Ocr 13470 SM Gce Unit g494

Support Material
GCE Physics B
OCR Advanced GCE in Physics B: H559
Unit: G494
This Support Material booklet is designed to accompany the OCR Advanced GCE
specification in Physics B for teaching from September 2008.
© OCR 2007
Contents
Contents 2
Introduction 3
Scheme of Work: GCE Physics B (Advancing Physics) 5
Other forms of Support 27
2 of 28 GCE Physics B
Introduction
Background
A new structure of assessment for A Level has been introduced, for first teaching from September
2008. Some of the changes include:
• The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that
every young person has the opportunity to reach their full potential
• The reduction or removal of coursework components for many qualifications – to lessen the
volume of marking for teachers
• A reduction in the number of units for many qualifications – to lessen the amount of
assessment for learners
• Amendments to the content of specifications – to ensure that content is up-to-date and

relevant.
OCR has produced an overview document, which summarises the changes to Physics B. This can
be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced this Support Material booklet. This booklet is tied to the Physics B specification and
contains a Scheme of Work with incorporated lesson plans. Although this booklet differs in
appearance to that provided for other subjects, the overall content is the same. These Support
Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life
current teaching practices and they are based around OCR’s revised specifications. The aim is for
the support materials to inspire teachers and facilitate different ideas and teaching practices.
Each Scheme of Work is provided in:
• PDF format – for immediate use
• Word format – so that you can use it as a foundation to build upon and amend the content to
suit your teaching style and students’ needs.
GCE Physics B 3 of 28
The Scheme of Work provides examples of how to teach this unit and the teaching hours are
suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
A Guided Tour through the Scheme of Work
= Innovative Teaching Idea

This icon is used to highlight exceptionally innovative ideas.
= Stretch & Challenge Activity

This icon is added at the end of text when there is an explicit opportunity to offer
Stretch and Challenge.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
GCE Physics B (Advancing Physics): H559. G494 Rise and Fall of the Clockwork Universe
SUGGESTED 20
TOPIC 10. CREATING MODELS
TEACHING TIME HOURS
Suggested teaching and homework
Topic outline Suggested resources Points to note
activities
Teaching time: 5 hours • Activity 10S - 'Models of forest fires and • All resources here refer to the A2 • The usefulness of models is gauged by
percolation' Student CD-ROM published by how accurately the predict behaviour.
• Activity 20S - 'Models of rabbit populations'. Institute of Physics Publishing. The Interspersing modelling activities with
10.1 What if Models Discuss the range of models in physics (ball and suggested teaching and homework practical activities will allow students to
introduced as artificial worlds, stick model of the rubber molecule used in AS, activities also refer to this CD-ROM, appreciate the links between models and
and also the A2 Student Book from reality. Encourage the students to talk
where objects obey rules. bubble raft models and mathematical models
such as the equations of motion) the same publishers. about the models they are using.
• Activity 30P - 'Observing exponential decay: • Display Material 10O OHT

Discovering the exponential Radioactivity' 'Smoothed out radioactive decay' • It is important that students develop a firm
function by mathematical • Activity 50E - 'A model of radioactive decay • Display Material 20O OHT understanding that the rate of exponential
techniques. using dice' 'Radioactive decay used as a clock' change of a quantity (in our case,
exponential decay) is proportional to the
• Question 5C - Comprehension ‘First steps in amount of the quantity present. Using dice
The differential equation dN/dt = mathematical modelling’ as an analogue of radioactive decay helps
kN • Question 30S - Short Answer 'Decay in theory bring this point home.
and practice' • It is worth spending a little ‘pen and paper’
radioactive half-life
• Question 40S - Short Answer 'Model growth and time on modelling. A few minutes spent in
sample decay' carrying out a simple iterative procedure
will fix the method in the students mind.
• Activity 70S - Software Based 'Models of
They can then use Excel or other
radioactive decay series'
programs to easily model other situations
• Activity 80S - Software Based 'Models of bubble and add variables. Confident students can
decays in foam' alter models of radioactive decay to
• Producing iterative models of increasing include, for example, the growth of
complexity for those interested students – this daughter products and radioactive
can be a homework exercise. equilibria.
= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity
SUGGESTED 20
TEACHING TIME HOURS
activities
Teaching time: 6 hours • Activity 200P - Presentation 'The water • Display Material 60O - OHT 'A • If you have not prepared your own
pendulum' language to describe oscillations' mathematical model in Modellus it is
• Activity 210P - Presentation 'Swinging bar or • Display Material 70O - OHT 'Snapshots useful to have a go before embarking with
10.3: Clockwork models torsion pendulum' of the motion of a simple harmonic activity 270S. Excel can also be used as a
oscillator' modelling tool.
• Activity 220P - Presentation 'Oscillating ball'
• • Display Material 80O - OHT 'Step by
10: Creating Models Activity 230P - Presentation 'Mass oscillating
between elastic barriers' step through the dynamics'
• Activity 240P - Presentation 'Looking at an • Display Material 90O - OHT 'Rates of

