Physics Annual Plan

PHYSICS ANNUAL PLAN (CAMBRIDGE SECONDARY CHECKPOINT)
ACADEMIC YEAR OF 2018/2019

GRADE: 7
Month
Weeks
Hours
EASE
Date
Topics Sub topics Learning Objectives
Introduction to Physics • Describe physics as the brach of science

which study properties of matter and energy
18 - 20 July
1 (1st week of 1st 1
Semester) Phenomena and Illusions • Describe the importance of scientific
observation and measurement
Base units, derived units • Do conversion of unit in length, mass, and

Measuring length, mass and time time.
July
13 Measurements
1
23 - 27 July
2 Estimating quantities • Make predictions on which quantity will be

measured
1 Accuracy of measurements • Describe the best procedure to get accurate
measurement
Heat and temperature • Define temperature and heat

30 July - 03
August
3 2
Assessment
What forces do • Describe the effects of forces on motion,
including friction and air resistance.
• Make careful observations including
measurements.
1 • Present results in the form of tables.
4 6 - 10 August
Different types of forces • Describe the effects of forces on motion,

• Make predictions referring to previous
13 - 17 August
scientific knowledge and understanding.

• Consider explanations for predictions using
5 2 scientific knowledge and understanding and
August
communicate these.
20 - 24
August
Adha)
(Idul
ASE 1
Friction • Describe the effects of forces on motion,
scientific knowledge and understanding and
communicate these.
27 - 31 August
• Calculating net force with friction
6 2
EASE 1
Air resistance • Describe the effects of forces on motion,

14 Forces and motion

1 scientific knowledge and understanding and
communicate these.
3 - 7 September
September
Mass and weight • Describe the effect of gravity on objects.

7 • Choose appropriate apparatus and use it
correctly.
• Weight on Earth and on other planets
1
correctly.
Se
3-7
• Weight on Earth and on other planets
1
Gravity and weight
• Describe the effects of forces on motion,

10 - 14 September

8 2 communicate these.
How springs strecth • Describe the effects of forces on motion,

• Outline plans to carry out investigations,
considering the variables to control, change or
observe.
Identify appropriate evidence to collect and
suitable methods of collection.
17 - 21 September
• Choose appropriate apparatus and use it

correctly.
9 2 • Make careful observations including
measurements.
• Present results in the form of tables.
September
(EASE 1)
24 - 28
10 17
What is energy • Recognise different energy types and energy

transfers.
Forms of energy • Recognise different energy types and energy

1 - 5 October
transfers.
• Use secondary sources.
11
1
15 Energy
Energy changes • Recognise different energy types and energy

transfers.
October
• Make careful observations

8 - 12 October
• Present results in the form of tables, bar

charts or line graphs.
12 2
Wasted energy • Understand that energy cannot be created or
destroyed and that energy is always conserved.
• Make careful observations.
15 - 19 October
• Make conclusions from collected data.
13 2 Fuels
Assessment
How energy use has increased • Understand that energy cannot be created or
22 - 26 October

• Recognise different energy types and energy
14 2 transfers.
EASE 2
Measuring work
29 Oct -
02 Nov
15 2
Energy transfer diagram • Understand that energy cannot be created or

transfers.
5 - 9 November
16 2
16 Energy transfers
November
16 Energy transfers
Sankey diagrams • Understand that energy cannot be created or
November
12 - 16
17
November 2 transfers
Plants and energy • Recognise different energy types and energy

19 - 23 November transfers
18 2 Energy and ourselves
Generating electricity
Conservation of energy • Understand that energy cannot be created or

26 - 30 November
• Make predictions and review them against

evidence.
19 2 scientific knowledge and understanding.
3 - 7 Dec
Dec
20 18
(EASE 2)
Movements in the sky (and how • Describe how the movement of the Earth
the Earth moves) causes the apparent daily and annual
movement of the Sun and the stars.
7 - 11 January • Be able to talk about the importance of
21 (1st week of 2nd 2 questions, evidence and explanations.
semester)
• Describe how the movement of the Earth
causes the apparent daily and annual
movement of the Sun and the stars.
• Describe the relative position and movement
of the planets and the Sun in the solar system.
1
14 - 18 January
communicate these.
22

1
January
Light in the sky • Understand that the Sun and other stars are
sources of light and that planets and other
21-25 January
bodies are seen by reflected light.

23 2 evidence.
17 The Earth and beyond
EASE 3
Measuring with light • Describe the relative position and movement
17 The Earth and beyond

evidence.
28 January - 01 February
• Recognise results and observations that do
not fit into a pattern, including those
presented in a graph, chart or spreadsheet.
EASE 3
24 2 scientific knowledge and understanding and
communicate these.
The moon • Understand that the Sun and other stars are
sources of light and that planets and other
bodies are seen by reflected light.
4 - 8 February
• Use Information from secondary sources.

25 2
Early studies of the solar system

• Discuss the impact of the ideas and
discoveries of Copernicus, Galileo and more
1 recent scientists.
11 - 15 February
• Use information from secondary sources.

• Be able to talk about the importance of
26
Discovering Uranus and Neptune questions, evidence and explanations.
February
The parts of the Solar System • Describe the relative position and movement
• Make conclusions from collected data,
22 February
including those presented in a graph, chart or

spreadsheet.
27 2
Fe
• Make conclusions from collected data,
18 - 22 February
The Milky Way galaxy
including those presented in a graph, chart or
spreadsheet.
27 2
Planets around other stars
Beyond the Milky Way galaxy
25 Feb - 01
28 March 2
(EASE 3)
4 - 8 March 14
29
(EASE 3)
Speed records • Calculate average speeds, including through
the use of timing gates.
• Identify important variables, choose which
variables to change, control and measure.
• Make predictions using scientific knowledge
and understanding.
• Take appropriately accurate measurements.
• Use a range of equipment correctly.
• Discuss and control risks to themselves and
11 - 15 March
others.
• Present results as appropriate in tables and
30 2 graphs.
• Make simple calculations.
Measuring speed • Calculate average speeds, including through
the use of timing gates.
variables to change, control and measure.
• Make predictions using scientific knowledge
and understanding.
• Take appropriately accurate measurements.
• Use a range of equipment correctly.
others.
graphs.
March
• Identify trends and patterns in results
13 Speed
18 - 22 March
(correlations).
• Compare results with predictions.
31 2 • Identify anomalous results and suggest
improvements to investigations.
• Discuss explanations for results using
Communicate these clearly to others.
The distance/time graph • Interpret simple distance/time graphs
1
25 - 29 March
32
25 - 29 March
32
Velocity • Interpret simple distance/time graphs.
From vibration to sound wave • The properties of sound in terms of

movement of air particles.
• Plan investigations to test ideas.
variables to change and measure.
graphs.
1 (correlations).
• Present conclusions to others in appropriate
1 - 5 April
ways.
33
EASE 4
Describing the wave • The properties of sound in terms of

1 others.
• The properties of sound in terms of

1
8 - 12 April
34
8 - 12 April
34
1
April
Detecting sound waves • Recognise the link between loudness and

amplitude, pitch and frequency, using an
oscilloscope.
15 - 19 April
35 2
Oscilloscopes
14 Sound
22 - 26 April
(UN prediction
week for SMP)
The loudness of a sound • Recognise the link between loudness and
1 oscilloscope.
29 April - 03 May
36
The pitch of a sound • Recognise the link between loudness and
oscilloscope.
29 April - 03 May
36

