croc clips, leads, ammeter, voltmeter, (digital or analogue) Data logger etc (if available)

19(h)

Recall and solve problems using V = IR.

19(f)

Recall and solve problems using P = VI, P = I R.

2

Plot graph for forward and reverse voltage. Discussion: idea of resistance to current flow Resistance and ohm defined - ratio V/I, not the gradient of a graph. R = V/I. Revision of terms work and power from Unit 2 Derivation of power = VI = I R using V = W/Q, P = W/t, Q = It and V = IR
2

19(i)

Sketch and explain the I/V characteristics of a metallic conductor at constant temperature, a semiconductor diode and a filament lamp.

Experiment: I/V characteristics of a metallic conductor at constant temperature. Note: forward and reverse voltages. Explanation in terms of constant resistance

Experiment: I/V characteristics of a semiconductor diode. Note: forward and reverse voltages. Explanation in terms of different resistance values The ideal diode and its I/V characteristic.

 Experiment: I/V characteristics of a filament lamp Note: forward and reverse voltages Explanation in terms of increase of resistance of a metal with temperature

Variable d.c. supply or battery and variable resistance, switch, filament lamp (e.g. 12 V, 36 W), croc clips, leads, ammeter, voltmeter, (digital or analogue) Data logger etc (if available) See also Specimen Paper 2, question 10(c) May/June 2010, Paper 23, question 6 Oct/Nov 2009, Paper 22, question 6 May/June 2002, Paper 1, question 30 May/June 2001, Paper 1, question 31 variable d.c. supply or battery and variable resistance, switch, bead thermistor on insulated leads, croc clips, leads, milliammeter, voltmeter, (digital or analogue), means of temperature control e.g. water bath and thermometer, warm water variable d.c. supply or battery and variable resistance, switch, croc clips, leads, ammeter, voltmeter, (digital or analogue), resistance wires of same material but different lengths and diameters, metre rule, micrometer screw gauge Examples sheet including May/June 2010, Paper 21, question 6 Oct/Nov 2009, Paper 12, question 31 Oct/Nov 2007, Paper 1, question 31 Oct/Nov 2007, Paper 2, question 6 Oct/Nov 2001, Paper 2, question7(a)(ii)

19(j)

Sketch the temperature characteristic of a thermistor (thermistors will be assumed to be of the negative temperature coefficient type).

Experiment: temperature characteristic of a thermistor Explanation of graph in terms of large decrease of resistance (c.f. metal) with temperature rise

19(k) 19(l)

State Ohms law. recall and solve problems using R = l/A.

Discussion and formalisation of Ohms law Discussion and development of R l R 1/A Expt: dependence or resistance on length and area of cross-section.

as constant in expression R l/A definition and unit of resistivity Worked examples

19(m)

Define e.m.f. in terms of the energy transferred by a source in driving unit charge round a complete circuit. Distinguish between e.m.f. and p.d. in terms of energy considerations.

Discussion: energy transfer in a battery energy transfer in a resistor V = W/Q applies to both distinction between e.m.f. and p.d. e.m.f. as p.d. between terminals on open circuit

19(n)

19(o)

Show an understanding of the effects of the internal resistance of a source of e.m.f. on the terminal potential difference and output power.

Discussion: idea of internal resistance of a supply circuit symbol for cell with internal resistance effect on terminal p.d. when current delivered effect on power delivered /dissipated in cell Experiment: Output power of a cell

http://www.mos.org/sln/toe/tennisba lls.html See also Oct/Nov 2009, Paper 12, question 29

strapped to one terminal to simulate resistor, ammeter, voltmeter, leads Examples sheet including Oct/Nov 2009, Paper 21, question 6 May/June 2002, Paper 1, question 31 May/June 2001, Paper 1, question 33 Oct/Nov 2001, Paper 1, question 35 See also Oct/Nov 2009, Paper 12, question 32 May/June 2002, Paper 1, question 33

Worked examples

20(c)

Recall Kirchhoffs first law and appreciate the link to conservation of charge. Recall Kirchhoffs second law and appreciate the link to conservation of energy. Derive, using Kirchhoffs laws, a formula for the combined resistance of two or more resistors in series. Derive, using Kirchhoffs laws, a formula for the combined resistance of two or more resistors in parallel. Solve problems using the formula for the combined resistance of two or more resistors in series. Solve problems using the formula for the combined resistance of two or more resistors in parallel.