This section introduces another oscillator – carefully' change'
form of mathematical model – • Question 150S - Short Answer 'Revisiting motion • Display Material 100O - OHT 'Graphs
the second order differential graphs' of simple harmonic motion'
equation. Beginning with • Display Material 110O - OHT
• Question 160S - Short Answer 'Oscillators'
examples of oscillators the 'Comparing models'
students are introduced to the • Question 200S - Short Answer 'Solving the
harmonic oscillator equation'
special case of simple harmonic
oscillators. The mass on a • Activity 250S - Software Based 'Oscillating
freely'
spring oscillator is studied in
detail to bring out the • Activity 260E - Experiment 'Loaded spring
oscillator'
mathematics of the motion.
Simple iterative techniques are • Activity 270S - Software Based 'Build your own
used to model the motion. simple harmonic oscillator'
• Activity 280S - Software Based 'Step by step
though an oscillation'
• The next activity provides a useful measurement
challenge for students:
• Activity 370E - Experiment ‘The period of a
SUGGESTED 20
TEACHING TIME HOURS
activities
pendulum is not constant’
Teaching time: 2 hours • Activity 370S - Software Based 'Energy in • Display Material 130O - OHT 'Energy • As with all this section on models, it is
oscillators' flow in an oscillator' useful to mix experiments, computer
• Activity 340E - Experiment 'Resonance of a • Display Material 140O - OHT assisted modelling and pen and paper
10.4 Resonating hacksaw blade' 'Resonance' modelling to give students an
• Activity 350E - Experiment 'Resonance of a understanding of how a model applies to
• Video of Tahoma Narrows bridge an experimental situation.
mass on a spring'
collapse is available at
This section focuses on the • Question 210D - Data Handling 'Energy in a
need for an energy input simple oscillator' • http://en.wikipedia.org/wiki/Tacoma_Na
through a periodic driving force rrows_Bridge
• Question 220S - Short Answer 'Bungee jumping'
to keep an oscillator going. The • Question 240S - Short Answer 'Oscillator energy
idea of resonance follows from and resonance'
this, when the driving frequency • Question 250S - Short Answer 'Resonance in
matches the natural frequency car suspension systems'
of the oscillator. • Activity 360E - Experiment ‘Finding a resonant
frequency accurately’
The section begins by
• To stretch the most able:
considering energy changes in Reading 40T - Text to Read 'Tacoma Narrows:
a mass-spring oscillator. Re-evaluating the evidence'
Examples of resonance are • Question 230X Exposition/Explanation 'Energy
shown and the students have in an oscillator’
an opportunity to make a careful
measurement of the resonant
frequency of a system. There
SUGGESTED 20
TEACHING TIME HOURS
activities
are readings which set the
phenomenon of resonance in a
wider context and opportunities
to stretch the most interested
and able students.
SUGGESTED
TEACHING 20 HOURS TOPIC 11. OUT INTO SPACE
TIME
activities
Teaching time: 5 hours • Begin by discussing what the students know or • Display Material 20O - OHT • This section introduces students to the
believe about the Solar System and the naked- 'Retrograde motion' revolution in science from Kepler to
eye observations that the ancients based their Newton. A central aspect of this section is
ideas upon. It is worthwhile spending a little time • Display Material 30O - OHT 'Kepler's
11.1 Rhythms of the heavens third law' the development of the view that the Earth
encouraging the students to imagine the mental really does go round the Sun – looking at
effort that allowed Kepler to picture and to • Display Material 50O - OHT 'Geometry our planet from a different perspective and
calculate elliptical orbits when all he saw was rules the Universe'
Build upon ideas met in chapter developing the mathematical models to do
dots of light and tables of figures and that much
nine of the AS course. Much of so.
tradition was against his ideas.
this section is ‘minds on’ rather
than ‘hands on’. Begin by • This section contains much material of
discussing what the students • Activity 10S - Software Based 'Watching the interest to the development of science and
know or believe about the Solar planets go round' the Newtonian framework; interested
System and the naked-eye • Activity 20S - Software Based 'Retrograde students should be encouraged to go
motion' further with their reading. There are many
observations that the ancients
• Question 10D - Data handling 'Using Kepler’s resources on the A2 disk that will help
based their ideas upon. them with this.
third law'