• Select ideas and turn them into a form that
can be tested.
• Plan investigations to test ideas.
variables to change and measure.
graphs.
6 - 10 May

37 2 (correlations).
• Identify anomalous results and suggest
May
improvements to investigations.
• Present conclusions to others in appropriate
ways
13 - 17 May 16
38
(EASE 4)
GE SECONDARY CHECKPOINT)
OF 2018/2019
:7
Suggested Learning Activities Learning Resources

• Find out that forces change the speed and direction of objects. Squashy football, raft, large bowl of
• Pupils should try activities to show the effect on speed of pushing water, roller skate etc
and pulling forces.
• Examples include kicking a squashy football and pulling a raft
across water.
• Measuring forces using various force meters. Use bathroom Forcemeters, bathroom scales. You
scales for pushing against a wall or squeezing with the hands. could use a strong spring for
stretching (it can be calibrated
against known weights).
• Investigate balanced and unbalanced forces on objects. Wooden trolleys, newton meters,
• Pupils should find out by applying equal forces in opposite various masses, wooden blocks.
directions to an object at rest, that it can stay at rest, e.g. a wooden
trolley with equal masses attached on opposite sides. Pupils can
apply the idea to a floating object such as wood on water. The force
acting downwards can be measured with a Newton meter and then
the wood lowered into water showing the upthrust.
• Look at sliding forces along different surfaces e.g. the soles of Handmade hovercraft are flat
shoes on gravel, tarmac, vinyl. Balanced forces can also result in wooden shapes with a hole in the
constant speed. To show reduction of friction leading to balanced centre. The mouth of a blown up
forces home-made hovercraft can be used. balloon can be pushed through the
• Friction during movement can be compared with and without the hole and the air will support the
balloon. wood for a short time.
• Investigate the forces that move an object down a ramp. The
effect of the gradient of the ramp, the weight of the object, the Ramp, objects with different
surface of the object could all be studied. roughness of surface, or different
masses.
www.school.discovery.com/lessonpla
ns/programs/frictioninourlives/index.
html
• Discuss air resistance and explain in terms of forces what happens Homemade parachutes from
to a parachutist when they jump from an aeroplane until they land. handkerchiefs/tissue and thread with
• Investigate the motion of different parachutes e.g. changing a bob weight.
surface area, weight.
• The relationship between gravity and weight. Kilogram masses, newton meters.
• Hang kilogram masses on Newton meters to find their weight. Other masses to find weight of.
This can be described as the pulling force of the earth. Other
weights can be found to familiarise students with newtons.
This can be described as the pulling force of the earth. Other
weights can be found to familiarise students with newtons.
• Consider gravity and the planets. Small bung, string.

• The existence of a centripetal force can be shown by swinging a
small object (a bung) around the head on a string. Releasing it
shows the direction of travel of the object. Show a model of the
solar system and discuss how the planets are held in place by the
gravitational pull of the Sun.
• Investigate the effect of forces on the shape of objects. Copper wire, rubber bands, various
• Investigate the extension of an expendable spring with added small weights (10g -100g)
weights. Pupils make their own springs with copper wire and this
avoids the need to use heavy weights. Rubber bands can be used
but need quite a few heavy weights.
• Students can brainstorm their own ideas about what is meant by
‘energy’. Examples to illustrate their definition need to be given in
their explanation.
• Knowing the names science uses for the different types of energy:
heat (thermal)
light
sound
electrical
chemical
kinetic (movement)
potential (stored)
• Pupils inspect or try a range of simple activities such as Clockwork toys

clockwork toys, lamps, releasing a blown up balloon, burning a Lamps
match, Balloons
looking at a photographic negative, rattling a Matches (teacher demo if
tin, etc. appropriate)
Photographic negative
Tin containing some dried beans.
• Compare the transfer of energy Bunsen burner
from several different examples such as a burner, an electric light, Electric light
lifting weights for 5 minutes, to find that energy is wasted in the Weights of no more than 20N (e.g.
form of heat and dispersed in the atmosphere. bags containing sand).
• Discussion on what energy is used for in the modern world and

what alternatives for each use (if any) were available say, 100 years
ago.
• Illustrate ideas with examples.
e.g. electric light compared with oil lamps, cars compared with
carts etc.
• The alternatives available in 100 years time might also be
considered.
• Interpret and draw energy transfer diagrams. Teacher demonstration of:

Catapult, Bunsen burner, clockwork
toy, electric motors lifting small
• Lots of examples can be provided here so that as many different weights,
types of energy and transfer are covered as possible. Examples Balloons, dynamos, the use of
include; catapult, Bunsen burner, clockwork toys, electric motors batteries in heating or lighting
lifting small weights, blowing up and releasing balloons, dynamos, circuits, light sensitive paper, musical
the use of batteries heating or lighting circuits, light sensitive paper, instruments.
musical instruments.
• Students can list some home appliances and say what energy
transfers take place.
• Study some Sankey diagrams and suggest what energy is wasted
i.e. passed to the surroundings by various processes.
• Provide pupils with the outline of the processes in a power Paste, paper, cut-out diagrams of the
station to complete the stages and transfers by cutting and pasting. stages in a power station. Cut-out list
• A Sankey diagram showing the wasted energy and so the rather of energy types.
low efficiency of the process should be shown+I26
• Swinging a pendulum starting at the teachers nose gives the Pendulum bob, string, means of
opportunity to see that the bob does not lose a noticeable amount suspending string and bob.
of energy but simply transfers it from ‘moving’ to ‘stored’ and back
again.
• Sankey diagrams also help in the explanation that energy is not
used up but simply transferred to something else.
• Discuss what is meant by a day, a month and a year in terms of Posters of solar system.
the movement of objects in the solar system.
• Discuss why a day and a year on other planet is different to that
on Earth
• Watch time-delay images to show the apparent movement of the Time delay images
Sun and the stars. www.nasa.gov/
• Students to make explanations for these movements and to check
them against secondary sources.
• Appreciate that the Earth’s axis is tilted and explain how this Football and tennis ball to demo
causes seasons to occur. movement of Earth round the Sun.
• Group the following objects according to whether they are light

sources or not – stars, planets, moons, the Sun.
• Discuss how it is possible to see the planets and the Moon even
though they are not light sources.
Illustrate answers with labelled diagrams.
• Discuss why we only see stars at night.
• Given data about all or some of the planets including distance Data sheets
from the Sun, day length, year length, average surface temperature,
mass, atmosphere identify patterns and offer explanations for the
patterns.
If some pieces of information are missing make predictions.
• Consider images of lunar and solar eclipses. Football, tennis ball, torch.
• Discuss what is happening during these eclipses.
• Check suggested explanations of eclipses using secondary data.
• Use secondary data to investigate the ideas of Copernicus and Secondary sources
Galileo.
• Discuss the difficulties of a scientist in getting an idea accepted.
• Name the planets of the solar system and to place them in order. Secondary sources
• Appreciate that the planets orbit the Sun.
• Use secondary data to find out about how and when the planets
were discovered.
• Use secondary data to find out why Pluto is no longer considered
a planet.
• Name the planets of the solar system and to place them in order. Secondary sources
• Appreciate that the planets orbit the Sun.
• Use secondary data to find out about how and when the planets
were discovered.
• Use secondary data to find out why Pluto is no longer considered
a planet.
• Pupils measure their walking, hopping, running pace etc. They Stop watch, distance measurer.
can estimate the speed of various objects such as a snail, a plane, Data loggers if available.
or research the speed of athletes, to practice the use of different
units. Data logging can be used for very fast or very slow speeds.
• Calculate average speed using timing gates. Timing gates/data loggers
• Pupils investigate how the average speed of an object varies with slopes, different objects eg toy car.
the gradient of a slope.
• Plan and carry out the investigation.
• Produce distance-time graphs. Motion sensor device.

