Term 1: Module 2 - Foundations of Physics
The aim of this module is to introduce important conventions and ideas that permeate the fabric of physics. Understanding of physical quantities and S.I. units, helps physicists to effectively communicate their ideas within the scientific community.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the practical endorsement. There are no set PAGs for this unit but students will complete practical work to aid understanding.
Absolute uncertainties
The interval that the value is said to lie within, with a given level of confidence.
Percentage uncertainties
The uncertainty of a measurement, expressed as a percentage of the recorded value.
Variable
A factor or condition that is changed, controlled or measured in an experiment.
Significant figures
A measure of a measurement’s resolution. All numbers except zero are counted as a significant figure. When zeros are found immediately after a decimal place, they too are counted.
Precision
A measure of how close a measurement is to the mean value. It only gives an indication of the magnitude of random errors, not how close data is to the true value.
Accuracy
A measure of how close a measurement is to the true value
S.I. units
The standard units used in equations. They are: metres, kilograms, seconds, amps, Kelvin and moles.
Random Error
Unpredictable variation between measurements that leads to a spread of values about the true value. Random error can be reduced by taking repeat measurements
Systematic Error
Causes all readings to differ from the true value by a fixed amount. Systematic error cannot be corrected by repeat readings, instead a different technique or apparatus should be used.
Zero Error
A form of systematic error, caused when a measuring instrument doesn’t read zero at a value of zero. This results in all measurements being offset by a fixed amount.
Develop the individual:
Create a supportive community:
Term 1: Module 2 - Making measurements and analysing data.
This section provides knowledge and understanding of physical measurements and treatment of errors and uncertainties.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the practical endorsement. There are no set PAGs for this unit but students will complete practical work to aid understanding.
Absolute uncertainties
The interval that a value is said to lie within, with a given level of confidence.
Percentage uncertainties
The uncertainty of a measurement, expressed as a percentage of the recorded value.
Variable
A factor or condition that is changed, controlled or measured in an experiment.
Significant figures
A measure of a measurement’s resolution. All numbers except zero are counted as a significant figure. When zeros are found immediately after a decimal place, they too are counted
Precision
A measure of how close a measurement is to the mean value. It only gives an indication of the magnitude of random errors, not how close data is to the true value
Accuracy
A measure of how close a measurement is to the true value.
S.I units
The standard units used in equations. They are: metres, kilograms, seconds, amps, Kelvin and moles.
Random error
Unpredictable variation between measurements that leads to a spread of values about the true value. Random error can be reduced by taking repeat measurements.
Systematic error
Causes all readings to differ from the true value by a fixed amount. Systematic error cannot be corrected by repeat readings, instead a different technique or apparatus should be used.
Zero error
A form of systematic error, caused when a measuring instrument doesn’t read zero at a value of zero. This results in all measurements being offset by a fixed amount.
Develop the individual:
Create a supportive community:
Term 1: Module 2 - Nature of Quantities
This section provides knowledge and understanding of scalars and vectors quantities, an understanding of the difference between vector and scalar quantities is a foundation of physics which students will build upon throughout their A-level studies. Furthermore, being able to mathematically resolve vectors in problems is a skill students will need to master.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the practical endorsement. There are no set PAGs for this unit but students will complete practical work to aid understanding.
Resolution of forces
The splitting of a force into its horizontal and vertical components
Triangle of forces
: A method of finding the resultant force of two forces. The two forces are joined tip to tail and the result is then the vector that completes the triangle.
Develop the individual:
Create a supportive community:
Term 1: Module 3 - Motion
This section provides knowledge and understanding of key ideas used to describe and analyse the motion of objects in both one-dimension and in two-dimensions. It also provides learners with opportunities to develop their analytical and experimental skills. The motion of a variety of objects can be analysed using ICT or data-logging techniques (HSW3). Learners also have the opportunity to analyse and interpret experimental data by recognising relationships between physical quantities (HSW5). The analysis of motion gives many opportunities to link to How Science Works. Examples relate to detecting the speed of moving vehicles, stopping distances and freefall.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. The PAG assessed in this unit is PAG1 Investigating motion.
