Yr11CoreScience

Year 11 Core Science

YEAR: 2014 - 15 SCHEME OF WORK: YEAR 11 PHYSICS YEAR 11Single - SUMMARY OF THE COURSE

||
 * __ Unit no. __ ||  __ Unit title __  ||  __ Duration (approximate) __  ||
 * 4  ||   Generating electricity   ||   3 weeks   ||
 * 5  ||   Waves   ||   4 weeks   ||
 * 6  ||   Electromagnetic waves   ||   3 weeks
 * 4  ||   Generating electricity   ||   3 weeks   ||
 * 5  ||   Waves   ||   4 weeks   ||
 * 6  ||   Electromagnetic waves   ||   3 weeks

(This document is “work in progress” and it is constantly updated)

===Time This is a suggested period of duration for each part of the unit. It is not intended to be rigid and more time is spent on a particular area if the needs of the pupils necessitate it. ===

Risk In any practical work risk assessment is crucial, the key is as follows:

 * ===B: Minor risk from hot objects (burns) === ||
 * ===E: minor risk from electrical equipment === ||
 * ===N: no significant risk === ||
 * ===S: specific risk assessment === ||
 * ===H: minor risk from heavy objects === ||

In year 11, students are usually split into three groups: 11Y is the single science group. The double science group is split into 11X and 11XX.

Homework
Students are given the chapter from the book. They are asked to read it, make notes on it and answer all the questions. They are also occasionally asked to complete class-work and plot graphs. During outings week they are asked to research their ISA Hypothesis and complete the Research notes sheet.


 * Textbook: Nelson Thornes: AQA Science A; Jim Breithaupt et al. **
 * Lesson allocation: 2 **** ´ **** 80 minutes per week for ONE term (in rotation). **
 * Homework allocation: 2 x 30 minutes per week **

**(inc. homework)** || **Assessment** || **Different-** **Iation** ||  **Resources**  ||  **Risk**  ||
 * =Week= || **Learning Objectives**  ||  **Learning Activities/Strategies**
 * 1 || 4.1 Fuel for electricity: How is electricity generated in a power station? Which fossil fuels do we burn in power stations? How do we use nuclear fuels in power stations? What other fuels can be used to generate electricity? || **[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/GCSE%20Science_Physics_v2.0|PP Non Renewable energy resources]] ** ||  ||   ||   ||   ||
 * 2 || 4.2 Energy from wind and water || **[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/GCSE%20Science_Physics_v2.0|PP Renewable energy resources]] ** ||  ||   ||   ||   ||
 * || <span style="font-family: Arial,sans-serif; font-size: 9pt;">4.3 Power from the Sun and the Earth || **<span style="font-family: Arial,sans-serif;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/GCSE%20Science_Physics_v2.0|PP Renewable energy resources]] ** ||  ||   ||   ||   ||
 * || <span style="font-family: Arial,sans-serif; font-size: 9pt;">4.4 **Energy and the environment**: How burning fuels affects the environment. There are severe potential hazards with the use of nuclear power and the disposal of nuclear waste. ||  ||   ||   ||   ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">3 || <span style="font-family: Arial,sans-serif; font-size: 9pt;">4.5 **The National Grid**: How the National Grid is used to distribute electricity around the country. Why transformers are used to increase and decrease the voltage of alternating current.

<span style="font-family: Arial,sans-serif; font-size: 9pt;">Show how a transformer works. || **<span style="font-family: Arial,sans-serif;"> ** ||  ||   ||   ||   ||
 * || <span style="font-family: Arial,sans-serif; font-size: 9pt;">4.6 **Big energy issues**: How we utilize our electricity supplies to meet our demands. There is a variety of factors to consider when deciding future energy needs. ||  ||   ||   ||   ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">4 || <span style="font-family: Arial,sans-serif; font-size: 9pt;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/_______Projector%20files/Waves|Projector files\Waves]]
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">4 || <span style="font-family: Arial,sans-serif; font-size: 9pt;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/_______Projector%20files/Waves|Projector files\Waves]]
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">4 || <span style="font-family: Arial,sans-serif; font-size: 9pt;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/_______Projector%20files/Waves|Projector files\Waves]]

<span style="font-family: Arial,sans-serif; font-size: 9pt;">5.1 **The nature of waves**: Waves transfer energy from one place to another without the transfer of matter. Waves are either mechanical or electromagnetic. Mechanical waves can be both transverse or longitudinal, but electromagnetic waves are always transverse. ||  ||   ||   ||   ||   ||
 * || <span style="font-family: Arial,sans-serif; font-size: 9pt;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/GCSE%20Science_Physics_v2.0|PP Nature of Waves]]

<span style="font-family: Arial,sans-serif; font-size: 9pt;">5.2 Measuring waves: Waves can be described by their wavelength, frequency, amplitude and speed. Speed = frequency x wavelength. ||  ||   ||   ||   ||   || <span style="font-family: Arial,sans-serif; font-size: 9pt;"> ||   ||   ||   ||   ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">5 || <span style="font-family: Arial,sans-serif; font-size: 9pt;">5.3 **Wave properties: reflection**: Learn about ray diagrams and the Normal line. The angle of incidence is equal to the angle or reflection.
 * || <span style="font-family: Arial,sans-serif; font-size: 9pt;">5.4 **wave properties: refraction**: Refraction is the change of direction of a wave at the interface between different materials. Refraction occurs because of a change in speed. A prism disperses white light into a spectrum.