A motion sensor is a very useful device for showing motion
instantly on screen. The device emits ultrasound waves which
reflect from an object ahead and return. The computer measures
the time interval and plots the distance-time graph so that a
student moving towards the computer can see the shape
immediately.
• Interpret gradients on distance-time graphs. Distance-time graphs.
Given a graph e.g. of an animal tracking prey, students can explain
how they know whether the animal is moving fast, slowly or still.
They should be able to calculate the speed and can be shown that
this is the same as the gradient of the line at that point.
• Investigate how sounds are made. Rulers, rubber bands, dried peas,
• Make sounds with simple objects such as plucking stretched containers eg yogurt cartons, test-
elastic bands on a box, twanging rulers, blowing across test tubes. tubes, cardboard tubes, metal rods
Pupils should suggest how their ‘instrument’ might be given a etc.
range of different notes and the ability to be loud or soft.
Design an instrument (design only).
• Relate sound to hearing. Demonstrate ear structure using a Model ear,

model ear. Discuss ways of preventing ear damage. secondary sources.
• Research the sound receptors of animals such as the bat and
dolphin.
• Use a signal generator and a loud speaker to investigate the class’ Signal generator, loud speaker,
range of hearing. The additional use of a CRO enables pupils to cathode ray, oscilloscope.
‘see’ that the sound is still being produced even when it is above
the pitch they can hear.
• Demonstrate that vibrations are moving large quantities of air to Slink spring, drum or loudspeaker,
and fro using a drum, or loudspeaker on very low pitch. sand or small pebbles or dried peas.
• Demonstrate a ‘slinky spring’ pushed rhythmically along its length
to show rarefactions and compressions.
• Students should discuss that sound also travels through water
(swimming pools, whales, ultrasound) and through solids (ticking
watch through table, railway lines etc).
• Interpret information provided by a cathode ray oscilloscope. Cathode ray oscilloscope,

• The cathode ray oscilloscope will give traces of the sounds microphone, signal generator, battery
produced by a signal generator, synthesizer or a microphone. or power pack, musical instruments.
Explain by using a battery or power pack that the CRO responds to
an electrical pulse and that a microphone transfers sound energy to
electrical energy.
• Use instruments will show that different ones have different
patterns associated with their sound.
• Show the characteristics called wavelength, amplitude and
frequency.
• Investigate using a CRO the relationship between loudness and Cathode ray oscilloscope,
the amplitude microphone, signal generator, battery
or power pack, musical instruments.
• Interpret information provided by a cathode ray oscilloscope. Cathode ray oscilloscope,
• The cathode ray oscilloscope will give traces of the sounds microphone, signal generator, battery
produced by a signal generator, synthesizer or a microphone. or power pack, musical instruments.
Explain by using a battery or power pack that the CRO responds to
an electrical pulse and that a microphone transfers sound energy to
electrical energy.
• Use instruments will show that different ones have different
patterns associated with their sound.
• Show the characteristics called wavelength, amplitude and
frequency.
• Investigate how fast sound travels. Discuss examples which show A sharp sound which can be heard at
that sound is travelling more slowly than light (noise across a field, least 200 m away.
thunderstorms). Stop watches.
• Plan and carry out an investigation to measure the speed of
sound.
PHYSICS ANNUAL PLAN (CAMBRIDGE SECONDARY CHECKPOINT)
GRADE: 8
Month
Weeks
Hours
EASE
Date
Topics Sub topics Learning Objectives Suggested Learning Activities Learning Resources
Light rays • Use light travelling in a straight line to explain • Observe sources of light - candles, bulbs etc and suggest how it is Sources of light.
18 - 20 July the formation of shadows and other possible to see them. Cut off the light with a screen with a hole in Smoke box, paper screens
1 (1st week of 1st 1 phenomena. and look for an illuminated spot.
semester) • Discuss explanations for results using • Pass light through a glass sided box containing smoke to show a
scientific knowledge and understanding. ray of light.
Classifying non-luminous objects Communicate these clearly to others. • Ask pupils to suggest how they see objects which are not
luminous.
1
July
23 - 27 July
2 Shadows • Use light travelling in a straight line to explain • Investigate shadows and how they form e.g. size and sharpness. A clearly defined object and bright
the formation of shadows and other light.
phenomena.
1 • Identify trends and patterns in results
(correlations).
Reflecting light • Study images in plane mirrors. • Study images in plane mirrors. Plane mirrors, cardboard tubes, small
Investigate the law of reflection by directing Investigate the law of reflection by directing rays of light at a plane plastic mirrors, light ray boxes.
rays of light at a plane mirror. mirror.
30 July - 03 August
• Make a simple periscope from cardboard • Make a simple periscope from cardboard tubes and small plastic
tubes and small plastic or aluminium mirrors. or aluminium mirrors.
• The distance of the image can be investigated • The distance of the image can be investigated using a Pepper’s
3 2 using a Pepper’s ghost model. ghost model.
Plane mirror
Passing light through transparent • Investigate refraction at the boundary • Observe refraction by the ‘disappearing coin trick’ at the bottom Glass blocks (rectangular and semi-
materials between air and glass or air and water. of a pan which is slowly filled with water or seeing a ruler ‘bending’ circular), light ray boxes.
• Take appropriately accurate measurements. in water.
• They can investigate the effects by looking through a glass block
6 - 10 August
and observing apparent depth. The swimming pool is a good

context to use if appropriate. Plotting the passing of rays through
15 Light
4 2 glass blocks, rectangular and semi-circular, enables students to link

to ray diagrams.
refraction
The prism • Explain the dispersion of white light. • A spectrum can be demonstrated using a good prism. They can Prism, light ray box, diffraction
• Take appropriately accurate measurements. also be observed using cheap diffraction gratings. They can be gradients.
EASE 1
• Use a range of equipment correctly. compared with a rainbow to try to emphasise that light is a mixture
August
13 - 17 August
• Present results as appropriate in tables and of all the colours.

graphs.
(correlations).
5 2 • Discuss explanations for results using
• Explain the dispersion of white light. • A spectrum can be demonstrated using a good prism. They can Prism, light ray box, diffraction
• Take appropriately accurate measurements. also be observed using cheap diffraction gratings. They can be gradients.
EASE 1
• Use a range of equipment correctly. compared with a rainbow to try to emphasise that light is a mixture
August
13 - 17 August
• Present results as appropriate in tables and of all the colours.
graphs.
Dispersion • Identify trends and patterns in results
(correlations).
5 2 • Discuss explanations for results using
The rainbow
20 - 24 August
(Idul Adha)
Colour • Explain colour addition and subtraction, and • Investigate filters and explain that some colours are absorbed and Different coloured filters, light ray
the absorption and reflection of coloured light. some transmitted. boxes.
• Discuss explanations for results using • Demonstrate seeing coloured objects using a shiny white board
scientific knowledge and understanding. and primary coloured felt pens. In a well darkened room the shapes
Communicate these clearly to others. light up or disappear. You can try writing a message which has a
1 different meaning depending on the colour of light falling on it.
27 - 31 Aug
• Explain colour addition and subtraction, and • A demonstration of adding colours (lights not dyes) uses three Colour filters, light sources, rheostats.
the absorption and reflection of coloured light. lights with red, green and blue filters in a circuit with a rheostat.
Being able to fade out / in the different colours enables cyan,
1 magenta and yellow to be obtained (on a white board) and even
white when all three are mixed.
mirrors: convex and concave • draw special ray of convex and concave • use pudak scientific optic kit to show special ray by convex and convex and concave mirrors
3 - 7 Sept
mirrors concave mirrors