Acceleration
The rate of change of velocity
Displacement
The direct distance between an object’s starting and ending positions. It is a vector quantity and so has both a direction and a magnitude
Free-fall
An object is said to be in free fall when the only force acting on it is the force of gravity.
Projectile motion
The motion of an object that is fired from a point and then upon which only gravity acts. When solving projectile motion problems, it is useful to split the motion into horizontal and vertical components.
Stopping distance
The sum of thinking distance and braking distance for a driven vehicle
Velocity-time graph
Plots showing how velocity changes over a period of time. The gradient gives acceleration. Curved lines represent changing acceleration.
Displacement-time graph
Plots showing how displacement changes over a period of time. The gradient gives the velocity. Curved lines represent an acceleration.
Velocity
The rate of change of displacement
Develop the individual:
Create a supportive community:
Term 1: Module 4 - Charge and current
This short section introduces the ideas of charge and current. Understanding electric current is essential when dealing with electrical circuits. This section does not lend itself to practical work but to introducing important ideas. The continuity equation (I = Anev) is developed using these key ideas. This section concludes with categorising all materials in terms of their ability to conduct.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. There are no associated PAGs assessed in this unit.
Conductors
A material that allows the flow of electrical charge. Good conductors have a larger amount of free charge carriers to carry a current.
Conservation of charge
The total charge in a system cannot change.
Conventional current
The flow from positive to negative, used to describe the direction of current in a circuit.
Coulomb
Unit of charge
Electric current
The rate of flow of charge in a circuit
Electrolytes
Substances that contain ions that when dissolved in a solution, act as charge carriers and allow current to flow.
Electron flow
Then opposite to conventional current - electrons flow negative to positive
Elementary charge
The smallest possible charge, equal to the charge of an electron.
Insulators
A material that has no free charge carriers and so doesn’t allow the flow of electrical charge.
Kirchhoff's First Law
A consequence of the conservation of charge. The total current entering a junction must equal the total current leaving it.
Mean drift velocity
The average velocity of an electron passing through an object. It is proportional to the current, and inversely proportional to the number of charge carriers and the cross-sectional area of the object.
Quantisation of Charge
The idea that charge can only exist in discrete packets of multiples of the elementary charge
Semiconductors
A material that has the ability to change its number of charge carriers, and so its ability to conduct electricity. Light dependent resistors and thermistors are both examples
Develop the individual:
Create a supportive community:
Term 1: Module 4 - Energy, power and resistance
This section provides knowledge and understanding of electrical symbols, electromotive force, potential difference, resistivity and power. The scientific vocabulary developed here is a prerequisite for
understanding electrical circuits in 4.3. There is a desire to use energy saving devices, such as LED lamps, in homes. Learners have the opportunity to understand the link between environmental damage from power stations and the impetus to use energy saving devices in the home (HSW10) and how customers can make informed decisions when buying domestic appliances (HSW12).
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. The PAG assessed in this unit is PAG3 Investigating electrical properties.
Diode
A component that allows current through in one direction only. In the correct direction, diodes have a threshold voltage (typically 0.6 V) above which current can flow
Electromotive force
The energy supplied by a source per unit charge passing through the source, measured in volts.
Filament lamp
A bulb consisting of a metal filament, that heats up and glows to produce light. As the filament increases in temperature, its resistance increases since the metal ions vibrate more and make it harder for the charge carriers to pass through.
I-V Characteristics
Plots of current against voltage, that show how different components behave.
Kilowatt-Hour
A unit of electrical energy. It is usually used to measure domestic power consumption
Light-Dependent Resistor:
A light sensitive semiconductor whose resistance increases when light intensity decreases.
Ohm
Unit of resistance
Ohmic Conductor
A conductor for which the current flow is directly proportional to the potential difference across it, when under constant physical conditions.
Ohm's law
The current and potential difference through an ohmic conductor held under constant physical conditions are directly proportional, with the constant of proportionality being resistance.
Potential difference
The difference in electrical potential between two points in a circuit. It is also the work done per coulomb to move a charge from the lower potential point to the higher potential point. It is measured in Volts.
Power
The rate of energy transfer in a circuit. It can be calculated as the product of the current and the potential difference between two points. It is measured in Watts.