Introduce the ideas of • Activity 30D - Demonstration 'Galileo’s
centripetal motion and that no frictionless experiment'
work is done when a force on a •
2
Activity 40D - Demonstration 'Testing F = mv /r '
body acts perpendicular to its • Activity 60S - Software Based 'Driving round in a
motion. Reinforce these ideas circle'
with demonstrations and • Question 20W - Warm-up Exercise 'Orbital
arithmetical questions. velocities and acceleration'
• Question 30S - Short Answer 'Centripetal force'
• Question 40S - Short Answer ‘Circular motion –
more challenging’
SUGGESTED
TIME
activities
Teaching time: 4 hours • Move from earth-bound ideas of gravity that will • Display Material 100O - OHT 'Apollo • This area proves difficult for many
be familiar to the students to considering the goes to the Moon' students and it is important that there is an
effect of gravity on planets – much as Newton is • Display Material 110O - OHT 'A obvious path through the material so that
11.2 Newton’s gravitational law. said to have done with the apple and the Moon. geostationary satellite' the students can how each new concept
• Activity 70S - Software Based ''Variations in fits into the greater picture. A concept map
gravitational force' drawn up at the end of the section often
This section concerns Newton’s helps students. This can be given as
• Activity 80S - Software Based 'Gravitational homework or discussed in class.
work on gravity and introduces universes'
the equations
• Activity 110S - Software Based 'Probing a
Gm1m 2 gravitational field' • As this is a less experimental area than
F =− many in the course it is sensible to divide
r2 • Question 10W - Warm-up Exercise ‘Testing for the time between description and
an inverse square law’ considering examples.
and
• Question 80W - Warm-up Exercise 'Newton’s • Students will move through the conceptual
GM
g=− gravitational law' material at their own pace. If work is
r2 • Question 110S - Short Answer 'Finding the mass undertaken in class it will be useful to
The concepts of gravitational of a planet with a satellite' have some further questions kept back for
those able students. Similarly, this may be
field, gravitational field strength, • The next question uses Apollo data to support
an area when homework given is
gravitational force and the the inverse square law
designed to help individual students or
graphical representation of field • Question 120D - Data Handling 'The bands of students rather than giving all
strength are all considered. gravitational field between the Earth and the students the same assignment.
Newton’s work links back to Moon'
Kepler’s empirical ideas and • Question 60C - Comprehension 'How Cavendish
students appreciate how didn’t determine G and Boys did'
Newton’s ideas give theoretical • Question 90C - Comprehension 'Are there
and mathematical underpinning planets around other stars?'
SUGGESTED
TIME
activities
to Kepler’s Laws. • Question 130C - Comprehension 'Variations in g'
Teaching time: 5 hours • Activity 120E - Experiment 'Low friction collisions • Display Material 130O - OHT 'Two craft • Students will have a wide range of
and explosions' collide' background knowledge for this part of the
• Activity 130E - Experiment 'Newton’s cradle' • Display Material 150O - OHT course, depending on the amount of
11.3 Arrivals and departures 'Conservation of momentum' science they took at GCSE. Some will
• Activity 140D - Demonstration 'Kicking a football' have covered momentum and momentum
• Question 140W - Warm-up Exercise 'Change in • ‘Collisions’ video from Classroom video. change already whereas for others it will
This section considers Newton’s momentum as a vector' be novel material.
laws of motion through a study • Question 150S - Short Answer 'Impulse and • These are simple but subtle concepts. It is
of force and momentum. momentum in collisions' quite possible for students to perform
reasonably successfully in arithmetical
Students will consider • Question 160S - Short Answer 'Collisions of
problems in this area though having
momentum as a vector that is spheres'
relatively little understanding of the
conserved in all interactions. • Question 180S - Short Answer 'Jets and rockets' concepts.
They will consider force as rate • Display Material 140P - Poster 'Momentum,
of change of momentum and invariance, symmetry'
that interaction forces come in • For more able students, this summarises the
equal and opposite pairs. logic presented in the student's book – how
momentum leads to definitions of inertial mass
and force, and to Newton’s third law. See also
Reading 80T.
• Students find discussions of momentum