7 • draw image formation of convex and concave
3
Supplement: Optics
mirrors
10 - 14
Sept
8 lenses: convex and concave • draw special ray of convex and concave • use pudak scientific optic kit to show special ray by convex and convex and concave lenses
September
lenses concave lenses

• draw image formation of convex and concave
3 lenses
17 - 21
Sept
24 - 28
10 September 17
(EASE 1)
The behaviour of magnets • Describe the properties of magnets. • Investigate the properties of magnets. Pupils should be given a Pairs of magnets, a simple compass,
• Present results as appropriate in tables and pair of magnets, a simple compass, various metallic and non- various metallic and non-metallic
graphs metallic materials, a small dish of water and piece of lightweight materials, a small dish of water and
object to float the magnet on. If available some objects like door piece of lightweight object to float
1 seals, magnetic catches, magnetic putty can be demonstrated as the magnet on.
1 - 5 October
well. If available, door seals, magnetic

11 catches, magnetic putty.
• Describe the properties of magnets. • Attraction and repulsion can be seen very easily if magnets are
suspended. This is also an opportunity to check which pole points
1 to the north of the earth.
Inside a magnet • Describe the properties of magnets. • Magnetise strips of steel / screw driver blades by stroking with a Strips of steel / screw driver blades,
• Discuss explanations for results using magnet several times in one direction. To return to the start of the magnets.
1 scientific knowledge and understanding. stroke the magnet should be taken to some distance from the iron.
Magnetise and demagnetise Communicate these clearly to others. • Demagnetising can be achieved by heating.
ferromagnetic • Discuss why the steel can become magnetised.
8 - 12 October
12
agnetism
8 - 12 October
The magnetic field • Recognise and reproduce the magnetic field • Plot magnetic fields. Magnets, iron filings, plotting
12 pattern of a bar magnet. • Field patterns for single magnets or for facing poles can be compasses.
observed using iron filings on paper held over the magnet but
these do not give very clear patterns.
16 Magnetism
1 • The method using plotting compasses avoids the problem of
getting iron filings on magnets but does need explaining carefully.
October
The link between magnetism and • Construct and use an electromagnet. • Pupils make their own electromagnet using a low voltage power Low voltage power pack / battery
electricity • Use a range of equipment correctly. pack. Iron wire to coil
• Discuss and control risks to themselves and • Pupils plan a way to test the strength of the electromagnet, and Iron core (nails).
others. improve its strength.
graphs.
15 - 19 October

• Discuss explanations for results using
13 2 scientific knowledge and understanding.
The electromagnet
• Interpret data from secondary sources. • Research the use of magnets and electromagnets. Research uses
and find some in medical contexts, route finding, security, sorting
1 steel from other materials for recycling etc.
22 - 26 October
14 Magnetic induction • Generates electricity from moving magnet in • Demonstrate faraday's law of induction solenoid, ammeter, magnet, wires
Supplement:
a coil
Induction
Magnetic
The density of some common • Determine densities of solids, liquids and • Determine the density of a regular solid. Pupils must appreciate Weighing balance, ruler /measuring
materials gases. that they need to know the mass and the volume of an object to tape, selection of solids of different
calculate the density. materials but of similar size and
• If pupils are not completely happy with the concept of volume it shape e.g. cubes of one centimetre
is helpful if solids can be ‘matched’ by blocks of 1 centimetre cubes. side.
1 • The mass of the solids can then be found. Students investigate
the density of different sized blocks of material.
29 October - 02 November
15
EASE 2
3 Density
Measuring the density of a • Determine densities of solids, liquids and • Determine the density of an irregular solid. Discuss ways of Weighing balance, ruler /measuring
29 October - 02 November
rectangular block gases. finding the volume of an irregular solid and a solid that floats in tape, and selection of solids of
• Select ideas and produce plans for testing water. different materials. Other
based upon previous knowledge, • Investigate the density of a number of different materials. requirements as requested by pupils
understanding and research. from their investigation plan.
15 • Decide which measurements and
observations are necessary and what
equipment to use.
• Make observations and measurements.
• Choose the best way to present results.
1 • Describe patterns (correlations) seen in
results.
• Interpret results using scientific knowledge
and understanding.
EASE 2 • Draw conclusions.
13 Density
Measuring the density of a liquid • Determine densities of solids, liquids and • Pupils discuss ways of finding the density of a liquid and then find
gases. the density of water, salt water and other non-hazardous liquids.
• Select ideas and produce plans for testing
based upon previous knowledge,
understanding and research.
5 - 9 November
• Decide which measurements and

1 equipment to use.
• Draw conclusions.
16
The density of gases • Determine densities of solids, liquids and • Discuss the problems of measuring the density of a gas. Heat a sample of a metal carbonate
gases. • Explain suitable ways of measuring the density of a gas. and collect the gas produced in an
• Select ideas and produce plans for testing • Demonstration of finding the density of carbon dioxide. upturned measuring cylinder.
1 equipment to use.
November
Pressure on a surface • Explain that pressure is caused by the action • Explain the pressure due to a solid. Different objects, plasticine /
of a force on an area. • Discuss appropriate examples of experience of pressure such as modelling clay.
• Make observations and measurements. walking on snow, mud, dry sand.
• Students explain why knives and drawing pins are effective but
Reducing pressure only if used the right way round.
• Students can investigate pressure by pressing objects into
1 plasticine, provided they are pressed with equal forces, shows that
12 - 16 November
the smaller the area of contact the greater the pressure.

Increasing pressure
17
14 Pressure
12 - 16 November
17
Pressure in liquids • Explain pressures in gases and liquids • Demonstrate pressure in a liquid. Use a plastic bottle which has Plastic bottle prepared as suggested.
(qualitative only). holes in the sides at different heights. When filled, water is forced
• Explain results using scientific knowledge and out sideways, the lower the hole the greater the pressure.
understanding. Communicate this clearly to • Pupils explain the pressure of a liquid in terms of a particle
14 Pressure
1 others. model.
Pressure in gases • Explain pressures in gases and liquids • Demonstrate pressure in a gas. Flexible container e.g. plastic bottle,
(qualitative only). • A container of at least three litres is connected to a vacuum or vacuum or suction pump, balloons,
• Explain results using scientific knowledge and suction pump and compressed by the pressure of the atmosphere. tin with lid as suggested.
understanding. Communicate this clearly to • Alternatively a heat-proof container containing a little water, can
others. be heated and then have the top screwed on tightly causing the
same effect as it cools.
19 - 23 November
• Blowing up balloons or tyres or heating tins with a lid on causes

1 an increase of pressure which pupils should explain using a particle
18 model.
Archimedes Principle • Define buoyant force and discern floating,

Supplement: Fluid
1 sinking, and suspending

Pascal Principle • Use pascal principle for hydraulic pump
November
1 problem
26 - 30
19
Continuity Principle • Use continuity principle to calculate speed of
1 water in a hose
3 - 7 Dec
Dec
20 (EASE 2) 18
The turning effect of forces • Know that forces can cause objects to turn • Describe a lever as a simple machine which uses a pivot. Forcemeter, tin with tight fitting lid,
(1st week of 2nd semester)
on a pivot and understand the principle of • Discuss how to open a tin with a tight fitting lid. lever.
moments. • Explain that they are using a lever with a force and a pivot.
• Demonstrate other common examples of a lever in action e.g. a
7 - 11 January
wrench, wheel brace.

