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Edexcel IGCSE 2009 Science (Double Award) –
4SC0
Editable scheme of work
|
Practical support to help you deliver this Edexcel specification
Scheme of work
This scheme of work has been produced to
help you implement this Edexcel specification. It is offered as an example of
one possible model that you should feel free to adapt to meet your needs and is
not intended to be in any way prescriptive. It is in editable Word format to
make adaptation as easy as possible. (Please note: the single science specifications
comprise two papers: Paper 1 assesses only content which is not in bold, and Paper 2 assesses all
content including content in bold.)
Other course planning support
You will find other support for planning
the course in the Teacher Support Materials. This is a free downloadable
resource that you can access at www.edexcel.com/igcse2009
Teaching resource exemplars
The scheme of work contains suggestions
for resources that you can use to support your teaching. These are suggestions
only of material you may find useful and you are encouraged to use a wide range
of resources that suit the needs of your students.
Other Edexcel teaching resources
·
Student Books – full colour textbooks matched to
the specification.
·
ActiveBook – a digital copy of the Student Book
in the back of every copy.
·
Double Award Student Guide – provides a complete guide to
using the Edexcel IGCSE Biology, Chemistry and Physics Student Books to teach
or study Science Double Award.
·
Revision Guides – help students prepare for their
exams.
Further details can be found at http://www.pearsonschools.co.uk
Edexcel Subject Advisors
Edexcel has a team of specialist subject
advisors available to help you with implementation of this specification. You
can contact them by email or phone.
Telephone: 0844 576 0037
Edexcel additional support
Ask the Expert – puts you in direct email
contact with over 200 of our senior subject experts.
Edexcel’s community forum – these message
boards are designed to enable you to access peer-to-peer support from fellow
Edexcel teaching and delivery staff in schools and colleges.
Health and safety
The
practicals and experiments suggested within the Scheme of Work are those which
we believe are not banned or restricted in any way and are still currently used
in most schools and colleges.
The
IGCSE encourages experimental work with the assessment of investigative skills
being made in the written examinations.
We
advise teachers and technicians to discuss the merits of the suggested
practicals when deciding which to carry out and how they will be carried out.
For example, will it be demonstrated by the teacher or technician, or conducted
by students themselves either individually or in small groups, under the
guidance and direction of the teacher.
You
may have ideas for practical work which we have not suggested but would work
equally well.
As in all practical work, a risk
assessment is expected as part of good health and safety practice in all
centres and we understand that many schools and colleges refer to the CLEAPSS
service: http://www.cleapss.org.uk/
for guidance and support in conducting science practical work.
Websites
There are links to relevant websites in this scheme
of work. In order to ensure that the links are up-to-date, that the links work,
and that the sites are not inadvertently linked to sites that could be
considered offensive, we also have made the links available on our website at www.pearsonhotlinks.co.uk. If you find
that a link from the scheme of work no longer works, please go to the
pearsonhotlinks site, where you can also report if a link needs fixing.
Search for this title Edexcel
IGCSE Science Double Award or ISBN 9780435046774.
Edexcel IGCSE in Science (Double Award) (4SC0)
Physics
The number of guided
learning hours required for this Double Award qualification is 240–280 for all
three sciences (80–100 hours for each individual science). This equates to
approximately 1.5 hours per week over 60 weeks (for each science) and reflects
how centres will use time for practical activities differently. Guided Learning
Hours are all the times when a teacher is present to give guidance.
|
Week
|
Content
coverage
|
Learning
outcomes
|
Exemplar
activities
|
Exemplar
resources
|
|
1
|
Section 1: Forces
and motion
a) Units
b)
Movement and position
|
Students will be assessed on their ability to:
1.1 use the
following units: kilogram (kg), metre (m), metre/second (m/s), metre/second2
(m/s2), newton (N), second (s), newton per kilogram (N/kg).
1.2 understand
and use distance–time graphs
1.3 recall
and use the relationship between average speed, distance moved and
time: average speed = distance moved/time taken
|
Activities:
●
Re-arrange formulae and
convert different units, e.g. m/s to km/h, and carry out calculations.
●
Plot and interpret distance–time
graphs.
●
Explain how to find the
distance of a thunderstorm and why the method works.
●
Explain how police speed
cameras measure instantaneous and average speed.
●
Research speed records for
sports, escape speed for rockets, speed of sound in different gases.
Class practical:
●
Determine average speed of
cars/ bicycles on the road.
●
Determine average speed of a
ball bearing or toy car across the floor/table.
●
Investigate how the slope of
a ramp affects the average speed of a ball bearing travelling down the ramp.
|
Edexcel IGCSE Physics Student Book Pages 1–3, 10 and 57
Distance–time graphs: ActiveBook Page 3, animation
Longman Physics Homework for Edexcel IGCSE Pages 7 and 8
General links for materials for all physics topics:
|
|
2
|
Section 1: Forces
and motion
b)
Movement and position
|
Students will be assessed on their
ability to:
1.4 recall and use the relationship between acceleration, velocity
and time:
acceleration = change in velocity/time
taken
a = (v – u)/t
1.5 interpret velocity–time graphs
1.6 determine acceleration from the gradient of a velocity–time
graph
1.7 determine the distance travelled from the area between a
velocity–time graph and the time axis.
|
Activities:
●
Plot and interpret velocity–time
graphs.
Class practical:
●
Construct velocity–time
graphs for different situations.
Demonstration:
●
Use of electronic timers and
low friction tracks to measure velocity at two positions and the time between
them, hence acceleration, or video of similar experiment.
●
Use of data logger with
position sensor and trolley or ball to display graphs immediately.
|
Edexcel IGCSE Physics Student Book Pages 3–9,
10 and 57
Velocity–time graphs: ActiveBook Page 7, animation
Longman Physics Homework for Edexcel IGCSE Page 9
|
|
3
|
Section 1: Forces
and Motion
c)
Forces, movement, shape and momentum
|
Students
will be assessed on their ability to:
1.8 express a force as a push or pull of one body on
another
1.9 identify various types of force (e.g. gravitational,
electrostatic, etc.)
1.10 understand that friction is a force that opposes
motion
|
Class practical:
●
Investigate the forces
required to slide blocks along different surfaces, with differing amounts of
friction.
|
Edexcel IGCSE Physics Student Book Pages 12–18, 21 and 57
Longman Physics Homework for Edexcel IGCSE
Pages 10 and 11
Video clips:
|
|
4
|
Section 1: Forces
and motion
c)
Forces, movement, shape and momentum
|
Students
will be assessed on their ability to:
1.11 recall and use the relationship between
unbalanced force, mass and acceleration: force = mass × acceleration
F = m × a
|
Class practical:
●
Investigate the relationship between force, mass
and acceleration.