Resistance
A measure of how difficult it is for current to flow through a material.
Resistivity
A measure of how difficult it is for charge to travel through a material. It is proportional to the object’s resistance and cross-sectional area, and inversely proportional to the object’s length. It is measured in Ohm metres.
Resistor
A device that has fixed resistance and follows Ohm's law
Volt
The unit of potential difference
Develop the individual:
Create a supportive community:
Term 2: Module 3 - Forces in action
This section provides knowledge and understanding of the motion of an object when it experiences several forces and also the equilibrium of an object. Learners will also learn how pressure differences give rise to an upthrust on an object in a fluid. There are opportunities to consider contemporary applications of terminal velocity, moments, couples, pressure, and Archimedes principle (HSW6, 7, 9, 11, 12).
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. The PAG assessed in this unit are PAG1 Investigating motion.
Centre of mass
The single point through which all the mass of an object can be said to act.
Couple
Two equal and opposite parallel forces that act on an object through different lines of action. It has the effect of causing a rotation without translation.
Torque
Rotational force. Measured in Nm.
Equilibrium
For an object to be equilibrium, both the resultant force and resultant moment acting on the object must be equal to zero.
Moments
The product of a force and the perpendicular distance from the line of action of the force to the pivot.
Terminal velocity
The maximum velocity of an object that occurs when the resistive and driving forces acting on the object are equal to each other.
Pressure
The force that a surface experiences per unit area. It is measured in Pascals (Pa).
Density
The mass per unit volume of a material
Develop the individual:
Create a supportive community:
Term 2: Module 4 - Electrical circuits
This section provides knowledge and understanding of electrical circuits, internal resistance and potential dividers. LDRs and thermistors are used to show how changes in light intensity and temperature respectively can be monitored using potential dividers. Setting up electrical circuits, including potential divider circuits, provides an ideal way of enhancing experimental skills, understanding electrical concepts and managing risks when using power supplies (HSW4). Learners are encouraged to communicate scientific ideas using appropriate terminology (HSW8).This section provides ample opportunities for learners to design circuits and carry out appropriate testing for faults and there are opportunities to study the many applications of electrical circuits (HSW1, 2, 3, 5, 6, 9, 12).
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. The PAG assessed in this unit is PAG4 Investigating electrical circuits.
Internal resistance
The resistance to the flow of charge within a source. Internal resistance results in energy being dissipated within the source.
Kirchhoff's Second Law
A consequence of the conservation of energy. The sum of the voltages in any closed loop must equal zero.
Lost volts
The difference between a source’s emf and the terminal voltage. It is equal to the potential difference across the source’s internal resistance.
Parallel circuit
Components are said to be connected in parallel when they are connected across each other (separate loops).
Potential divider
A method of splitting a potential difference, by connecting two resistors in series. The total potential difference is split in the ratio of their resistances.
Sensor circuits
A circuit that reacts to external conditions. They commonly involve a semiconductor connected in a potential divider arrangement.
Terminal potential difference
The potential difference across the terminals of a power source. It is equal to the source’s e.m.f minus any voltage drop over the source’s internal resistance.
Develop the individual:
Create a supportive community:
Term 3: Module 3 - Work, Energy and Power
Words like energy, power and work have very precise meaning in physics. In this section the important link between work done and energy is explored. Learners have the opportunity to apply the important principle of conservation of energy to a range of situations. The analysis of energy transfers provides the opportunity for calculations of efficiency and the subsequent evaluation of issues relating to the individual and society (HSW2, 5, 8, 9, 10, 11, 12).
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. There are not associated PAGs assessed in this unit.
Power
The rate of energy transfer
Work done
The energy transferred when a force moves an object over a distance.
Efficiency
The useful output (e.g. power, energy) of a system divided by the total output.
Kinetic energy
The energy associated with moving objects
Gravitational potential energy
The energy associated with an object with mass in a gravitational field
Conservation of energy
In a closed system with no external forces the total energy of the system before an event is equal to the total energy of the system after the event. The energy does not need to be in the same form after the event as it was before the event.