• Investigate, as a whole class activity, the effect of changing the
21 2 distance between the force used and the pivot, and the size of the
Types of levers
force on the effectiveness of a lever.
Moments • Know that forces can cause objects to turn • Understand the principle of moments by looking at a see saw and See-saw balances, weights / counters
on a pivot and understand the principle of introduce the idea of balancing. of equal masses (e.g. 10g).
15 Turning on a pivot
moments. • Investigate the rule of balancing using appropriate apparatus.

• Select ideas and produce plans for testing • Derive the principle of moments from their experimental results.
equipment to use.
14 - 18 January

22 2 • Describe patterns (correlations) seen in
results.
• Interpret results using scientific knowledge
and understanding.
January
15 Turnin
equipment to use.
14 - 18 January
22 2 • Describe patterns (correlations) seen in
results.
The principle of moments • Interpret results using scientific knowledge
and understanding.
January • Draw conclusions.
The atom and electric charge • Describe electrostatics and the concept of • After charging by rubbing, plastic rulers pick up small pieces of Plastic rulers, balloons, plastic rods,
charge, including digital sensors. paper, strips of cling film spring apart, balloons stick to walls, plastic pieces of cloth e.g. duster/ t-shirt.
• Make observations and measurements. rods deflect a steady stream of water etc.
Charging materials • Interpret results using scientific knowledge • Explain that only negative charges move in these circumstances
and understanding. and that by moving away from a neutral site they leave a net
positive charge. They can also induce opposite charges on neutral
1 material. The effect is only noticeable on insulators because
Insulators and conductors
conductors allow negative charge to pass to the hand and then to
21-25 January
earth.
23 Induced charges
Sparks and flashes • Describe electrostatics and the concept of • Investigate the laws of attraction and repulsion.
charge, including digital sensors. Establish that there seem to be only two types of charge (only two
16 Electrostatics
• Make observations and measurements. effects are seen).

1 • Interpret results using scientific knowledge • Suspending one charged item and approaching with another
Coulomb's Law and understanding. shows that similar charges repel and unlike charges attract.
The van de Graaff generator • Describe electrostatics and the concept of • The electrostatic generator. This machine for generating Electrostatic generator, Insulating
charge, including digital sensors. electrostatic charge usually provides a memorable lesson. Even a material (to stand on).
28 January - 01 February
• Make observations and measurements. simple one can build up several thousand volts and cause lightning
1 • Interpret results using scientific knowledge flashes, hair to rise, neon lights to light up, windmills to turn etc.
and understanding
24
Digital sensors • Describe electrostatics and the concept of • Pupils investigate some problems and some advantages about Spray painting, risk of explosions with
charge, including digital sensors. electrostatics using secondary sources. fuels, and combustible powders
1 Presentation of findings to whole class.
Simple circuits • Interpret and draw simple parallel circuits. • Make a simple series electric circuit with switch, bulb and battery. Low voltage power supplies (e.g.
Draw the circuit diagram. batteries), connecting wires,
• Discuss the advantages of circuit diagrams. switches, bulbs (at least 2 per circuit).
• Make a simple parallel circuit by including a second bulb. Draw
the circuit diagram. NB Mains electricity should never be
• Give a variety of circuit diagrams or circuits and decode if they are used directly for any of these types of
1 parallel or series circuits. investigation.
4 - 8 February
EASE 3
25
Other circuit components • Model and explain how common types of • Understand the effects of further components by finding out Low voltage power supply (e.g.
4 - 8 February
EASE 3
components, including cells (batteries), affect about ‘mystery’ components such as diodes, buzzers, motors and batteries), connecting wires,
25 current. reed switches. Pupils can establish which are ‘one-way’ devices but switches, bulbs, diodes, buzzers,
• Select ideas and produce plans for testing of course must be warned about any that may be broken by passing motors, reed switches, ammeters.
based on previous knowledge, understanding a current in the wrong direction.
and research.
• Decide which apparatus to use and assess
any hazards in the laboratory, field or
1 workplace.
• Use a range of materials and equipment and
control risks.
Amperes • Model and explain how common types of • Investigate the flow of charge in a circuit. Low voltage power supplies (e.g.
components, including cells (batteries), affect • Emphasise that batteries produce charge which flows from one batteries) (at least 2 per circuit)
current. end to the other round a circuit. Students can suggest ways of connecting wires, switches, bulbs,
• Test explanations by using them to make increasing the rate of flow of charge (more batteries, easier path). variable resistor.
predictions and then evaluate these against Let pupils test this explanation by using a variable resistor to dim /
evidence. brighten a bulb. NB Mains electricity should never be
1 used directly for any of these types of
investigation.
Measuring current • Measure current using ammeters and voltage • Investigate the current in series and parallel circuits using a Low voltage power supply (e.g.
11 - 15 February
using voltmeters, including digital meters. number of identical lamps. batteries), connecting wires,
• Select ideas and produce plans for testing • Use an ammeter to measure current in different parts of the switches, bulbs, ammeters.
26 based on previous knowledge, understanding circuit.
17 Electricity
and research. • Pupils to make conclusion about the current in series circuits and NB Mains electricity should never be
February
• Decide which apparatus to use and assess parallel circuits. used directly for any of these types of
any hazards in the laboratory, field or investigation.
workplace.
1 control risks.
• Evaluate the methods used and refine for
further investigations.
Voltage • Measure current using ammeters and voltage • Use a voltmeter to measure the voltage across a component. Fruit e.g. apple, orange, vegetable
using voltmeters, including digital meters. Pupils should be shown that a voltmeter measures the voltage e.g. potato, connecting clips, metal
• Select ideas and produce plans for testing output of a cell, two cells, etc. It can then be used to measure the electrodes, voltmeters, low voltage
based on previous knowledge, understanding voltage across any two points in a circuit. They should also try the power supply (e.g. batteries),
and research. putting the meter in series to show that the circuit then does not connecting wires, bulbs.
1 • Decide which apparatus to use and assess ‘work’.
any hazards in the laboratory, field or • The voltage across a home-made cell can be detected using two
workplace. different metals and a solution or simply a fruit. Students could
18 - 22 February
• Use a range of materials and equipment and investigate into the effect of different metals and different fruit /
control risks. vegetables.
27 • Draw conclusions.
• Evaluate the methods used and refine for
based on previous knowledge, understanding voltage across any two points in a circuit. They should also try the power supply (e.g. batteries),
and research. putting the meter in series to show that the circuit then does not connecting wires, bulbs.
• Decide which apparatus to use and assess ‘work’.
any hazards in the laboratory, field or • The voltage across a home-made cell can be detected using two
workplace. different metals and a solution or simply a fruit. Students could
18 - 22 February
• Use a range of materials and equipment and investigate into the effect of different metals and different fruit /
control risks. vegetables.
27 • Draw conclusions.
Measuring voltage • Evaluate the methods used and refine for
Resistance • Measure current using ammeters and voltage • Investigate the effect of adding various lengths of resistance wire, Low voltage power supply (e.g.
using voltmeters, including digital meters. a variable resistor, lamps, and ammeters. batteries), connecting wires,
• Select ideas and produce plans for testing switches, bulbs, ammeters, variable
25 February - 01 March
based on previous knowledge, understanding resistors, resistance wires of various