●
Investigate how the mass of
an object affects its acceleration when subjected to a constant force (use
margarine tub propelled by an elastic band).
|
Edexcel IGCSE Physics Student Book Pages 23–26, 33 and 57
Force, mass and acceleration: ActiveBook
Page 25, animation
Longman Physics Homework for Edexcel IGCSE
Pages 10, 11 and 13
Video clip:
|
|
5
|
Section 1: Forces
and motion
c)
Forces, movement, shape and momentum
|
Students will be
assessed on their ability to:
1.12 recall and use
the relationship between weight, mass and g:
weight = mass × g
W = m × g
1.13 describe the
forces acting on falling objects and explain why falling objects reach a
terminal velocity
|
Class practical:
●
Investigate terminal
velocity, using cake cups or parachutes made from bin liners.
●
Investigate the terminal
velocity of ball bearing falling through oil or glycerol.
Demonstration:
●
Show that a feather and coin
fall at the same rate in an evacuated tube.
|
Edexcel IGCSE Physics Student Book Pages 29–31, 32 and 57
Longman
Physics Homework for Edexcel IGCSE Page 15
Video clips:
|
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6
|
Section 1: Forces
and motion
c)
Forces, movement, shape and momentum
|
Students
will be assessed on their ability to:
1.14 describe the
factors affecting vehicle stopping distance including speed, mass, road
condition and reaction time
|
Activities:
●
Use Highway Code to
investigate stopping distances.
Class practical:
●
Investigate the stopping
distance of ball bearings or toy cars on different surfaces.
|
Edexcel IGCSE Physics Student Book Pages 26–28, 32 and 57
Hammer and
feather dropping on the Moon: ActiveBook Page 28, video clip
Stopping
distance: Page 26, animation
Terminal
velocity: Page 30, animation
Longman
Physics Homework for Edexcel IGCSE Pages 13 and 14
Video clips:
|
|
7
|
Section 1: Forces
and motion
|
Consolidation and
assessment
|
●
Revision exercises
●
Progress test
|
Edexcel IGCSE Physics Student Book end of chapter
checklists
Edexcel IGCSE Physics Revision Guide
|
|
8
|
Section 1: Forces
and motion
c)
Forces, movement, shape and momentum
|
Students will be
assessed on their ability to:
1.15 recall and use
the relationship between the moment of a force and its distance from the
pivot:
moment = force ×
perpendicular distance from the pivot
1.16 recall that the
weight of a body acts through its centre of gravity
|
Activities:
● Complete examples using moments
formula.
● Discuss the moment exerted by
steering wheels, handlebars, crowbars, screwdrivers to remove the lid from a
tin of paint, and nutcrackers.
Class practical:
● Simple experiment with pivoted
half-metre rule and small known masses to establish principle of moments.
●
Create a seesaw weighing
device.
Demonstration:
●
Show how difficult it is to
open a door as the force applied moves closer to the hinges.
|
Edexcel IGCSE Physics Student Book Pages 42–47,
48 and 57
Stability
and toppling: ActiveBook Page 46, animation
Longman Physics Homework for Edexcel IGCSE Page 16
|
|
9
|
Section 1: Forces
and motion
c)
Forces, movement, shape and momentum
|
Students will be
assessed on their ability to:
1.17
describe how extension varies with applied force for helical springs, metal
wires and rubber bands
1.18 recall
that the initial linear region of a force–extension graph is associated with
Hooke’s law
|
Activities:
●
Complete examples including
calculations.
Class practical:
●
Determination of the force–extension
graphs for a metal and a helical spring by suspension of masses.
|
Edexcel IGCSE Physics Student Book Pages 18–20,
22 and 57
Longman Physics Homework for Edexcel IGCSE Page 12
|
|
10
|
Section 1: Forces
and motion
c)
Forces, movement, shape and momentum
|
Students will be assessed on their ability to:
1.19 associate
elastic behaviour with the ability of a material to recover its original
shape after the forces causing deformation have been removed.
|
Activities:
●
Complete examples including
calculations.
Class practical:
●
Determination of the force–extension
graphs for a rubber band by suspension of masses.
Demonstration:
●
Stretch helical spring to
show elastic deformation.
●
Stretch warm strip of toffee
to show plastic deformation.
●
Load copper wire to breaking,
showing plastic deformation, noting when copper starts to ‘neck’.
|
Longman Physics Homework for Edexcel IGCSE
Page 12
|
|
11
|
Section 1: Forces
and motion
d) Astronomy
|
Students will be assessed on their ability to:
1.20 recall
that the moon orbits the Earth and that some planets also have moons
1.21 understand
gravitational field strength, g,
and recall that it is different on other planets and the moon from that on
the Earth
1.22 explain
that gravitational force:
●
causes the planets to orbit
the sun
●
causes the moon and
artificial satellites to orbit the Earth
●
causes comets to orbit the
sun
1.23 use
the relationship between orbital speed, orbital radius and time period:
orbital speed = (2 × π × orbital radius)/time
period
v = (2 × π × r)/t
1.24 describe how the orbit of a comet differs from
that of a planet
1.25 recall that the solar system is part of the
Milky Way galaxy:
●
describe a galaxy as a large
collection of billions of stars
●
state that the universe is a
large collection of billions of galaxies.
|
Activities:
●
Complete examples including
calculations.
●
Research different comets.
Class practical:
●
Use falling ball bearing to
determine a value for g, dropping
it from different heights.
Demonstration:
●
Whirl a large bung attached
to string around head in a horizontal circle. Get a student to note how many
rotations the bung completes in 10 s. Repeat for a variety of orbit
diameters.
Video clips:
●
(a) Gravity and air
resistance on the Moon
●
(b) NASA scientists may have
found a 1000 new planets
|
Edexcel IGCSE Physics Student Book Pages 49–55,
56 and 58
How Hubble
works: ActiveBook Page 52, video clip
Ellipses and orbits: Page 49, animation
Video clips:
|
|
12
|
Section 1: Forces
and motion
|
Consolidation and
assessment
|
●
Revision exercises
●
End of Section test
|
Edexcel IGCSE Physics Student Book end of
chapter checklists
Edexcel IGCSE Physics Revision Guide
|
|
13
|
Section 2:
Electricity
a) Units
b) Mains
electricity
|
Students will be assessed on their ability to:
2.1 use
the following units: ampere (A), coulomb (C), joule (J), ohm (Ω), second
(s), volt (V), watt (W).