Discussion: charge conservation leading to statement of Kirchhoffs first law Discussion: energy conservation leading to statement of Kirchhoffs second law Derivation of R = R + R +
1 2

20(d) 20(e)

Expt: resistors in series

variable d.c. supply or battery and variable resistance, switch, leads, ammeter, voltmeter, (digital or analogue), various resistors variable d.c. supply or battery and variable resistance, switch, leads, ammeter, voltmeter, (digital or analogue), various resistors

20(g)

Derivation of 1/R = 1/R + 1/R + Expt: resistors in parallel Worked examples

1 2

20(f)

20(h)

Worked examples

Examples sheet including Specimen Paper 1, question 37, 38 Specimen Paper 2, question 10(b) Oct/Nov 2009, Paper 12, question 35 May/June 2002, Paper 1, question 34 May/June 2002, Paper 2, question 8(a) May/June 2001, Paper 2, question 7(b)(c) Oct/Nov 2001, Paper 1, question 37

20(i)

Apply Kirchhoffs laws to solve simple circuit problems.

Worked examples

Examples sheet including May/June 2009, paper 22, question 7 May/June 2009, Paper 21, question 7 Oct/Nov 2009, Paper 12, question 34 Oct/Nov 2007, Paper 1, question 33 Oct/Nov 2007, Paper 1, question 36 Oct/Nov 2001, Paper 2, question 7(b)

20(j)

Show an understanding of the use of a potential divider as a source of variable p.d.

Discussion: sharing p.d. between two resistors in series. Theory leading to V/E = R /(R + R )
1 1 2

Demonstration: The potential divider 20(k) Explain the use of thermistors and lightdependent resistors in potential dividers to provide a potential difference that is dependent on temperature and illumination respectively. Demonstration: Potential divider incorporating a thermistor Discussion: the light-dependent resistor (LDR) - basic properties Demonstration: Potential divider incorporating an LDR

d.c. supply or battery, two variable resistors, three voltmeters, leads d.c. supply or battery, bead thermistor, 1 k resistor, voltmeter, leads d.c. supply or battery, LDR, 1 k resistor, voltmeter, leads Examples sheet including Specimen Paper 1, question 1 Specimen Paper 1, question 36 Oct/Nov 2008, Paper 2, question 7 Oct/Nov 2007, Paper 1, question 32 May/June 2002, Paper 1, question 35 May/June 2001, Paper 1, question 34 May/June 2001, Paper 1, question 35 Oct/Nov 2001, Paper 1, question 36 Potentiometer wire, driver cell and variable resistor, voltmeter, jockey, metre rule, leads Potentiometer wire, driver cell and variable resistor, galvanometer, jockey, metre rule, leads Examples sheet May/June 2010, Paper 22, question 6(b)(c)(d) Oct/Nov 2007, Paper 1, question 34

20(l)

Recall and solve problems using the principle of the potentiometer as a means of comparing potential differences.

Discussion: p.d. along a current-carrying uniform wire, V l, with conditions Demonstration: potentiometer wire Use of galvanometer for null position Experiment: comparing the e.m.f.s. of two cells Worked examples

17(a)

Show an understanding of the concept of an electric field as an example of a field of force and define electric field strength as force per unit positive charge acting on a stationary point charge.

Discussion: what is a field of force? electric field of force definition of electric field strength

17(b)

Represent an electric field by means of field lines.

Discussion: representation of an electric field - electric field lines Demonstration: electric field lines Properties of field lines including spherical charge approximating to a point charge

H.T. supply, various shapes of electrode, olive oil, semolina, petri dish, OHP (if available) See also Specimen Paper 1, question 32 May/June 2010, Paper 21, question 5 Oct/Nov 2007, Paper 1, question 27 May/June 2002, Paper 1, question 37 May/June 2002, Paper 2, question 6(a)

17(c)

17(d)

Recall and use E = V/d to calculate the field strength of the uniform field between charged parallel plates in terms of potential difference and separation. Calculate the forces on charges in uniform electric fields.

Field due to parallel plates, mention of edge effect. Field strength = V/d in centre region

Discussion: force = Eq is constant for constant E Discussion: force on particle gives rise to acceleration

See also Oct/Nov 2009, Paper 12, question 26 Oct/Nov 2009, Paper 12, question 28 Oct/Nov 2007, Paper 1, question 26 May/June 2002, Paper 1, question 6(b) Teltron tube See also May/June 2009, Paper 21, question 6 Oct/Nov 2008, Paper 2, question 4 Examples sheet including Oct/Nov 2009, Paper 12, question 27 May/June 2002, Paper 1, question 36 May/June 2001, Paper 1, question 37, 38 Oct/Nov 2001, Paper 1, question 38

17(e)

Describe the effect of a uniform electric field on the motion of charged particles.

Use of equations of motion for calculating motion along the direction of the field. Trajectory motion electric field at right angles to original direction of motion Demonstration Discussion of similarities and differences including relative magnitudes of forces on an electron and a proton in the Earths field and the electric field between parallel plates. Worked examples

5(a)

Describe the forces on mass and charge in uniform gravitational and electric fields, as appropriate.