changes in sports a useful way into to
considering the effect of the length of time of a
collision. Such discussions are a little less
dramatic than considering car crashes.
SUGGESTED
TIME
activities
Teaching time: 6 hours • Activity 190D - Demonstration 'Exploring • There’s a huge conceptually difficult
potential with a tennis ball' leap here, but it’s one which can’t
• Activity 200D - Demonstration ‘Loop-the-loop’ really be ducked; from here on the
11.4 Mapping Space negative sign for potential energy is a
• Activity 220S - Software Based 'Storing energy
constant and unavoidable presence
with gravity'
This part of the course builds an • Activity 230S - Software Based 'Inferring fields'
understanding of the concept of • The next activity lets students analyse data from
potential in a radial field. The Apollo 11
students’ book is concerned • Activity 260S - Software Based 'Probing
with visualisation in terms of gravitational potential'
potential wells. These lead • Question 200W - Warm-up Exercise 'Pole
easily to making the link vaulting'
between gravitational field • Question 210S - Short Answer 'Gravitational
strength and potential gradient. potential energy and gravitational potential'
• Question 220D - Data Handling 'Gravitational
The specific learning outcomes potential difference, field strength and potential'
for this part of the chapter are: • Question 250S - Short Answer 'Summary
• gravitational potential energy questions for chapter 11'
difference in a uniform field • These activities and readings will stretch and
= mgΔh challenge the students:
• Reading 130T - Text to Read 'The Cassini-
• gravitational potential is Huygens mission to Saturn'
gravitational potential energy
• Reading 110W - Well Actually / But Also
per unit mass 'Gravitational potential due to spherical mass'
• gravitational field strength =
SUGGESTED
TIME
activities
– gravitational potential • Question 230D - Data Handling 'Changing orbits'
gradient • Question 240D - Data Handling 'Why is a 'black
• gravitational potential hole' black?'
defined as zero at infinite
distance from the mass
generating the field.
• gravitational potential
around a point mass
• the total energy of a body
orbiting in a gravitational
field is gravitational potential
energy plus kinetic energy
SUGGESTED 18
TOPIC 12. OUR PLACE IN THE UNIVERSE
TEACHING TIME HOURS
activities
12.1 Observing the Universe • Get the students to discuss what they know • Display Material 20S - Computer • Spending a little time on this section means
about cosmology and the history of the subject. Screen 'The Milky Way in infrared' that the students will know what you are
In some ways all science is cosmology – how • Display Material 40S - Computer talking about in later sections. It will also help
Teaching time: 6 hours did the Universe get to be as it is today? Screen 'Eta Carinae in visible light' put the role of gravity, as described in
• Use the wealth of images available on the disk chapter 10, in place.
• Display Material 50S - Computer
and the internet to add visual references. Screen 'An ultraviolet image of the Sun' • The story of the our understanding of the size
This gives an introduction to the Particularly interested students could be of the Universe is a fascinating one taking us
Universe in modern astronomy. encouraged to give brief presentations. • Display Material 60S - Computer from the thinkers in Ancient Greece to the
Screen 'Images of supernova remnant work of Edwin Hubble and the telescope
• Activity 10E - Experiment 'What do you know Cassiopeia A'
about cosmology?' named in his honour decades later.
• Display Material 70S - Computer
• Now move on to – how do you know what you Screen 'X-ray and gamma ray images'
think you know? How do we observe distant
objects? What wavelengths can we use? This • Display Material 80S - Computer
brings in the concept of measurement and Screen 'Radar images: Volcano'
introduces radar-type measuring. • Display Material 100S - Computer
• Question 20W - Warm-up ‘Using time to Screen 'Magic from trip times'
measure distance’ • Display Material 10O - OHT 'Distances
• Question 30W - Warm-up ‘Units for distance in light travel time'
measurement’ • Display Material 30O - OHT 'The ladder
• Display Material 10O - OHT 'Distances in light of astronomical distances'
travel time' • Display Material 90O - OHT 'Velocities
• Display Material 30O - OHT 'The ladder of from radar ranging'
astronomical distances • Display Material 95O - OHT ‘Non-
• Reading 20T - Text to Read 'The ladder of relativistic Doppler shift’
SUGGESTED 18
TEACHING TIME HOURS
activities
astronomical distances'
Radar ranging and Doppler • Question 50S - Short Answer 'Trip times tell • Display Material 190O - OHT
Shift distances' 'Measuring black holes'
• Question 52S - Short Answer ‘Doppler detection’ • Display Material 130S - Computer
This section puts together three
• Question 55S - Short Answer 'Doppler shifts in Screen 'Doppler shifts from part of a
elements: galaxy'
astronomy'
• simple experimentation on • Hermann Bondi “Relativity and
• Question 60S - Short Answer 'Binary stars'
wave travel times, and on Common Sense” Dover edition 1980
examples of Doppler shifts, • Question 70S - Data Handling 'Using orbital data ISBN 0-486-24021-5.
to calculate masses'
• the argument leading to the
classical approximation to
the Doppler shift,
• examples of information
obtained from radar and
Doppler observations,
including a calculation of the
mass of a black hole
12.2 Special Relativity • Activity 50S - Software Based ‘Investigating the • N David Mermin “It’s About Time – • Remember that this is very much an
relativistic Doppler shift’ Understanding Einstein’s Relativity” introduction! You will find the books listed
• Activity 60S - Software Based ‘Investigating the Princeton University Press 2005. ISBN useful and some students may also enjoy
Teaching time: 4 hours time dilation factor γ’ 978-0-691-12201-4 reading through them. The Advancing
• Edwin F Taylor & John Archibald Physics Students’ Book will give you an idea
• Activity 100S - Software Based 'The relativistic of the level required and the resources on the
Doppler effect' Wheeler “Spacetime Physics:
This section is an introduction to Introduction to Special Relativity” disk will be helpful in putting these ideas
special relativity and develops • Activity 110S - Software Based ‘The light clock’ (Second Edition) W H Freeman 1992 across.
SUGGESTED 18
TEACHING TIME HOURS
activities
from a closer consideration of • Question 50C - Comprehension ‘Thinking ISBN 0-7167-2327-1 • Note that it is not necessary to deal with
radar-ranging techniques and relatively’ • Display Material 100O - OHT ‘Space- Lorentz transformations, synchronisation of
Doppler shifts. The points to • Question 50W - Warm-up ‘When does the speed time diagrams’ clocks in a given reference frame, length
cover are: measurement and length contraction, or the
of light matter?’ • Display Material 110O - OHT Two-way
relativistic addition of velocities. However,
The basis of relativity in the two • Question 60W - Warm-up ‘The relativistic time- radar speed measurement’
interested students can always be
postulates, (1) that no dilation factor γ’ • Display Material 120O - OHT 'Doppler encouraged to read around the subject.
experiment can detect absolute • Question 70S - Short Answer ‘Practice with the shift – two-way and one-way'
motion at constant speed in a relativistic Doppler equation’ • Display Material 125O - OHT
straight line, and (2) that the • Question 80S - Short Answer ‘Practice with the ‘Relativistic effects’
speed of light is a constant, the relativistic time dilation equation’ • Display Material 130O - OHT ‘Light
same for all observers. • Question 120S - Short Answer ‘Time clock’
A first consequence of these