and research. lengths.
(EASE 3)
28 2 any hazards in the laboratory, field or NB Mains electricity should never be

workplace. used directly for any of these types of
investigation.
(EASE 3)
March
4-8
29 16
Temperature • Define temperature and termometer, and

convert thermoter scales
Thermal Expansion
11 - 15
March
Temperature and
30 2
Supplement:
Thermal expansion • Define thermal expansion (length, area, and

volume)
18 - 22
March
31 2
Heat and internal energy • Define heat and internal energy

25 - 29
March
1
March
Measuring the amount of heat • Select ideas and produce plans for testing • Compare the energy released by different fuels by heating equal Various fuels dependent on pupils
energy based upon previous knowledge, volumes of water using a known mass of each fuel. Compare plans, lab heating equipment,
understanding and research. changes in temperature. thermometers, lab glassware
• Decide which measurements and (heatproof).
equipment to use.
32 any hazards in the laboratory.
• Make sufficient observations and
measurements to reduce error and make
1 results more reliable.
control risks.
transfers
Condcution • Identify and explain the thermal(heat) energy • Rods of different metals can be heated to find out which is the Metal rods
transfer processes of conduction, convection best thermal conductor. It is important to heat the ends of the rods Lab heating equipment
and radiation. equally, perhaps by supporting on a non-combustible mat on a Wax
• Decide which apparatus to use and assess tripod and heating them all at the same time. Drawing pins.
any hazards in the laboratory. The heat energy can be detected by a pin attached by wax to the
• Make observations and measurements. far end of the rod, it is released when the wax melts.
1 • Interpret results using scientific knowledge • Discuss everyday uses of conduction of heat energy. Include the
18 Heat energy transfers

1 - 5 April and understanding. use of bad conductors (insulators).
33
EASE 4 Convection • Identify and explain the thermal (heat) • Convection currents can be demonstrated in liquid (warming
energy transfer processes of conduction, coloured crystals placed in a beaker of still water) and air (using a
convection and radiation. candle in a box with two chimneys and placing a smoking taper
above.
1 • Discuss everyday uses of convection of heat energy e.g. solar
heating panels.
Radiation • Identify and explain the thermal (heat) • Thermal radiation (infra-red) comes from all hot objects but Radiation cube
energy transfer processes of conduction, pupils can investigate which surfaces emit / absorb heat the best. Hot water, thermometer.
April
convection and radiation. One way is to fill a metal container (radiation cube) with hot water.
Different surfaces, black, dull, white, shiny, give off more or less
radiation. This can be detected by placing the hand 2-3 cm away
from the surface. The rate of heat loss can also be estimated by
1 measuring the rate of temperature loss.
8 - 12 April
• Discuss everyday uses of heat transfer by radiation and also ways

34 of preventing it.
Evaporation • Explain cooling by evaporation. • Investigate which conditions aid the rate of evaporation using Small pieces of cloth (or tissues).
1 tissues or small pieces of cloth, dampened. Factors which can be Timers.
tested are temperature and moving air.
Flask • Identify and explain the thermal (heat) • A vacuum flask (a broken one to reveal the inner layers) can be Vacuum flask (a broken one to reveal
energy transfer processes of conduction, demonstrated as it has ways of preventing conduction, convection, the inner layers).
15 - 19 April
convection and radiation. radiation and evaporation which students can identify. Ensure that
35 2 students understand that the flask can be used for keeping things
hot or cold.
22 - 26 April
(UN week SMP
prediction)
Energy pathways on Earth
April -
03 May
36 2
19 World energy
Wind and waves

Tidal and geothermal energy
6 - 10 May 29
needs
Fossil fuels
1
May
Nuclear fuel
37
Solar energy
1
Rivers as a source of energy
13 - 17 May
38 (EASE 4) 16
PHYSICS ANNUAL PLAN
GRADE: 9
Month
Weeks
Hours
EASE
Date
Topics Sub topics
18 - 20 July Characteristics of the member of solar system

1 (1st week of 1st 1 Planets, asteroid, comet, satellite and meteorid
semester)
2
2 23 - 27 July
July
1 The formation of solar system

1 Sun as a star
3 30 July - 03 Aug 1 Earth
1 Earth's and moon's motion with respect to the sun
2 Effects caused by Earth's rotation and revolution
4 6 - 10 Aug Solar System
1 Moon's motion as Earth's satellite
1 Moon's phase
13 - 17 Aug
1 Eclipses (1 hour experiment)
5
August
20 - 24 Aug
EASE 1
(Idul adha) 1 Tides
1 Artificial satellites
6 27 - 31 Aug 1 Observing Earth's structure through electronic media

Ozone layer effects
1 Observing of earth's Plate motion (EarthQuake)
1 Electrical phenomena in objects
7 3 - 7 Sept Properties Electrical Charges
2 Charging by rubbing, contact, and induction
September
1 Insulators and Conductors

8 10 - 14 Sept
2 Electrostatics Coulomb’s Law
2 Working principle of electroscope
9 17 - 21 Sept
1 Project (video of electricity experiment) or making simple electroscope
10 24 - 28 Sept 25
(EASE 1)
1 Electric charge (q = ne)
11 1 - 5 Oct
2 Electric current (q = it)
2 Resistivity of material
12 8 - 12 Oct
October
1 Sources of emf (wet cell and dry cell)

2 Electrical Circuit Ohm's law (v = ir)
13 15 - 19 Oct
1 and Energy Resistors in series
1 Supply Resistors in parallel
14 22 - 26 Oct
2 Complex combination of resistors
15 29 Oct - 2 Nov 3 Kirchoff's laws (1st and 2nd)
EASE 2
2 Power and electrical energy

16 5 - 9 Nov
1 Assessment
2 Properties of Magnetism
November
17 12 - 16 Nov
1 Earth’s Magnetic Field and how to make a magnet
1 Magnetism, Magnetic Field around a current-Carrying Conductor
Magnetic
18 19 - 23 Nov 1 Induction Motion of Charged Particle in Magnetic Field
1 Magnetic force on a current carrying wire in magnetic field
19 26 - 30 Nov 3 Transformer and dynamo
Dec
20 3 - 7 Dec (EASE 2) 27
7 - 11 Jan 2 Atomic Model

21 (1st week of 2nd Atomic Physics
semester) 2 Nucleus
January
1 Detection of radioactivity
22 14 - 18 Jan 1 Characteristics of the three kinds of emission
Radioactivity
2 Radioactive decay
23 21-25 Jan 2 Halflife
24 28 Jan - 1 Feb 4 UN Preparation
EASE 3
25 4 - 8 Feb 4 UN Preparation
UN prep
February
28 25 Feb - 1 March 4 UN Preparation

(EASE 3)
EASE 3
29 4 - 8 March 30 Mid tem exam
(EASE 3)
March
30 11 - 15 March 4 UN Preparation
31 18 - 22 March 4 Practical Exam
32 25 - 29 March 4 UN Preparation
UN prep
33 1 - 5 April 4 UN Preparation
April
22 - 26 April
(UN week SMP 24 UNBK
prediction)

PHYSICS ANNUAL PLAN (CAMBRIDGE IGCSE)
GRADE: 10
Month
Weeks
Hours
EASE
Date
Topics Sub topics Learning Objectives Learning Resources
• Use and describe the use of rules and measuring cylinders to find a length or a • using a micrometer https://youtu.be/O8vMFFYNIfo
18 - 20 July 1 volume • Determine the acceleration due to gravity –an experiment:
1 (1st week of 1st measuring length and volume https://youtu.be/pxADTWkfAaA
semester) • (S) Understand that a micrometer screw gauge & vernier calliper is used to measure • Density:
1 very small distances www.youtube.com/watch?v=Q5Sh_-pW6ho
improving precision in • Obtain an average value for a small distance and for a short interval of time by • Calculate the density of an unknown solid:
measurements measuring multiples (including the period of a pendulum); scientific notation & error www.youtube.com/watch?v=nGJ_uWTmQZI
1 • Determining density of liquids – an experiment:
www.youtube.com/watch?v=RnSJSSCfgPc
July
• IGCSE Physics Coursebook CD-ROM Activity Sheet 1.2

making • Recall and use the equation ρ = m/V Unit 4: Past Paper Questions (Core 1)
2 23 - 27 July 1 measurements • Describe an experiment to determine the density of a liquid and of a regularly shaped
solid and make the necessary calculation
density
• Describe the determination of the density of an irregularly shaped solid by the
1 method of displacement
1 • Predict whether an object will float based on density data
measuring time • Use and describe the use of clocks and devices, both analogue and digital, for
1 measuring an interval of time
3 30 July - 3 Aug 1
• Define speed and calculate average speed from total time/total distance • Definition of velocity: www.youtube.com/watch?v=cE-bGnwTbTU
1 understanding speed • Stopping distances can be found from:
• (S) Distinguish between speed and velocity
www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/
1 • Plot and interpret a speed-time graph or a distance-time graph forces/motionrev3.shtml
• Recognise from the shape of a speed-time graph when a body is • What is acceleration:
– at rest www.youtube.com/watch?v=l7W5pH0AKSI
distance-time graphs www.youtube.com/watch?v=_O0l3hWs5gM
1 – moving with constant speed
– moving with changing speed
4 6 - 10 Aug • Demonstrate understanding that acceleration and deceleration are related to

1 changing speed including qualitative analysis of the gradient of a speed-time graph
describing
motion
1 understanding acceleration • (S) Define and calculate acceleration using change of velocity/time taken
1 • (S) Recognise linear motion for which the acceleration is constant
1 • (S) Understand deceleration as a negative acceleration
August
1 • (S) Recognise motion for which the acceleration is not constant

13 - 17 Aug • Calculate the area under a speed-time graph to work out the distance travelled for
1 motion with constant acceleration
5 calculating speed and
1 acceleration • (S) Calculate speed from the gradient of a distance-time graph
20 - 24 Aug 1 • (S) Calculate acceleration from the gradient of a speed-time graph
(Idul Adha) 1
• Show familiarity with the idea of the mass of a body • Gravity (for more able learners):
1 www.qrg.northwestern.edu/projects/vss/docs/space-environment/1-
• State that weight is a gravitational force
what-is-gravity.html
EASE 1
• Distinguish between mass and weight • Gravitational fields:

1 www.youtube.com/watch?v=T8nLTwIWplo
• Recall and use the equation W = mg
• IGCSE Physics Coursebook CD-ROM Activity Sheet 3.3
mass weight and gravity • What is inertia:
6 27 - 31 Aug www.physicsclassroom.com/class/newtlaws/Lesson-1/Inertia-and-
Mass
• Demonstrations of inertia:
www.youtube.com/watch?v=T1ux9D7-O38
• A fun investigation involving ideas around terminal velocity:
http://hyperphysics.phy-astr.gsu.edu/hbase/airfri2.html
IGCSE Physics Coursebook CD-ROM Activity Sheet 2.2, 2.3, 2.4
• Gravity (for more able learners):
www.qrg.northwestern.edu/projects/vss/docs/space-environment/1-
what-is-gravity.html
EASE 1
• Gravitational fields:
www.youtube.com/watch?v=T8nLTwIWplo
• Demonstrate understanding that weights (and hence masses) may be compared using • IGCSE Physics Coursebook CD-ROM Activity Sheet 3.3
mass weight and gravity a balance • What is inertia:
6 27 - 31 Aug www.physicsclassroom.com/class/newtlaws/Lesson-1/Inertia-and-
• (S) Demonstrate an understanding that mass is a property that ‘resists’ change in Mass
1 motion • Demonstrations of inertia:
www.youtube.com/watch?v=T1ux9D7-O38
• (S) Describe, and use the concept of, weight as the effect of a gravitational field on a • A fun investigation involving ideas around terminal velocity:
mass http://hyperphysics.phy-astr.gsu.edu/hbase/airfri2.html
IGCSE Physics Coursebook CD-ROM Activity Sheet 2.2, 2.3, 2.4
1 • State that the acceleration of free fall for a body near to the Earth is constant Unit 4: Past Paper Questions
• (S) Describe qualitatively the motion of bodies falling in a uniform gravitational field (Core 2 and 3)
1 with and without air resistance (including reference to terminal velocity) • Momentum:
falling and turning www.physicsclassroom.com/class/momentum/Lesson-1/Momentum
www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/forc
• (S) Describe qualitatively motion in a circular path due to a perpendicular force (F = es/kineticenergyrev3.shtml
1 mv 2/r is not required) www.youtube.com/watch?v=2FwhjUuzUDg
• Impulse:
7 3 - 7 Sept • Describe the ways in which a force may change the motion of a body www.physicsclassroom.com/class/momentum/u4l1b.cfm
1 • Conservation of momentum:
• Find the resultant of two or more forces acting along the same line
www.youtube.com/watch?v=1-s8NZ8xKW0
• Recognise that if there is no resultant force on a body it either remains at rest or • Adding vectors:
forces and continues at constant speed in a straight line
motion www.physicsclassroom.com/class/vectors/Lesson-1/Vector-Addition
1 www.youtube.com/watch?v=bPYLWjcY9wA
force, mass and acceleration • Understand friction as the force between two surfaces which impedes motion and
results in heating • This website, about Leonardo da Vinci, provides a different
approach to stimulate learners:
1 • Recognise air resistance as a form of friction www.mos.org/leonardo
• (S) Recall and use the relation between force, mass and acceleration (including the click on ‘Exploring Leonardo’
1 direction), F = ma click on ‘Inventor’s Workshop’
click on ‘The Elements of Machines’
September
8 10 - 14 Sept 1 • (S) Understand the concepts of momentum and impulse

• (S) Recall and use the equation momentum = mass × velocity, p=mv
1
the idea of momentum • (S) Recall and use the equation for impulse Ft = mv – mu
1 • (S) Apply the principle of the conservation of momentum to solve simple problems in
one dimension
9 17 - 21 Sept • (S) Understand that vectors have a magnitude and direction