Elastic potential energy
An object that is deformed elastically (stretched of compressed) stores elastic potential energy
System
A collection of physical objects interacting
Develop the individual:
Create a supportive community:
Term 3: Module 3 - Materials
This section examines the physical properties of springs and materials. Learners can carry out a range of experimental work to enhance their knowledge and skills, including the management of risks and analysis of data to provide evidence for relationships between physical quantities.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. The PAGs assessed in this unit are PAG2 Investigating properties of materials.
Young modulus
The ratio of stress to strain for a given material. Its unit is the Pascal (Pa).
Compression
The result of two coplanar forces acting into an object. Compression usually results in a reduction in the length of the object
Elastic deformation
If a material deforms with elastic behaviour, it will return to its original shape when the deforming forces are removed. The object will not be permanently deformed.
Plastic deformation
If a material deforms with plastic behaviour, it will not return to its original shape when the deforming forces are removed. The object will be permanently deformed.
Elastic potential energy
The energy stored in an object when it is stretched. It is equal to the work done to stretch the object and can be determined from the area under a force-extension graph.
Force-extension graph
A plot showing how an object extends as the force applied increases. For an elastic object, the gradient should be linear up to the limit of proportionality. The gradient gives the spring constant.
Stress
The amount of force acting per unit area. Its unit is the Pascal (Pa).
Develop the individual:
Create a supportive community:
Term 3: Module 3 - Newton's laws of motion and momentum
This section provides knowledge and understanding of Newton’s laws – fundamental laws that can be used to predict the motion of all colliding or interacting objects in applications such as sport (HSW1, 2). Newton’s law can also be used to understand some of the safety features in cars, such as air bags, and to evaluate the benefits and risks of such features (HSW9). Learners should be aware that the introduction of mandatory safety features in cars is a consequence of the scientific community analysing the forces involved in collisions and investigating potential solutions to reduce the likelihood of personal injury (HSW10, 11, 12).
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. There are no associated PAGs assessed in this unit.
Newton's 1st law
An object will remain in its current state of motion, unless acted on by a resultant force. An object requires a resultant force to be able to accelerate.
Newton's 2nd law
The sum of the forces acting on an object is equal to the rate of change of momentum of the object.
Newton's 3rd Law
Every action has an equal and opposite reaction. If an object exerts a force on another object, then the other object must exert a force back, that is opposite in direction and equal in magnitude.
Elastic collision
A collision between two objects where kinetic energy is conserved in addition to momentum
Inelastic collision
A collision between two objects where kinetic energy is not conserved but momentum is
Linear momentum
The product of an object’s mass and linear velocity.
Conservation of momentum
The total momentum before a collision is equal to the total momentum after the collision between objects in a closed system
Develop the individual:
Create a supportive community:
Term 3, 4 & 5: Module 4 - Waves
This section provides knowledge and understanding of wave properties, electromagnetic waves, superposition and stationary waves. The wavelength of visible light is too small to be measured directly using a ruler. However, superposition experiments can be done in the laboratory to determine wavelength of visible light using a laser and a double slit. There are opportunities to discuss how the double-slit experiment demonstrated the wave-like behaviour of light (HSW7). The breadth of the topic covering sound waves and the electromagnetic spectrum provides scope for learners to appreciate the wide ranging applications of waves and their properties. (HSW1, 2, 5, 8, 9, 12)
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. The PAGs assessed in this unit are PAG5 Investigating waves
Amplitude
A wave’s maximum displacement from its equilibrium position.
Antinodes
A position of maximum displacement in a stationary wave
Coherence
Waves with the same frequency and constant phase difference.
Constructive Interference
The type of interference that occurs when two waves meet in phase. The wave amplitudes are superposed.
Critical Angle
The angle of incidence that results in an angle of refraction of exactly 90o . It is when the refracted ray travels along the boundary line.
Destructive Interference
The type of interference that occurs when the two waves are in antiphase. When one wave is at a peak and one is at a trough their addition results in a minimum point.
Diffraction
The spreading of waves as they pass through a gap of a similar magnitude to their wavelength.
Displacement
The distance that a point on a wave is from its equilibrium position.
Electromagnetic Spectrum
The spectrum of electromagnetic waves, consisting of Gamma Rays, X-Rays, Ultraviolet, Visible Light, Infrared, Microwaves and Radiowaves.