postulates, from considering
radar measurements of
distance and velocity, is that the
Doppler shift factor must be

1+ v /c
given by k where k 2 =
1− v /c
A second consequence, that
time measured by a clock
moving relative to an observer
must run slow as compared with
time measured by a clock
SUGGESTED 18
TEACHING TIME HOURS
activities
moving with the observer, by
the relativistic factor
γ = 1 1− v 2 /c 2
12.3 Was there a big bang? • Activity 130S - Software Based 'The • Display Material 140O - OHT 'How the • Students enjoy this part of the course and it
cosmological red shift' accepted value of the Hubble constant is an ideal area in which to encourage
• Activity 140P - Presentation 'The Universe' has changed' discussion. Some students may wish to take
Teaching time: 4 hours • Display Material 150O - OHT 'The ideas from this section further in the research
• Question 40W - Warm-up ‘Cosmological briefing coursework.
expansion’ history of the Universe'
• Display Material 160O - OHT 'Hubble's • There are many resources on the disk for
The two key ideas in this • Question 80D - Data Handling 'Astronomical further work or for interested students to
distances' law and the age of the Universe'
section are that the observation access – this is an area where the questions
cosmological redshift and the • Question 90D - Data Handling 'Calculating the • Display Material 200O - OHT 'The age of physics merge with those of philosophy
age of the Universe' of the Universe' and theology.
microwave background give
evidence for the big bang. • Display Material 210O - OHT 'The
• Question 95S - Short Answer 'Redshifts or cosmic microwave background
quasars' radiation'
Red shifts of distant galaxies
give evidence of the expansion • Question 100S - Short Answer 'Cosmic
microwave background radiation'
of the Universe. A red shift
Δλ • Question 110C - Comprehension 'Evidence for a
z= hot early Universe'
λ
corresponds to an expansion in
scale of
RNOW
= 1+ z
RTHEN
SUGGESTED 18
TEACHING TIME HOURS
activities
Current estimates of the
expansion time-scale of the
Universe put it at about 13.7 ± 1
Gy.
Evidence that the Universe has
evolved from an initial uniform,
hot dense state comes from the
existence of the cosmic
microwave background.
There are still fundamental
problems in explaining the
major features of the Universe.
SUGGESTED
TEACHING 12 HOURS TOPIC 13. MATTER: VERY SIMPLE
TIME