2.2 recall
the hazards of electricity including frayed cables, long cables, damaged
plugs, water around sockets, and pushing metal objects into sockets
2.3 describe
the uses of insulation, double insulation, earthing, fuses and circuit
breakers in a range of domestic appliances
2.4 know some of the different ways in which
electrical heating is used in a variety of
domestic contexts
2.5 understand that a current in a resistor results
in the electrical transfer of energy and an increase in temperature
|
Class practical:
●
Vary the p.d. (voltage)
across a light bulb. Calculate the power of the bulb at different p.d.’s.
Demonstration:
●
Look at barrel fuses and
circuit breakers.
●
Use wire wool as part of a
circuit containing light bulbs to model a fuse.
|
Edexcel IGCSE Physics Student Book Pages 59–63,
65 and 89
Longman Physics Homework for Edexcel IGCSE Pages 17, 18 and 19
Video clips:
(b) Electric shocks
|
|
14
|
Section 2:
Electricity
b) Mains
electricity
|
Students will be assessed on their ability to:
2.6 recall and use
the relationship:
power = current ×
voltage
P = I × V
and apply the
relationship to the selection of appropriate fuses
|
Activities:
●
Complete examples including
calculations involving electrical power.
Class practical:
●
Investigate the power
consumption of low-voltage electrical items.
|
Edexcel IGCSE Physics Student Book Pages 63–64,
65 and 89
Longman Physics Homework for Edexcel IGCSE Page 19
|
|
15
|
Section 2:
Electricity
b) Mains
electricity
|
Students will be assessed on their ability to:
2.7 use the
relationship between energy transferred, current, voltage and time:
energy transferred =
current × voltage × time
E = I × V × t
2.8 recall that mains electricity is alternating
current (a.c.) and understand the difference
between this and the
direct current (d.c.) supplied by a cell or battery
|
●
Look at the trace from a
signal generator (a.c.) and a battery (d.c.), using a CRO.
|
Edexcel IGCSE Physics Student Book Pages
64, 65 and 89
Electrical energy: ActiveBook
Page 64, animation
Longman Physics Homework for Edexcel IGCSE Page 19
|
|
16
|
Section 2: Electricity
c) Energy and
potential difference in circuits
|
Students will be
assessed on their ability to:
2.9 explain why a series
or parallel circuit is more appropriate for particular applications,
including domestic lighting
2.10 understand that
the current in a series circuit depends on the applied
voltage and the number
and nature of other components
2.11 describe how current
varies with voltage in wires, resistors, metal filament lamps and diodes, and
how this can be investigated experimentally
2.12 describe the
qualitative effect of changing resistance on the current in a circuit
2.13 describe the
qualitative variation of resistance of LDRs with illumination and of
thermistors with temperature
2.14 know that lamps
and LEDs can be used to indicate the presence of a current in a circuit
|
Activities:
●
Complete examples including
calculations.
Class practical:
●
Determine the resistance of
different arrangements of resistors of known resistance.
●
Investigate how the
resistance of a LDR varies with light intensity.
●
Investigate how the
resistance of a thermistor varies with temperature.
●
Investigate how the
resistance of a pressure sensor varies with pressure.
Demonstration:
●
Use LED’s to show the passage
of current through a circuit.
Video clip:
●
(a) Series and parallel
circuits.
|
Edexcel IGCSE Physics Student Book Pages 74–79
and 82–87, 80, 88 and 89
Using a LDR: ActiveBook Page 84, animation
Using a thermistor: Page 84, animation
Longman Physics Homework for Edexcel IGCSE Pages 22, 23, 24, 25 and 26
Video clip:
|
|
17
|
Section 2: Electricity
c) Energy and
potential difference in circuits
|
Students will be
assessed on their ability to:
2.15 recall and use
the relationship between voltage, current and resistance:
voltage = current ×
resistance
V = I × R
|
Activities:
● Complete examples including calculations involving V = I × R.
Class practical:
●
Plot voltage–current
characteristic graphs for a wire, a resistor, a light bulb and a diode. Note
that the gradient is equal to the resistance.
Demonstration:
●
Use a camera flash to show how
a relatively small charge produces a large current when discharged in a short
length of time.
|
Edexcel IGCSE Physics Student Book Pages 82–87,
88 and 89
Longman Physics Homework for Edexcel IGCSE Pages 22, 23, 24, 25 and 26
Video clip:
|
|
18
|
Section 2: Electricity
c) Energy and
potential difference in circuits
d) Electric charge
|
Students will be
assessed on their ability to:
2.16 understand that
current is the rate of flow of charge
2.17 recall and use
the relationship between charge, current and time:
charge = current × time
Q = I × t
2.18 identify common
materials which are electrical conductors or insulators,
including metals and
plastics
2.19 recall that
electric current in solid metallic conductors is a flow of negatively charged
electrons
|
Activities:
● Complete examples including calculations involving Q = I
× t.
● Research into dangers of electrostatic charges, e.g. when
refuelling aircraft and tankers.
● Research uses of electrostatic charges.
● Discuss design of cables and use of insulation for safety.
Class practical:
●
Use plastic rulers and pens
charged by rubbing on a jersey to pick up tiny pieces of paper,
●
Rub polythene and acetate
rods to charge them and then see the effect on a stream of water from a tap.
●
Investigate forces between
charges.
Demonstration:
●
Use a Wimshurst machine and a
Van de Graaf generator to generate sparks and make hair stand on end.
|
Edexcel IGCSE Physics Student Book Pages 66–72,
74–75, 73, 88 and 89
Longman Physics Homework for Edexcel IGCSE Pages 20 and 21
Video clips:
|
|
19
|
Section 2: Electricity
|
Consolidation and
assessment
|
●
Revision exercises
●
End of Section test
|
Edexcel IGCSE Physics Student Book end of
chapter checklists
Edexcel IGCSE Physics Revision Guide
|
|
20
|
Section 3: Waves
a) Units
b) Properties of waves
|
Students will be
assessed on their ability to:
3.1 use the
following units: degree (o), hertz (Hz), metre (m), metre/second
(m/s), second (s).