<span style="font-family: Arial,sans-serif; font-size: 9pt;"> ||  ||   ||   ||   ||   || <span style="font-family: Arial,sans-serif; font-size: 9pt;"> || **<span style="font-family: Arial,sans-serif;">Ripple tank demonstration: ** <span style="font-family: Arial,sans-serif; font-size: 9pt;"> || **<span style="font-family: Arial,sans-serif;">Signal generator connected to a loudspeaker ( and CRO) ** ||  || || || ||
 * || <span style="font-family: Arial,sans-serif; font-size: 9pt;">5.5 **wave properties: diffraction**: Diffraction in the spreading of waves when they pass an obstacle or through a gap. Diffraction is a maximum when the gap is similar to the wavelength.
 * <span style="font-family: Arial,sans-serif;">Stroboscope ** ||  || || || ||
 * <span style="font-family: Arial,sans-serif;">6  || <span style="font-family: Arial,sans-serif; font-size: 9pt;">5.6 **sound**: the human ear has a range from 20 to 20000 Hertz. Sound requires a medium to travel so it doesn’t travel in space. Difference between light and sound waves.
 * || <span style="font-family: Arial,sans-serif; font-size: 9pt;">5.7 **musical sounds**: The pitch of a sound increases as the frequency increases. The loudness of a sound increases as the amplitude increases. || ||  || ||   || ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">7 || **<span style="font-family: Arial,sans-serif;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/GCSE%20Science_Physics_v2.0|PP Electromagnetic waves]] **
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">7 || **<span style="font-family: Arial,sans-serif;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/GCSE%20Science_Physics_v2.0|PP Electromagnetic waves]] **

<span style="font-family: Arial,sans-serif; font-size: 9pt;">6.1 **The electromagnetic spectrum**: The different parts of the electromagnetic spectrum. All electromagnetic waves travel at the same speed in vacuum or air. Velocity = frequency x wavelength ||  || ||   ||   ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">8 || <span style="font-family: Arial,sans-serif; font-size: 9pt;">6.2 **Light, infrared, microwaves and radio waves**: The ways in which infrared, light, microwaves and radio are used in communications.
 * <span style="font-family: Arial,sans-serif;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/GCSE%20Science_Physics_v2.0|PP Infrared and visible waves]] **

<span style="font-family: Arial,sans-serif; font-size: 9pt;">6.3 **Communications**: That microwaves and short wave radio waves are used in mobile phone networks. <span style="font-family: Arial,sans-serif; font-size: 9pt;">6.4 **The expanding universe**: The Universe is a vast collection of billions of galaxies each containing billions of solar systems. The velocity of distant galaxies can be measured by analyzing the red-shift of light coming from them. The evidence from red shift analysis shows that the universe is expanding. ||  || || || || ||
 * <span style="font-family: Arial,sans-serif;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/GCSE%20Science_Physics_v2.0|PP Radio waves and microwaves]] ** || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Using the microwave transmitter / receiver to show properties of microwaves. ||  ||   ||   ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">9  || **<span style="font-family: Arial,sans-serif;">[[file://pcl-sr-001.purcellnet.internal/RMStaff/Staff%20Resources/Science/PHYSICS/GCSE%20Science_Physics_v2.0|PP The expanding Universe]] **
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">10 || <span style="font-family: Arial,sans-serif; font-size: 9pt;">6.5 **The Big Bang**: The Universe is thought to have begun with an awesome event called the Big Bang. The expansion of the Universe supports the Big Bang theory. The cosmic background radiation Is a primary piece of evidence supporting the Big Bang theory. ||  ||   ||   ||   ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">5 || **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Preparation for an ISA **<span style="font-family: Arial,sans-serif; font-size: 9pt;">: Observations can be used to make a hypothesis. Hypothesis can generate predictions that can be tested experimentally. Designing a fair test. Recognise variables: Independent, Dependent and control variables.Make a risk assessment and reduce risk in experiments. ||  ||   ||   ||   ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">5 || **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Carrying out an ISA **<span style="font-family: Arial,sans-serif; font-size: 9pt;">: Decide the best range of variables. Ensure accuracy, precision and repeatability Relate the resolution of the instrument to accuracy. Present data accurately. Plot lines of best fit. Use the date and graphs to draw valid conclusions.Relate findings of investigations to every day life. ||  ||   ||   ||   ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">5 || **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Carrying out an ISA **<span style="font-family: Arial,sans-serif; font-size: 9pt;">: Decide the best range of variables. Ensure accuracy, precision and repeatability Relate the resolution of the instrument to accuracy. Present data accurately. Plot lines of best fit. Use the date and graphs to draw valid conclusions.Relate findings of investigations to every day life. ||  ||   ||   ||   ||   ||