activities
13.1 Up, up and away • Activity 10E - Experiment 'The density of air' • http://advancingphysics.iop.org • These ideas can be put across quite
• Activity 20E - Experiment 'Changes in volume, • contains many further ideas swiftly, culminating in the ideal gas
changes in pressure' relationship.
• You may also find useful material at the
Teaching time: 5 hours
• Activity 30E - Experiment 'Changes in ‘teaching Advancing Physics’ pages at
temperature, changes in pressure' http://www.iop.org/activity/education
This part of the unit builds upon • Activity 40E - Experiment 'Changes in • Display Material 10O - OHT 'Boyle’s
ideas from GCSE and develops temperature, changes in volume' Law, density and number of molecules'
an understanding of the • Question 10W - Warm-up ‘Absolute temperature • Display Material 20O - OHT 'Changing
macroscopic behaviour of • Question 20W - Warm-up ‘Boyle’s law’ pressure and volume by changing
idealised gases. This gives an temperature'
• Question 20E - Estimate 'Gases and mass'
opportunity to engage in • Display Material 30O - OHT 'One law,
• Question 30X - Exposition-Explanation 'Pumping summarising empirical laws'
practical activity that builds a up my tyres'
picture of gases that can be
• Question 40S - Short Answer 'Using the ideal
modelled in the next section.
gas relationships'
Students will consider:
• Activity 50S - Software Based 'Exploring the
• Boyle’s law p ∝ 1/V, p ∝ rules for pressure'
mass (or number of • Activity 60S - Software Based 'Exploring the
molecules) rules for volume'
• Charles’ law V ∝ T
• Pressure law p ∝ T
• Absolute temperature, kelvin
SUGGESTED
TIME

activities
scale
• Having established that
PV/T students are
introduced to the equations
= nNAkT = nRT for n moles
of gas. This will require a
little work on the mole – this
can be straightforwardly
defined. Ending this section
with the equations above
points forward to the next
piece of work.
13.2 The kinetic model • Activity 70P - Presentation 'Brownian motion' • Display Material 60P - Poster • If you teach chapter 13 before chapter 10
• Activity 80D - Demonstration 'Collisions produce 'Constructing a model of a gas' you will need to cover momentum before
a force' • Display Material 80O - OHT ‘How embarking upon the development of the
Teaching time: 5 hours kinetic theory fits together’ kinetic theory.
• Display Material 70O - OHT 'The speed • This section contains conceptual ideas
• Activity 100S - Software Based 'Molecules in a that need a little bedding down –
of a nitrogen molecule'
This section develops a box' mathematical examples help but try to
mathematical model for gases. • Activity 110S - Software Based 'Do the • Display material 95O - OHT ‘Random ensure that students have a clear idea of
It develops the ideas of the molecules know?' walk’ the concepts as well.
kinetic theory in a simple • Activity 120S - Software Based 'Watching atoms • Display Material 100O - OHT
manner using ideas of cause pressure' ‘Boltzmann constant and gas
molecules’
momentum transfer that • The questions 60S and 70S below can be used
SUGGESTED
TIME

activities
students met in chapter 10. to take students through the kinetic theory
argument. The first prepares the way with a
Students will consider: numerical example.
• The relationship • Question 60S - Short Answer 'Kinetic theory by
1 numerical example'
pV = Nmv 2
3 • Question 70S - Short Answer 'Kinetic theory
for the kinetic model of a algebraically'
gas, and the meaning of root • Question 30W - Warm-up ‘Molecular motion’
mean square speed • Question 40W - Warm-up ‘The ideal gas
• The average (translational) equation’
kinetic energy of a particle in • Activity 140S - Software Based '
a gas is equal to 3/2 kT Compressing a gas, changing pressure'
where k is the Boltzmann • Weaker students could benefit from the
constant and T is the kelvin reminders about momentum in:
temperature • Question 50S - Short Answer 'Momentum and
collisions with a wall'
• How the kinetic model
explains the gas laws • Able students will benefit from the following
more sophisticated way of deriving the kinetic
summarised by the
theory:
relationship pV = NkT
• That the total internal energy
U of an ideal gas is given by
• Question 80S - Short Answer 'More about the
U= 3
2
NkT kinetic theory of gases'
if energy of vibration and • We can now consider the more developed ideas
SUGGESTED
TIME

activities
rotation can be ignored of this section:
• How to estimate the root • Activity 170S - Software Based 'Diffusion from
random motion'
mean square speed of a gas
molecule • Activity 190S - Software Based 'Simulated
random walk'
• About evidence supporting
the kinetic model of a gas:
expansion into a vacuum,
diffusion, Brownian motion
• That a single molecule in a
gas moves in a random walk
as a result of the many
collisions it makes with other
molecules
13.1 Energy in Matter • Activity 210E - Experiment 'A solar panel' • Display Material 120O - OHT • This short section gives an opportunity for
• Activity 220E - Experiment 'Measuring the 'Transferring energy to molecules' some practical work and can be used to
specific thermal capacity of a metal' promote a discussion of the conservation
Teaching time: 2 hours of energy. The Advancing Physics
• Activity 230P - Presentation 'Warming and teachers’ guide has some useful ideas
cooling by pushing and pulling' about this area.
This section considers energy in • Question 110S - Short Answer 'Specific thermal
solids and liquids, following on capacity: Some questions'
from the consideration of gases • Question 120C - Comprehension 'The wonderful
in the previous sections. The oddity of water'
concept of specific thermal • Question 130S - Short Answer 'Thermal
SUGGESTED
TIME

activities
capacity is introduced along transfers in the home'
with the equation • Question 140D - Data Handling 'Thermal
changes'
E = mc 
The students consider the
conservation of energy in the
form of the equation
U = W + Q.
SUGGESTED
TEACHING 8 HOURS TOPIC 14. MATTER: VERY HOT AND VERY COLD
TIME
activities
14.1 The ‘Magic ratio’ E/kT • Activity 10P - Presentation 'Temperatures • http://advancingphysics.iop.org • Allow the students to become
everywhere' • contains many further ideas acquainted with the variety of units
• Activity 40P - Presentation 'Hot glows' for small amounts of energy and the
• You may also find useful material at the importance of the ratio E/kT before
Teaching time: 4 hours
• Activity 50P - Presentation 'Slow motion syrup' ‘teaching Advancing Physics’ pages at embarking upon the Boltzmann
• Activity 100S - Software Based 'Introducing • http://www.iop.org/activity/education factor – their understanding of this
This part of the topic considers breakouts' will be enhanced greatly by this
• The material in the Teachers’ Guide is very
the energy of particles at earlier work. This section introduces
useful in this area.
students to thinking about the world
different temperatures using the • Activity 130S - Software Based 'Energy per atom • Display Material 10O - OHT 'Temperature and around them in a new way – allow
‘rule of thumb’ that energy is in some solids' the average energy per particle' them a bit of time to enjoy this.
about kT. • Question 10W - Warm-up ‘Molecular energy’ • Display Material 15S - Computer screen 'Rough
This energy may be expressed • Question 20W - Warm-up ‘Evaporation of water’ values of the energy kT''
in a number of different units. • Question 30W - Warm-up ‘Thermal radiation’ • Display Material 20O - OHT 'Different
The temperature dependence processes related to the average energy per
• Question 40W - Warm-up ‘Calculating thermal particle'
of energy is explored:
energies’
If E/kT is small, bonds break; • Display Material 25S - Computer screen 'The
• Question 20S - Short Answer 'Molecules and energy it takes'
when E/kT is large complex change'
structures may form. Processes • Question 45X - Explanation-Exposition 'Matter
occur when E/kT is about 10 or 'comes apart' '
15 to 30.
• Activity 20H - Home Experiment 'Crème brulée:
Carefully controlled changes'
• Activity 30H - Home Experiment 'Chilled
confectionery'
SUGGESTED
TIME
activities
14.2 The Boltzmann Factor • Activity 150E - Experiment 'A race depending • http://advancingphysics.iop.org • This section introduces the students
only on chance' • contains many further ideas to statistical thinking – statistical
• Activity 160S - Software Based 'Energy shared physics is thought by some to be as
• You may also find useful material at the important an advance as quantum
Teaching time: 4 hours among particles' ‘teaching Advancing Physics’ pages at mechanics or general relativity! The
• Activity 170S - Software Based 'Getting lucky: • http://www.iop.org/activity/education crucial insight is that individual
Climbing an energy ladder by chance' particles ‘don’t care’ and behave
This is an introduction to a • The material in the Teachers’ Guide is very
fascinating area of study. The • Activity 230E - Experiment 'Energy needed to useful in this area.
randomly but the behaviour of large
evaporate a molecule of water' groups of randomly behaving
students consider the • Display Material 40O - OHT 'Climbing a ladder particles can be predicted with great
Boltzmann factor as the ratio of • Activity 240E - Experiment 'Conduction in a by chance' precision.
numbers of particles in two semiconductor'
• Display Material 50O - OHT 'An exponential
quantum states differing by • Question 50W - Warm-up ‘Probability and atmosphere'
energy ε and that the origin of equilibrium’
• Display Material 60O - OHT 'Examples of
the Boltzmann factor is the • Question 60W - Warm-up ‘Nuclear fusion in the activation processes'
small probability of repeatedly Sun’
• Display Material 70O - OHT 'The Boltzmann
gaining extra energy at random • Question 90S - Short Answer 'The Boltzmann factor'
from a large collection of other factor: fB = exp(-ε / kT)'
• Display Material 80O - OHT 'How the
particles. • Question 60X - Explanation-Exposition 'Thinking Boltzmann factor changes with temperature'
To a first approximation the rate about the Boltzmann factor'
of a reaction with activation • Question 110D - Data handling 'Resistance and
energy ε is proportional to exp(- conductance of thermistors'
ε/kT), and can increase rapidly • Question 120D - Data handling 'Vapour pressure
with temperature. of water'
• Question 80X - Explanation-Exposition
'Exponential distributions'
SUGGESTED
TIME
activities
• Question 100C - Comprehension 'Density where
jet planes fly'
• Question 130D - Data handling 'Runny liquids'
• Question 140C - Comprehension 'Contaminated
surfaces'
• Question 150S - Short Answer 'Electrons from
hot metal'
Other forms of Support
In order to help you implement the new Physics B specification effectively, OCR offers a
comprehensive package of support. This includes:
OCR Training
Get Ready…introducing the new specifications
A series of FREE half-day training events are being run during Autumn 2007, to give you an
overview of the new specifications.
Get Started…towards successful delivery of the new specifications
These full-day events will run from Spring 2008 and will look at the new specifications in more
depth, with emphasis on first delivery.
Visit www.ocr.org.uk for more details.
Mill Wharf Training
Additional events are also available through our partner, Mill Wharf Training. It offers a range of
courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.
e-Communities
Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with
other subject specialists. Our online mailing list covers a wide range of subjects and enables you to
share knowledge and views via email.
Visit https://community.ocr.org.uk, choose your community and join the discussion!
Interchange
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online, quickly and easily. The site allows you to register and enter candidates online. In addition,
you can gain immediate and free access to candidate information at your convenience. Sign up at
https://interchange.ocr.org.uk

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Support Material

• Amendments to the content of specifications – to ensure that content is up-to-date and

Each Scheme of Work is provided in:

• PDF format – for immediate use

A Guided Tour through the Scheme of Work

= Innovative Teaching Idea

= Stretch & Challenge Activity

• Activity 30P - 'Observing exponential decay: • Display Material 10O OHT

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

• Activity 240P - Presentation 'Looking at an • Display Material 90O - OHT 'Rates of

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

• Students find discussions of momentum

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

A first consequence of these

Doppler shift factor must be

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

Suggested teaching and homework

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

Suggested teaching and homework

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

Suggested teaching and homework

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

Suggested teaching and homework

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

Suggested teaching and homework

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

Get Ready…introducing the new specifications

Get Started…towards successful delivery of the new specifications

Visit www.ocr.org.uk for more details.

Mill Wharf Training

Visit https://community.ocr.org.uk, choose your community and join the discussion!

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