3.2 describe
longitudinal and transverse waves in ropes, springs and water where
appropriate
3.3 state the
meaning of amplitude, frequency, wavelength and period of a wave
3.4 recall that waves
transfer energy and information without transferring
matter
3.5 recall and use
the relationship between the speed, frequency and wavelength of a wave:
wave speed = frequency
× wavelength
v = f × λ
|
Activities:
●
Complete examples including
calculations.
●
Pupils label a diagram of a
wave and use a ruler to measure amplitude and wavelength.
Demonstration:
●
Show transverse and
longitudinal waves using a slinky, changing frequency and identifying
wavelength.
●
Use a row of students to show
a transverse wave (as a Mexican wave) and a longitudinal wave.
Video clip:
●
(a) Transverse and
longitudinal waves.
|
Edexcel IGCSE Physics Student Book Pages 91–94,
98 and 126
Longman Physics Homework for Edexcel IGCSE Pages 27 and 28
Video clip:
|
|
21
|
Section 3: Waves
b) Properties of waves
|
Students will be
assessed on their ability to:
3.6 use the
relationship between frequency and time period:
frequency = 1/time
period
f = 1/T
3.7 use the above
relationships in different contexts including sound waves and electromagnetic
waves
|
Activities:
●
Complete examples including
calculations involving v = f × λ and f = 1/T for sound and electromagnetic waves.
Class practical:
●
Investigate how the depth of
a shallow tank affects the speed of waves generated by lifting the end of the
tank.
|
Edexcel IGCSE Physics Student Book Pages 93–97,
98 and 126
Longman Physics Homework for Edexcel IGCSE Pages 27 and 28
|
|
22
|
Section 3: Waves
c) The electromagnetic spectrum
|
Students will be
assessed on their ability to:
3.8 understand that
light is part of a continuous electromagnetic spectrum which includes radio,
microwave, infrared, visible, ultraviolet, x-ray and gamma ray radiations and
that all these waves travel at the same speed in free space
3.9 recall the order
of the electromagnetic spectrum in terms of decreasing wavelength
and increasing
frequency, including the colours of the visible spectrum
|
Activities:
●
Complete examples.
●
Investigate the areas beyond
the visible spectrum, such as the work of Herschel and Ritter in discovering
IR and UV respectively.
|
Edexcel IGCSE Physics Student Book Pages 99–103,
106 and 126
Longman Physics Homework for Edexcel IGCSE
Page 29
Video clips:
(b) Gamma rays
(d) UVA
(f) Infrared
(g) Microwaves
(h) Radio waves
|
|
23
|
Section 3: Waves
c) The electromagnetic spectrum
|
Students will be
assessed on their ability to:
3.10 recall some of
the uses of electromagnetic radiations, including:
●
radio waves: broadcasting and
communications
● microwaves: cooking and satellite transmissions
●
infrared: heaters and night
vision equipment
●
visible light: optical fibres
and photography
●
ultraviolet: fluorescent
lamps
●
x-rays: observing the
internal structure of objects and materials and medical applications
●
gamma rays: sterilising food
and medical equipment
3.11 recall the
detrimental effects of excessive exposure of the human body to
electromagnetic waves, including:
●
microwaves: internal heating
of body tissue
●
infrared: skin burns
●
ultraviolet: damage to
surface cells and blindness
●
gamma rays: cancer, mutation
|
Activities:
●
Complete a poster of the
electromagnetic spectrum or a poster dealing with one particular region of
the spectrum.
●
Investigate the absorption of
light by translucent materials in order to simulate x-ray absorption.
|
Edexcel IGCSE Physics Student Book Pages 101–103,
106 and 126
Longman Physics Homework for Edexcel IGCSE Page 30
Video clip:
|
|
24
|
Section 3: Waves
d) Light and sound
|
Students will be
assessed on their ability to:
3.12 recall that
light waves are transverse waves which can be reflected and refracted
3.13 recall that the
angle of incidence equals the angle of reflection
3.14 construct ray diagrams
to illustrate the formation of a virtual image in a plane mirror
|
Activities:
●
Complete examples involving
ray diagrams and reflection.
Class practical:
●
Use a plane mirror and ray
box to measure a number of angles of incidence and corresponding angles of
reflection. Plot graph of angle of reflection against angle of incidence.
Demonstration:
●
Show the difference between
real and virtual images.
Video clip:
●
(a) Lateral inversion.
|
Edexcel IGCSE Physics Student Book Pages 107–108,
116 and 126
Longman
Physics Homework for Edexcel IGCSE Pages 31 and 32
Video clip
|
|
25
|
Section 3: Waves
|
Consolidation and
assessment
|
●
Revision exercises
●
Progress test
|
Edexcel IGCSE Physics Student Book end of
chapter checklists
Edexcel IGCSE Physics Revision Guide
|
|
26
|
Section
3: Waves
d) Light and sound
|
Students will be assessed on their ability to:
3.15 describe experiments to investigate the
refraction of light, using rectangular blocks, semicircular blocks and
triangular prisms
3.16 recall and use the relationship between
refractive index, angle of incidence and angle of refraction: n = sin i/sin r
3.17 describe an experiment to determine the
refractive index of glass, using a glass block
|
Activities:
● Complete examples including calculations involving n
= sin i/sin r.
Class
practical:
●
Use rectangular glass or
Perspex blocks to determine the angle of incidence and corresponding angle of
refraction for a number of light rays. Plot a graph of angle of incidence
against angle of refraction to obtain value of gradient (refractive index).
●
Investigate models to show
refraction, such as toy cars travelling into a region of sand.
●
Investigate the behaviour of converging lenses,
including real and virtual images.
Demonstration:
●
Use an applet to show
refraction.
●
Demonstrate apparent depth of
an ink spot seen through a measuring cylinder of water, apparent bending of a
pencil in beaker of water.
●
Show refraction through
different prisms and water containing fluorescence.
|
Edexcel IGCSE Physics Student Book Pages 109–115,
116 and 126
Refraction of waves: ActiveBook Page
109, animation
Total internal reflection and optical fibres:
refraction: Page 113, animation
Longman Physics Homework for Edexcel IGCSE Page 32
Video
clip:
|
|
27
|
Section 3: Waves
d) Light and sound
|
Students will be
assessed on their ability to:
3.18 describe the
role of total internal reflection in transmitting information along optical
fibres and in prisms
3.19 recall the
meaning of critical angle c
3.20 recall and use
the relationship between critical angle and refractive index: sin c = 1/n
|
Activities:
●
Complete examples including
calculations involving sin c = 1/n.
●
Investigate the critical
angle for Perspex/air or glass/air or water/air boundary.
Class practical:
●
Use semi-circular blocks to
determine critical angle and refractive index.
Demonstration:
●
Use an applet to show total
internal reflection.
|
Edexcel IGCSE Physics Pages 112–115, 116 and 126
Longman Physics Homework for Edexcel IGCSE
Page 32
Video clips:
|
|
28
|
Section 3: Waves
d) Light and sound
|
Students will be
assessed on their ability to:
3.21 recall that
sound waves are longitudinal waves and how they can be reflected and refracted
3.22 recall that the
frequency range for human hearing is 20 Hz – 20 000 Hz
3.23 describe how to
measure the speed of sound in air
|
Activities:
●
Complete examples including
calculations of the type required to work out the speed of sound.
●
Complete examples comparing
different sound wave forms (loudest, quietest, highest pitch, etc.).
Class practical:
●
Measure the speed of sound in
air outside
with the echo method, using a distant wall/high wall.
Demonstration:
●
Use evacuated bell jar to
show that sound needs a medium to travel through.
●
Demonstrate the reflection of
sound with cardboard tubes and a quiet source such as a ticking watch.
●
Use a microphone and CRO to
show the trace produced by various vibrating objects. Compare frequency of vibration
with range of human hearing.
●
Display signal generator
traces on a CRO. Have a loudspeaker attached to link frequency with time
period and loudness with amplitude of waves.
●
Use musical instruments to
demonstrate the loudness, quality and pitch of the sound produced.
●
Measure the speed of sound in
air indoors using a CRO.
|
Edexcel IGCSE Physics Pages 118–124, 125
and 126
Longman Physics Homework for Edexcel IGCSE Pages 33 and 34
Video clips:
(b) Sound waves
|
|
29
|
Section 3: Waves
|
Consolidation and
assessment
|
●
Revision exercises
●
End of Section test
|
Edexcel IGCSE Physics Student Book end of
chapter checklists
Edexcel IGCSE Physics Revision Guide
|
|
30
|
Section 4: Energy
resources and energy transfer
a) Units
b) Energy transfer
|
Students will be
assessed on their ability to:
4.1 use the
following units: kilogram (kg), joule (J), metre (m), metre/second (m/s),
metre/second2 (m/s2), newton (N), second (s), watt (W).
4.2 describe energy
transfers involving the following forms of energy: thermal (heat), light,
electrical, sound, kinetic, chemical, nuclear and potential (elastic and
gravitational)
4.3 understand that
energy is conserved
|
Activities:
●
Discuss the energy
conversions taking place with the use of various household devices, e.g.
iron, television, microwave oven, etc.
●
Carry out an energy audit of
school.
Demonstration:
●
Use an energy circus, showing
different forms of energy being used by different devices (clockwork toys,
candle, electric circuits driving bulb and motor, signal generator and
speaker, microphone and CRO, bicycle dynamo, solar powered device, mass on
spring, balloon to be blown up and released, etc.).
|
Edexcel IGCSE Physics Pages 127–130, 132
and 160
Longman Physics Homework for Edexcel IGCSE Pages 35 and 36
Video clips:
|
|
31
|
Section 4: Energy
resources and energy transfer
b) Energy transfer
|
Students will be
assessed on their ability to:
4.4 recall and use
the relationship:
efficiency = useful
energy output/total energy input
4.5 describe a
variety of everyday and scientific devices and situations, explaining the
fate of the input energy in terms of the above relationship, including their
representation by Sankey diagrams
|
●
Complete examples involving
efficiency calculations.
●
Research the efficiency of
different electric devices including light bulbs.
●
Draw Sankey diagrams for
various household devices.
|
Edexcel IGCSE Physics Pages 130–131, 132
and 160
Thorpe
Park rollercoaster: ActiveBook Page 129, video clip
Thorpe
Park log flume: Page 129, video clip
Roller coaster: Page
129, animation
Efficiency and energy
transfers: pendulum: Page 129, animation
|
|
32
|
Section 4: Energy
resources and energy transfer
b) Energy transfer
|
Students will be
assessed on their ability to:
4.6 recall that
energy transfer may take place by conduction, convection and radiation
4.7 describe the
role of convection in everyday phenomena
4.8 describe how
insulation is used to reduce energy transfers from buildings and the human
body
|
Activities:
●
Design a beaker to keep a hot
drink hot or cold drink cold, reducing heat transfer by all three methods.
●
Pupils to research the
reduction of energy loss from homes, to include roof insulation, cavity wall
insulation, double glazing, draught excluders and carpets.
●
Discuss El Niño and La Niña.
●
Investigate how the nature of
a surface affects the amount of energy radiated or absorbed.
Class practical:
●
Compare heat loss from dull
matt and shiny silver surfaces e.g. plotting a cooling curve for each, using
a data logger.
●
Compare the heat loss from
boiling tubes with different insulation.
Demonstration:
●
Observe convection currents
in water with suitable dye.
●
Compare the thermal
conductivity of different materials.
●
Compare the rate of
absorption of thermal radiation by dull matt and shiny silver surfaces.
|
Edexcel IGCSE Physics Pages 133–140, 141
and 160
Land and sea breezes, ActiveBook Page 135, animation
The
Hockerton Housing Project, ActiveBook Page 137, video clip
Reducing heat transfer in the Hockerton houses, ActiveBook Page 137, animation
Longman Physics Homework for Edexcel IGCSE Pages 37, 38, 39 and 40
Video clips:
(e) Heat transfers
|
|
33
|
Section 4: Energy
resources and energy transfer
c) Work and power
|
Students will be
assessed on their ability to:
4.9 recall and use
the relationship between work, force and distance moved in the direction of
the force:
work done = force ×
distance moved
W = F × d
4.10 understand that
work done is equal to energy transferred
|
Activities:
●
Complete examples including
calculations on work done and energy transferred.
Class practical:
●
Calculate work done in
lifting masses and show that this is equivalent to GPE gained.
●
Determine the efficiency of
an electric motor lifting a load.
|
Edexcel IGCSE Physics Pages 142–145, 149 and 160
Longman Physics Homework for Edexcel IGCSE Page 41
|
|
34
|
Section 4: Energy
resources and energy transfer
c) Work and power
|
Students will be
assessed on their ability to:
4.11 recall and use
the relationship:
gravitational potential
energy =
mass × g × height
GPE = m × g × h
|
Activities:
●
Complete examples including
calculations of GPE.
Class practical:
●
Investigate the loss of GPE
of a bouncing ball, noting maximum height of ball following each bounce.
●
Investigate factors affecting
the height of rebound of bouncing balls.
●
Drop ball bearings into
suitable material to create craters; investigate how height of fall affects
crater depth or diameter.
|
Edexcel IGCSE Physics Pages 144–147, 149 and 160
Longman Physics Homework for Edexcel IGCSE
Page 41
Information sheet on crater creation: Make a Crater
Video clips:
(b) Creating craters
|
|
35
|
Section 4: Energy resources and energy transfer
c) Work and power
|
Students will be
assessed on their ability to:
4.12 recall and use
the relationship:
kinetic energy = ½ ×
mass × speed2
KE = ½ × m × v2
|
Activities:
●
Complete examples including calculations
of KE.
Class practical:
●
Use a toy car or air track to
measure the kinetic energy of different masses travelling at different speeds.
|
Edexcel IGCSE Physics Pages 145–147, 149 and 160
Longman Physics Homework for Edexcel IGCSE Page 41
|
|
36
|
Section 4: Energy resources and energy transfer
c) Work and power
|
Students will be
assessed on their ability to:
4.13 understand how
conservation of energy produces a link between gravitational potential
energy, kinetic energy and work
|
Activities:
●
Complete examples including
calculations.
Class practical:
●
Investigate the conversion of
KE to GPE using a ball bearing or toy car on a curved piece of plastic
curtain track.
|
Edexcel IGCSE Physics Pages 146–147, 149 and 160
Longman Physics Homework for Edexcel IGCSE
Page 41
|
|
37
|
Section 4: Energy resources and energy transfer
c) Work and power
|
Students will be
assessed on their ability to:
4.14 describe power
as the rate of transfer of energy or the rate of doing work
4.15 use the
relationship between power, work done (energy transferred) and time taken:
power = work done /
time taken
P = W/t
|
Activities:
●
Complete examples including
calculations.
Class practical:
●
Determination of power
generated by student climbing a flight of stairs, timing the ascent of a
known vertical height.
●
Investigate power by lifting
objects of different weights.
|
Edexcel IGCSE Physics Pages 147–148, 149 and 160
Longman Physics Homework for Edexcel IGCSE
Page 41
Video clip:
|
|
38
|
Section 4: Energy resources and energy transfer
d) Energy resources
and electricity generation
|
Students will be assessed on their ability to:
4.16 understand the energy transfers involved in
generating electricity using:
●
wind
●
water
●
geothermal resources
●
solar heating systems
●
solar cells
●
fossil fuels
●
nuclear power
|
Activities:
●
Make a presentation to
explain a type of electricity generation.
●
Discuss the benefits/drawbacks
of nuclear power.
●
Create a questionnaire about
nuclear power.
●
Research and list advantages
and disadvantages of different renewable and non-renewable resources, in
terms of cost, pollution, time to replace renewables and response time.
●
Discuss pumped storage
systems to meet sudden demand and use of off-peak electrical power.
|
Edexcel IGCSE Physics Pages 150–158, 159 and 160
Power station: ActiveBook Page 153, animation
Renewable energy: Page 153, animation
Longman Physics Homework for Edexcel IGCSE Pages 42 and 43
Video clips:
|
|
39
|
Section 4: Energy resources and energy transfer
|
Consolidation and
assessment
|
●
Revision exercises
●
End of Section test
|
Edexcel IGCSE Physics Student Book end of
chapter checklists
Edexcel IGCSE Physics Revision Guide
|
|
40
|
Section
5: Solids, liquids and gases
a) Units
b) Density and pressure
|
Students will be assessed on their ability to:
5.1 use the following units: degrees Celsius (oC),
kelvin (K), joule (J), kilogram (kg), kilogram/metre3 (kg/m3),
metre (m), metre2 (m2 ), metre3 (m3),
metre/second (m/s), metre/second2 (m/s2),
newton (N), pascal (Pa).
5.2 recall and use the relationship between density,
mass and volume:
density = mass / volume
ρ = m/V
5.3 describe how to determine density using
direct measurements of mass and volume
|
Activities:
●
Complete examples including
calculations.
Class
practical:
●
Determination of the (volume
and) density of regularly and irregularly shaped objects
●
Determination of the density
of irregularly shaped objects that float in water.
●
Find the mass and volume of
Plasticine balls of different shapes and sizes. Plot a graph of mass against
volume to determine the density (gradient).
Demonstration:
●
Carefully place syrup, then
water and then oil into a tall cylinder. The oil floats on the water which
floats on the syrup. By lowering different materials into the cylinder, their
densities can be compared to the different liquids.
|
Edexcel IGCSE Physics Pages 162–163, 168 and 178
Longman Physics Homework for Edexcel IGCSE Page 44
|
|
41
|
Section 5: Solids, liquids and gases
b) Density and
pressure
|
Students will be
assessed on their ability to:
5.4 recall and use
the relationship between pressure, force and area:
pressure = force/area
p = F/A
|
Activities:
●
Complete example including
calculations.
●
Discuss cases where large/small
area affects pressure, e.g. carrying a carrier bag, carrying a parcel by
string, using snow shoes, using large tyres on tractors, and why stiletto heels
cause more damage to wooden floors than elephants.
Class practical:
●
Make a water rocket.
●
Find area of shoes using
graph paper and weight to determine the pressure exerted on floor by each
student.
Demonstration:
●
Calculate the pressure
exerted by a brick while resting on different faces.
|
Edexcel IGCSE Physics Pages 164, 168 and 178
Gas pressure:
ActiveBook Page 173, animation
Particles in a gas: Page 174, animation
Longman Physics Homework for Edexcel IGCSE Pages 44 and 45
Video clips:
(d) Pressure
|
|
42
|
Section 5: Solids, liquids and gases
b) Density and
pressure
|
Students will be
assessed on their ability to:
5.5 understand that
the pressure at a point in a gas or liquid which is at rest acts equally in
all directions
5.6 recall and use
the relationship for pressure difference:
pressure difference =
height × density × g
p = h ×ρ × g
|
Activities:
●
Complete examples including
calculations.
●
Discuss the use of a mercury
barometer and how much taller it would be if water was used instead of
mercury.
●
Calculate thickness of
atmosphere.
Demonstration:
●
Stab holes in a plastic
carrier bag and fill with water, to show water leaving in all directions.
●
Allow atmospheric pressure to
crush an evacuated can.
|
Edexcel IGCSE Physics Pages 165–167, 168
and 178
Video clips:
(a) Air pressure
|
|
43
|
Section 5: Solids, liquids and gases
|
Consolidation and
assessment
|
●
Revision exercises
●
Progress test
|
Edexcel IGCSE Physics Student Book end of
chapter checklists
Edexcel IGCSE Physics Revision Guide
|
|
44
|
Section 5: Solids, liquids and gases
d) Ideal gas
molecules
|
Students will be
assessed on their ability to:
5.7 understand the
significance of Brownian motion
5.8 recall that
molecules in a gas have a random motion and that they exert a force and hence
a pressure on the walls of the container
|
Activities:
●
Complete examples regarding
particles in the three states of matter.
Demonstration:
●
Observe Brownian motion using
a microscope and glass cell lamp.
|
Edexcel IGCSE Physics Pages 170–171, 176 and 178
Longman Physics Homework for Edexcel IGCSE Page 45
Video clip:
(a) Brownian motion
|
|
45
|
Section 5: Solids, liquids and gases
d) Ideal gas molecules
|
Students will be
assessed on their ability to:
5.9
understand that there is an absolute zero of temperature which is −273°C
5.10
describe the Kelvin scale of temperature and be able to convert between the
Kelvin and Celsius scales
|
Activities:
●
Complete examples involving
the conversion of temperatures in °C into
temperatures in K.
Class practical:
●
Record data for length of air
column in capillary tube at different temperatures. Plot column length
against temperature and extrapolate to determine absolute zero temperature.
|
Edexcel IGCSE Physics Pages 173−175, 176 and 178
|
|
46
|
Section 5:
Solids, liquids and gases
d) Ideal
gas molecules
|
Students will be
assessed on their ability to:
5.11
understand that an increase in temperature results in an increase in the
average speed of gas molecules
5.12
describe the qualitative relationship between pressure and Kelvin temperature
for a gas in a sealed container
5.13 use the
relationship between the pressure and volume of a fixed mass of gas at
constant temperature:
p1 × V1
= p2 × V2
|
Activities:
●
Complete examples including
calculations.
●
Graph-plotting exercise with
data provided.
Demonstration:
●
Use simulation to show
changing conditions of a gas.
●
Boiled egg sucked into a
bottle as temperature of air in bottle is decreased.
|
Edexcel IGCSE Physics Pages 171–175, 176 and 178
Longman Physics Homework for Edexcel IGCSE
Page 45
|
|
47
|
Section 5: Solids, liquids and gases
|
Consolidation and
assessment
|
●
Revision exercises
●
End of Section test
|
Edexcel IGCSE Physics Student Book end of
chapter checklists
Edexcel IGCSE Physics Revision Guide
|
|
48
|
Section 6: Magnetism and electromagnetism
a) Units
b) Magnetism
|
Students will be
assessed on their ability to:
6.1 use the
following units: ampere (A), volt (V), watt (W).
6.2 understand the
term ‘magnetic field line’
6.3 sketch and
recognise the magnetic field pattern for a permanent bar magnet and that
between two bar magnets
6.4 know how to use
two permanent magnets to produce a uniform magnetic field pattern.
|
Class practical:
●
Make a magnet by stroking a
nail with a permanent magnet.
●
Investigate and draw magnet
field lines around a bar magnet and between two magnets, using iron filings.
Demonstration:
●
Show magnetic repulsion/attraction
between magnets.
●
Show magnetic field lines
around magnets, using iron filings.
|
Edexcel IGCSE Physics Pages 179–181, 186 and 197
Longman Physics Homework for Edexcel IGCSE
Page 46
Video clips:
|
|
49
|
Section 6: Magnetism and electromagnetism
c) Electromagnetism
|
Students will be
assessed on their ability to:
6.5 recall that an
electric current in a conductor produces a magnetic field round it
6.6 recall that a
force is exerted on a current-carrying wire in a magnetic field, and how this
effect is applied in simple d.c. electric motors and loudspeakers
|
Activities:
●
Complete examples describing
the shape of magnetic fields around conductors.
●
Discuss the benefits of electromagnets
over permanent magnets.
Class practical:
●
Use iron filings or plotting
compasses and a straight wire, a flat circular coil and a solenoid to
determine the magnetic field shape when each is carrying a current.
●
Make electromagnets and
compare their strength (how many paper clips are picked up) when the number
of turns or current is changed.
Demonstration:
●
Show the use of very strong
electromagnets.
|
Edexcel IGCSE Physics Pages 182–185, 187–189, 196 and 197
How a simple electric motor works: ActiveBook Page 189, animation
Longman Physics Homework for Edexcel IGCSE Pages 46 and 47
Video clip:
(a) Electromagnets
|
|
50
|
Section 6: Magnetism and electromagnetism
c) Electromagnetism
|
Students will be
assessed on their ability to:
6.7 use the left
hand rule to predict the direction of the resulting force when a wire carries
a current perpendicular to a magnetic field
6.8 recall that the
force on a current-carrying conductor in a magnetic field increases with the
strength of the field and with the current.
|
Activities:
●
Complete examples showing the
direction of movement of conductors in different magnetic fields.
Class practical:
●
Make a model loud speaker
●
Make a model motor.
Demonstration:
●
Show the movement of a piece
of current carrying aluminium when located in a magnetic field.
●
Watch applet showing the
motor effect.
|
Edexcel IGCSE Physics Pages 187–189, 195 and 197
Longman Physics Homework for Edexcel IGCSE Page 48
Electric motor applet from Internet
e.g. walter-fendt
Video clip:
|
|
51
|
Section 6:
Magnetism and electromagnetism
d) Electromagnetic
induction
|
Students will be assessed on their ability to:
6.9 recall
that a voltage is induced in a conductor or a coil when it moves through a
magnetic field or when a magnetic field changes through it; also recall the
factors which affect the size of the induced voltage
6.10
describe the generation of electricity by the rotation of a magnet within a
coil of wire and of a coil of wire within a magnetic field; also recall the
factors which affect the size of the induced voltage
|
Activities:
●
Plunge a bar magnet into a
coil of wire connected to a galvanometer. Observe that the induced EMF depends
on the rate of plunging.
Class practical:
●
Use a motor as a generator.
●
Investigate factors affecting
the generation of electric current by induction.
Demonstration:
●
Show the production of an
induced EMF by moving wire in a magnetic field.
●
Watch applet showing
electromagnetic induction.
●
Watch applet showing the
generation of electricity.
●
Use a dynamo attached to a
CRO and lamp to demonstrate the generation of electrical energy.
●
Look at the structure of a
transformer, with laminated core, thick wire coils, etc.