Electromagnetic Waves
Waves that consist of perpendicular electric and magnetic oscillations. All electromagnetic waves travel at the speed of light in a vacuum.
Frequency
The number of waves that pass a point in a unit time period. It is the inverse of the time period.
Fundamental Mode of Vibration
The oscillation of a wave at its natural frequency.
Intensity
The power transferred per unit area. It is proportional to the square of a wave’s amplitude.
Interference
The superposition of the amplitudes of waves when they meet.
Longitudinal Waves
A wave with oscillations that are parallel to the direction of energy propagation. Sound waves are an example of a longitudinal wave. They cannot travel through a vacuum.
Nodes
A position of minimum displacement in a stationary wave.
Oscilloscope
A device used to display and analyse waveforms.
Path Difference
A measure of how far ahead a wave is compared to another wave, usually expressed in terms of the wavelength.
Period
The time taken for a wave to complete one full cycle.
Phase Difference
The difference in phase between two points on a wave. It is usually expressed in radians.
Polarisation
The restriction of a wave so that it can only oscillate in a single plane. This can only occur for transverse waves.
Progressive Waves
Waves that transfer energy from one point to another without a transfer of matter.
Reflection
The bouncing of a wave at a boundary. The angle of incidence will equal to the angle of reflection.
Refraction
The changing of speed of a wave as it passes into a new medium. If it passes into an optically denser medium, it will slow down.
Refractive Index
A material property that is equal to the ratio between the speed of light in a vacuum, and the speed of light in a given material.
Stationary Wave
A wave that stores, but does not transfer, energy.
Superposition
When two waves meet at the same point in space their displacements combine and the total displacement at that point becomes the sum of the individual displacements at that point.
Total Internal Reflection
An effect that occurs in optical fibres, where full reflection occurs at the inside boundary of the fibre, meaning no radiation passes out. The angle of incidence must be greater than the critical angle for this to occur
Transverse Waves
A wave with oscillations that are perpendicular to the direction of energy propagation. Electromagnetic waves are examples of transverse waves.
Wave Speed
The product of a wave’s frequency and wavelength.
Wavelength
The distance between two identical positions on two adjacent waves. It is commonly measured from peak to peak or trough to trough.
Young Double-Slit Experiment
An experiment that demonstrates the diffraction of light by passing monochromatic light across two narrow slits and observing the resulting pattern of bright and dark fringes.
Develop the individual:
Create a supportive community:
Term 4 & 5: Quantum Physics
This section provides knowledge and understanding of photons, the photoelectric effect, de Broglie waves and wave–partcle duality. In the photoelectric efect experiment, electromagnetc waves are used to eject surface electrons from metals. The electrons are ejected instantaneously and their energy is independent of the intensity of the radiation. The wave model is unable to explain the interaction of these waves with mater. This single experiment led to the development of the photon model and was the cornerstone of quantum physics. Learners have the opportunity to carry out internet research into how the ideas of quantum physics developed (HSW1, 2, 7) and how scientific community validates the integrity of new knowledge before its acceptance (HSW11)
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and will assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom which contribute to the achievement of the Practical Endorsement. Students will complete PAG 6.1: Determining Planck constant using LEDs.
Photon
Elementary particle that is the quantum of the electromagnetic field
Plank constant
A fundamental constant, equal to the energy of a quantum of electromagnetic radiation divided by its frequency, with a value of 6.626 × 10−34 joule-seconds
Electron volt
n physics, an electronvolt (symbol eV) is the measure of an amount of kinetic energy gained by a single electron accelerating from rest through an electric potential difference of one volt in vacuum
Work function
The minimum energy of a photon needed to remove a photoelectron from a metallic surface
de Broglie equation
λ = h/mv where 'h' is the Plank's constant. This equation relating the momentum of a particle with its wavelength is de Broglie equation and the wavelength calculated using this relation is de Broglie wavelength.
KEmax
The maximum possible kinetic energy of photoelectrons emitted from a metallic surface
Electron diffraction
Evidence to support electrons exhibiting wave-like properties
Develop the individual:
Create a supportive community: