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Unit G481 - Booklet - Sche of work and lesson plan ooklet - OCR

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Unit G481 - Booklet - Sche of work and lesson plan ooklet - OCRof,Of,Unit,Sche,work,and,plan,OCR,unit,Plan

Support Material

OCR Advanced Subsidiary GCE in Physics: H158

Unit: G481

This Support Material booklet is designed to accompany the OCR Advanced Subsidiary

GCE specification in Physics for teaching from September 2008.

? OCR 2007

    Contents 2 Introduction 3 Scheme of Work - Physics : H158 : G481 5 Lesson Plan - Physics : H158 : G481 20 Other forms of Support 31

    2 of 33 GCE Physics

Background

    A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include:

     The introduction of stretch and challenge (including the new A* grade at A2) to ensure that

    every young person has the opportunity to reach their full potential

     The reduction or removal of coursework components for many qualifications to lessen the

    volume of marking for teachers

     A reduction in the number of units for many qualifications to lessen the amount of

    assessment for learners

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

    relevant.

    OCR has produced an overview document, which summarises the changes to Physics. This can be found at www.ocr.org.uk, along with the new specification.

    In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for Physics. These Support Materials are designed for guidance only and play a secondary role to the Specification. Our Ethos

    All our Support Materials were produced „by teachers for teachers‟ in order to capture real life current teaching practices and they are based around OCRs revised specifications. The aim is for

    the support materials to inspire teachers and facilitate different ideas and teaching practices. In some cases, where the Support Materials have been produced by an active teacher, the centre logo can be seen in the top right hand corner

    Each Scheme of Work and set of sample Lesson Plans is provided in:

     PDF format for immediate use

     Word format so that you can use it as a foundation to build upon and amend the content to

    suit your teaching style and students‟ needs.

    The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching. GCE Physics 3 of 33

    The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself. A Guided Tour through the Scheme of Work

    = Innovative Teaching Idea

    This icon is used to highlight exceptionally innovative ideas.

    = Stretch & Challenge Activity

    This icon is added at the end of text when there is an explicit opportunity to offer

    Stretch and Challenge.

    = ICT Opportunity

    This icon is used to illustrate when an activity could be taught using ICT

    facilities.

4 of 33 GCE Physics

    Suggested Topic 13 hours Motion Physical quantities And units, scalars and vectors, kinematics and linear motion teaching time

    Suggested teaching and homework Topic outline Suggested resources Points to note activities

     Introductory discussion of what a physical Pan-top balance Many virtual laboratory type resources or 1.1.1 Physical Quantities on-line simulations are available. Some quantity is, students giving examples And Units: (Magnitude and Rulers, vernier calipers, micrometer examples from “Absorb Physics for A level” Short practical involving measurement Unit) Scales, thermometer, meter rule, have been included in this SOW A „circus‟ where students are asked to temperature probe etc. estimate the following quantities and assign appropriate units: mass of an calculator, a (Many useful experiments exist online as rock, a person, etc; the time of fall of a ball, well as in the OCR endorsed book). A good

    a toy car down a ramp, etc; length of a starting point is www. practicalphysics.org table, height of person, width of the Practical activity also to introduce new laboratory, length of their pen, etc; and devices (micrometers, vernier calipers) and temperature of a water in a mug; their body to allow discussion of accuracy of temperature, temperature of a flame, etc. measurement and errors Students are then given appropriate measuring tools (top-pan balance, scales,

    thermometer, metre rule, temperature probe, etc) to check their estimates. This is

    followed by discussion of quantities, their

    units and prefixes

     Students report back, discussion to draw out

    importance of units with measurements of

    mass, length, volume and density

     Homework: Students are given a list of Powers of ten video (Charles and Ray Website version at Physical Quantities And Units: quantities and they have to use textbooks or http://micro.magnet.fsu.edu/ Eames, Image Entertainment) SI prefixes the Internet to find the magnitude of primer/java/scienceopticsu/powersof10 Question sheet with practice converting quantities. This is used as the basis for from standard form to a given prefix and discussion vice-versa

     = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physics 5 of 33

    Suggested Topic 13 hours Motion Physical quantities And units, scalars and vectors, kinematics and linear motion

    teaching time

    Suggested teaching and homework Topic outline Suggested resources Points to note activities

     Quick test on units and prefixes students

    to mark each other‟s work From size of a molecule or using material to

    cover a range of orders of magnitude (e.g. End of topic test

    sizes from nucleus/atom through to size of

    galaxy/observable universe, introduce

    standard form notation (or scientific

    notation) and use of prefixes

     [Can also use the session for calculator xpractice use of exp or 10 button] Practice

    questions and consolidation

     Student pairs to discuss when direction is Cards with quantities, mostly familiar from Each lesson can end with: „List three things 1.1.2 Scalars and vectors - GCSE, such as force, speed, distance, you have learnt from today‟s lesson. Each and isn‟t important, come up with list of each introduction power, energy, temperature, acceleration, student to have their say teacher verbally Teacher to lead discussion to definition of velocity etc summarises key snippets vector and scalar and ask small groups to

    sort cards into groups of scalars and vectors AND

     Homework: Students to make a list of vector Most lessons can start with a 5 min test of

    and scalar quantities from GCSE „what happened in the last lesson‟

    Science/Physics) Absorb Physics for A level

     Dynamics Scalars and vectors

     = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 6 of 33 GCE Physics

    Suggested Topic 13 hours Motion Physical quantities And units, scalars and vectors, kinematics and linear motion

    teaching time

    Suggested teaching and homework Topic outline Suggested resources Points to note activities

     Devise “treasure hunt” along the lines Starting with question to be given on adding Remind students of properties of triangles Scalars and vectors of 2 paces north, 5 east etc displacements, possibly around the Pythagoras and trigonometry resultant vectors laboratory Offer support material to weaker students Practical to investigate addition of coplanar Ideally on forces boards such as Pasco Sine and cosine rules for able students forces (Point to note - This should only be equipment with mass hangers and masses tackling non-perpendicular vectors done once students are confident with Question sheet with various vectors to be adding displacements) added and found graphically including Introduce idea of representation with arrows displacements, velocity (e.g. plane flying in

    cross-wind, swimmer going upstream) and and adding tip to tail

    forces acting on an object Extend to general method for any vector

    quantities

     Practice questions to reinforce method, esp.

    for perpendicular vectors

Introductory experiment Ask a volunteer to Class examples e.g. forces on para-glider Scalars and vectors drag a load at various angles to the with given tension in rope to find horizontal resolving vectors horizontal. Use this to discuss resolving a drag and vertical lift

    force and its component End of topic test

     Practice questions on resolving forces

     Extend this to other vectors such as

    displacement, velocity and acceleration

     Show how resolved components vectorially

    add to produce the vector

     Give examples to show usefulness and as

    an alternative to drawing scale diagrams

     = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physics 7 of 33

    Suggested Topic 13 hours Motion Physical quantities And units, scalars and vectors, kinematics and linear motion teaching time

    Suggested teaching and homework Topic outline Suggested resources Points to note activities

     Discuss quantities used to describe motion. Use of position sensor, light gates or ticker- Students could gather and analyse data 1.1.3 Kinematics timer to gather data for a trolley on a slope from websites e.g. for sprinters, formula Link to GCSE work (Definitions) to illustrate definitions one racing, bungee jumpers etc. Define displacement, instantaneous speed,

     Problem-solving activities relating to Absorb Physics for A level average speed, velocity and acceleration

    examples of motion and converting units for Ensure the derived units for each are clear Kinematics Speed -1distance and speed (e.g. mph to ms) Use example of speed cameras measuring Velocity and acceleration

    average speed over a short period and

    GATSOs measuring instantaneous velocity

    with Radar (radio waves)

     Link from an example in previous section to Use data gathered experimentally or by Absorb Physics for A level Kinematics (Graphs) represent motion using s/v/a against t demonstration in previous section to Kinematics Distance time graphs graphs. Illustrate links between them, in illustrate the motion graphically Velocity time graphs particular velocity from gradient of s-t graph, Include example of free-fall represented displacement from area under and graphically acceleration from gradient of v-t graph Investigate the motion of a pull-back

     toy car or similar toy

     End of topic test

     Represent a typical motion on a v-t graph Clear explicit exposition required to derive Work through clearly and also refer students 1.1.4 Linear Motion introducing notation of suvat. Use the equations. Mathematically weaker students to relevant sections of a textbook to velocity-time graph to derive directly v = u + may struggle here. Use of equations can consolidate 2at, s = 1/2(u+v)t and s = ut + ?at, and be consolidated with problem-solving Power law through spreadsheet analysis of 22combine to give v = u + 2as practice motion studied above or with new practical 2 Make explicit the link s t for an object work Useful document in practicalphysics.org - starting from rest, e.g: trolley on a ramp, link forces and motion section - guidance to experimental work of Galileo. Historical “using speed time graphs to find an importance of turning point of using

     = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 8 of 33 GCE Physics

    Suggested Topic 13 hours Motion Physical quantities And units, scalars and vectors, kinematics and linear motion teaching time

    Suggested teaching and homework Topic outline Suggested resources Points to note activities

    experimental data in the scientific method Students wanting extension reading could equation” and how this overturned Aristotle‟s ideas see original writing of Galileo, e.g. in Historical approach can be taken illustrated Projectile motion: Independence of Steven Hawking‟s “On the by work of Galileo to emphasise HSW. perpendicular components of motion. Shoulders of Giants” or read Compare to Aristotle‟s ideas. Historical Introduce with “monkey and hunter” type “Galileo‟s daughter” by point of need to understand motion of a context Dava Sobel cannon ball important in a turbulent Europe Explain examples of projectile motion in two Monkey and Hunter apparatus or Pasco of the time. dimensions, calculations of range, time of projectile catcher demonstration. Video Absorb Physics for A level flight etc record projectile motion of balls, water jets Uniform acceleration of freefall Kinematics Equations of Motion etc or see on professional videos on motion Experiment to determine acceleration of Projectiles Consolidate understanding and develop freefall problem-solving skills using worked Online video clip of feather and hammer examples and many questions for students drop on the moon at to work through http://www1.jsc.nasa.gov/er/seh/feather.ht

    ml Demo of feather and guinea in evacuated

    tube Emphasise graphical method for several

    different heights to average data using Electromagnet and trapdoor, ticker-timer

    l.o.b.f attached to heavy object, light gates or

    other methods. Graphical analysis to find g. Can use different methods and compare

    accuracy of the experiment End of topic test

     There are opportunities to discuss

    systematic and random errors

     Students summarise each topic these Teacher lead or students in groups. Mind- Students could produce a summary Summary of 1.1 Motion ideas are shared. A poster of key definitions maps or summary posters PowerPoint and list of equations produced for the Assignment or test from old OCR spec A laboratory) module 1 (2821) papers Assignment or test to ensure students start

    to learn and apply key concepts

     = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea GCE Physics 9 of 33

    Suggested Topic 14 hours Forces in action Force, non-linear motion, equilibrium and car safety teaching time

    Suggested teaching and homework Topic outline Suggested resources Points to note activities

     Practical to investigate acceleration of Low-friction trolley (or trolley on friction- Linear air-track also an option 1.2.1 Force (F = ma) trolley with varying force and varying mass compensated slope) accelerated with mass Could use spreadsheet to analyse pulling on cord over a pulley. Additional of trolley data masses to add to trolley Conclusions of a F and a 1/m Measure acceleration with motion sensor,

     light gates or ticker-timer Develop link of F ma, with constant of

    proportionality 1 with S.I. units To find force on trolley from pull of mass,

    concept of weight is needed, developed in Definition of the newton section 1.2.2 (d) and (e) or students can Emphasise that F and a are always in the use weights that have been already same direction labelled in newtons by the lab technician

     Solve problems with F = ma Question sheets or text book questions with Absorb Physics for A level Using F = ma ndrelevant problems. Include questions where Link equations of motion for constant Law Dynamics Newton’s 2resultant force needs to be considered, not acceleration with F = ma This topic is new compared to the old OCR single forces only Emphasise resultant force is F in F = ma AS specification A. It was covered in the Student research into “rest mass” and Cosmology option of module 5. Historically Develop appreciation and give examples of relativistic mass, increasing as speed note that an explanation for electron motion mass increasing as v tends to c, limiting the becomes a significant fraction of speed of at high speeds in evacuated tubes was that use of F = ma to classical problems light the electron mass increased with speed, Discussion on benefit of using simpler Extension discuss the meaning of observed before 1905 when Special model when applicable (HSW) classical physics, its successes Relativity was developed by Einstein and limitations 22 Mention m = m / ((1-v/c) for those who 0

    are curious

     End of topic test

     = Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity idea 10 of 33 GCE Physics

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