●
Show how the same transformer
can be used as a step-up transformer or a step-down transformer when used in
reverse.
|
Edexcel IGCSE Physics Pages 189–194, 195 and 197
Electromagnetic induction: ActiveBook Page 190, animation
Increasing the size of an electric current: Page 190, animation
Making a dynamo: Page 192, animation
Longman Physics Homework for Edexcel IGCSE Page 48
Video clip:
|
|
52
|
Section 6:
Magnetism and electromagnetism
|
Consolidation and
assessment
|
●
Revision exercises
●
End of Section test
|
Edexcel IGCSE Physics Student Book end of
chapter checklists
Edexcel IGCSE Physics Revision Guide
|
|
53
|
Section 7:
Radioactivity and particles
a) Units
b)
Radioactivity
|
Students will be assessed on their ability to:
7.1 use
the following units: becquerel (Bq), centimetre (cm), hour (h), minute (min),
second (s)
7.2
describe the structure of an atom in terms of protons, neutrons and electrons
and use symbols such as 146C to describe particular
nuclei
7.3
understand the terms atomic (proton) number, mass (nucleon) number and
isotope
|
Activities:
●
Complete examples including
calculations to determine the number of electrons, protons and neutrons in
various atoms.
|
Edexcel IGCSE Physics Pages 199–202, 207 and 232
Protons and neutrons: ActiveBook Page 201, animation
Longman Physics Homework for Edexcel IGCSE Page 50
|
|
54
|
Section 7:
Radioactivity and particles
b)
Radioactivity
|
Students will be assessed on their ability to:
7.4
understand that alpha and beta particles and gamma rays are ionising radiations
emitted from unstable nuclei in a random process
7.5
describe the nature of alpha and beta particles and gamma rays and recall
that they may be distinguished in terms of penetrating power
|
Activities:
●
Complete examples including
balancing equations involving alpha, beta and gamma emission.
Demonstration:
●
Watch applet of alpha and
beta decay.
|
Edexcel IGCSE Physics Pages 202–206, 207 and 232
Longman Physics Homework for Edexcel IGCSE Page 50
Video clips:
|
|
55
|
Section 7:
Radioactivity and particles
b)
Radioactivity
|
Students will be assessed on their ability to:
7.6
describe the effects on the atomic and mass numbers of a nucleus of the emission
of each of the three main types of radiation
7.7
understand how to complete balanced nuclear equations
7.8
understand that ionising radiations can be detected using a photographic film
or a Geiger–Müller detector
7.9 recall
the sources of background radiation
|
Activities:
●
Balance examples of nuclear
equations.
Class practical:
●
Use coins or dice to simulate
radioactive decay.
Demonstration:
●
Watch applet showing the
radioactive decay of a sample.
●
Use a Geiger–Müller detector
to detect background radiation.
●
Demonstrate the penetrating
power of ionising radiation using radioactive sources, Geiger–Müller tube,
lead sheet, thin aluminium sheet and paper.
|
Edexcel IGCSE Physics Pages 202–204, 207, 209–212, 215 and 232
Longman Physics Homework for Edexcel IGCSE Pages 50 and 52
|
|
56
|
Section 7:
Radioactivity and particles
b)
Radioactivity
|
Students will be assessed on their ability to:
7.10
understand that the activity of a radioactive source decreases over a period
of time and is measured in becquerels
7.11
understand the term ‘half-life’ and understand that it is different for
different radioactive isotopes
7.12 use
the concept of half-life to carry out simple calculations on activity
|
Activities:
●
Complete half-life
calculations.
●
Use software to determine
half-life of various sources.
●
Play radioactive dating game
using simulation.
|
Radiation and half-live: ActiveBook Page 213, video clip
Longman Physics Homework for Edexcel IGCSE
Page 53
Video clip:
|
|
57
|
Section 7:
Radioactivity and particles
b)
Radioactivity
|
Students will be assessed on their ability to:
7.13 describe the
uses of radioactivity in medical and non-medical tracers, in radiotherapy,
and in the radioactive dating of archaeological specimens and rocks
7.14 describe the
dangers of ionising radiations, including:
●
radiation can cause mutations
in living organisms
●
radiation can damage cells
and tissue
●
the problems arising in the
disposal of radioactive waste.
|
Activities:
●
Complete examples involving
the use of radioactive dating.
●
Research the Shroud of Turin.
|
Edexcel IGCSE Physics Pages 216–223, 224 and 232
Gamma camera: ActiveBook Page 216, animation
Longman Physics Homework for Edexcel IGCSE Page 51
Video clip:
|
|
58
|
Section 7: Radioactivity and particles
c) Particles
|
Students will be
assessed on their ability to:
7.15 describe the
results of Geiger and Marsden’s experiments with gold foil and alpha
particles
7.16 describe
Rutherford’s nuclear model of the atom and how it accounts for the results of
Geiger and Marsden’s experiment and understand the factors (charge and speed)
which affect the deflection of alpha particles by a nucleus
|
Activities:
●
Complete examples on
Rutherford scattering, including past IGCSE questions.
Demonstration:
●
Watch applet showing
Rutherford scattering.
|
Edexcel IGCSE Physics Pages 227–228, 231 and 232
Rutherford–Geiger–Marsden experiment: ActiveBook Page 227, animation
Longman Physics Homework for Edexcel IGCSE Page 55 Video clip: |
|
59
|
Section 7: Radioactivity and particles
c) Particles
|
Students will be assessed on their ability to:
7.17 understand that
a nucleus of U-235 can be split (the process of fission) by collision with a
neutron, and that this process releases energy in the form of kinetic energy
of the fission products
7.18 recall that the fission of U-235 produces two daughter nuclei and a small number of neutrons
7.19 understand that
a chain reaction can be set up if the neutrons produced by one fission strike
other U-235 nuclei
7.20 understand the
role played by the control rods and moderator when the fission process is
used as an energy source to generate electricity
|
Activities:
●
Balance fission equations.
Demonstration:
●
Watch applet showing nuclear
fission.
|
Edexcel IGCSE Physics Pages 228–230, 231 and 232
Fission and fusion: ActiveBook Page 229, animation
Longman Physics Homework for Edexcel IGCSE Pages 54 and 55
Video clip:
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60
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Section 7:
Radioactivity and particles
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Consolidation and
assessment
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Revision exercises
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End of Unit test
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Edexcel IGCSE Physics Student Book end of
chapter checklists
Edexcel IGCSE Physics Revision Guide
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