1
• (S) Demonstrate an understanding of the difference between scalars and vectors and
more about scalars and vectors give common examples
1
1 • (S) Determine graphically the resultant of two vectors
10 24 - 28 Sept 36
(EASE 1)
• Describe the moment of a force as a measure of its turning effect and give everyday • Moment of force:
1 examples www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/forces/
revision/8/
the moment of force • Understand that increasing force or distance from the pivot increases the moment of • Levers:
1 a force http://physics.about.com/od/simplemachines/f/HowLeverWorks.htm
11 1 - 5 October IGCSE Physics Coursebook CD-ROM Activity Sheet 4.1, 4.2
• Calculate moment using the product force × perpendicular distance from the pivot IGCSE Physics Coursebook CD-ROM Activity Sheet 4.3
1 Unit 8: Past Paper Questions
calculating moments (Core 1 and 2)
1 • (S) Apply the principle of moments to different situations Unit 8: Past Paper Questions
1 • Apply the principle of moments to the balancing of a beam (Alternative to Practical 1)
• Principle of moments:
turning effect of • Recognise that, when there is no resultant force and no resultant turning effect, a www.cyberphysics.co.uk/topics/forces/principleOfMoments.htm
1 forces system is in equilibrium about a pivot • Centre of mass:
www.youtube.com/watch?v=hqDhW8HkOQ8
• Stable and unstable objects:
12 8 - 12 October www.youtube.com/watch?v=muM4hhwqEwE
stability and center of mass
October
(Core 1 and 2)
Unit 8: Past Paper Questions
(Alternative to Practical 1)
• Principle of moments:
turning effect of www.cyberphysics.co.uk/topics/forces/principleOfMoments.htm
forces • Centre of mass:
www.youtube.com/watch?v=hqDhW8HkOQ8
• Stable and unstable objects:
12 8 - 12 October • (S) Perform and describe an experiment (involving vertical forces) to show that there www.youtube.com/watch?v=muM4hhwqEwE
1 is no net moment on a body in equilibrium
stability and center of mass
• Perform and describe an experiment to determine the position of the centre of mass
1 of a plane lamina
October
• Describe qualitatively the effect of the position of the centre of mass on the stability
1 of simple objects
13 15 - 19 October 1
1 • Recognise that a force may produce a change in size and shape of a body • Pressure:
• Plot and interpret extension-load graphs and describe the associated experimental www.youtube.com/watch?v=6UC2P8Ovg_0
forces acting on solids www.youtube.com/watch?v=fq54Ipfoh80
1 procedure
• Liquid pressure:
www.youtube.com/watch?v=oUK7agBG4KA
stretching springs • (S) State Hooke’s Law and recall and use the expression F = k x, where k is the spring • Manometer problems:
1 constant www.youtube.com/watch?v=zeNQOqr63cc
• Making a barometer:
www.youtube.com/watch?v=GgBE8_SyQCU
hooke's law • (S) Recognise the significance of the ‘limit of proportionality’ for an extension-load IGCSE Physics Coursebook CD-ROM Activity Sheet 5.3
14 22 - 26 October 1 graph Unit 8: Past Paper Questions (Core 3)
forces and
matter • Hydrostatic pressure:
1 • Relate pressure to force and area, using appropriate examples http://faculty.wwu.edu/vawter/PhysicsNet/Topics/Pressure/HydroStati
• Describe the simple mercury barometer and its use in measuring atmospheric c.html
1 pressure Unit 8: Past Paper Questions
pressure (Extension 1)
• Relate (without calculation) the pressure beneath a liquid surface to depth and to
1 density, using appropriate examples
29 October - 02
15 November 1 • Use and describe the use of a manometer
1 • Recall and use the equation p = F / A
calculating pressure
1 • (S) Recall and use the equation p = hρg
1
forms of energy • Identify changes in kinetic, gravitational potential, chemical, elastic (strain), nuclear • Unusual and fun energy change experiments:
1 and internal energy that have occurred as a result of an event or process www.childrensuniversity.manchester.ac.uk/interactives/science/energy
/what-is-energy/
www.physicsclassroom.com/class/energy
energy conversions • Recognise that energy is transferred during events and processes, including examples www.youtube.com/watch?v=btLU2lb3-xs
16 5 - 9 November of transfer by forces (mechanical working), by electrical currents (electrical working), by www.brightstorm.com/science/physics/energy-and-
1
heating and by waves momentum/conservation-of-energy/
GCSE Physics Coursebook CD-ROM Activity Sheet 6.1
• Apply the principle of conservation of energy to simple examples Unit 3: Past Paper Questions (Core 2)
EASE 2
1 energy • Pumped storage schemes:

transformations www.bbc.co.uk/bitesize/standard/physics/energy_matters/generation
and energy conservation of energy _of_electricity/revision/3/
transfers • (S) Apply the principle of conservation of energy to examples involving multiple stages IGCSE Physics Coursebook CD-ROM Activity Sheet 6.2
(Extension 1)
energy calculations • (S) Recall and use the expressions kinetic energy = ½mv 2 and change in gravitational
potential energy = mgΔh
1
17 12 - 16
November
November
• Describe how electricity or other useful forms of energy may be obtained from: This website provides a useful investigation into alternative energy:
12 - 16 – chemical energy stored in fuel www.altenergy.org/
17 November – water, including the energy stored in waves, in tides, and in water behind • Power generation:
hydroelectric dams www.bbc.co.uk/bitesize/standard/physics/energy_matters/generation
– geothermal resources _of_electricity/revision/1/
– nuclear fission www.open.edu/openlearn/science-maths-
1
November
– heat and light from the Sun (solar cells and panels) technology/science/environmental-science/energy-resources-
– wind introduction-energy-resources/content-section-0
• Energy storage:
the energy we use http://science.howstuffworks.com/environmental/energy/question247
.htm
IGCSE Physics Coursebook CD-ROM Activity Sheet 7.1, 7.2
energy • Fusion in the Sun:
resources • Give advantages and disadvantages of each method in terms of renewability, cost,
1 reliability, scale and environmental impact www.youtube.com/watch?v=pusKlK1L5To
• Show a qualitative understanding of efficiency
1
• (S) Explain that in any event or process the energy tends to become more spread out
1 among the objects and surroundings (dissipated)
• (S) Understand that the Sun is the source of energy for all our energy resources except
geothermal, nuclear and tidal
1 energy from the sun
18 19 - 23 • (S) Show an understanding that energy is released by nuclear fusion in the Sun
November
doing work • Demonstrate understanding that work done = energy transferred • Work and energy:
• Relate (without calculation) work done to the magnitude of a force and the distance www.youtube.com/watch?v=482eIBArWJQ
moved in the direction of the force www.youtube.com/watch?v=2WS1sG9fhOk
1 IGCSE Physics Coursebook CD-ROM Activity Sheet 3.2
IGCSE Physics Coursebook CD-ROM Activity Sheet 8.1
• Work and energy – a pulley with two weights:
www.youtube.com/watch?v=vIOgL7jmz78
calculating work done • (S) Recall and use W = Fd = ΔE Examples on Work Done:
1 www.tutor4physics.com/examplesworkdone.htm
• Work done:
work and power power • Relate (without calculation) power to work done and time taken, using appropriate http://hyperphysics.phy-astr.gsu.edu/hbase/work.html
examples Work energy and power (for the teacher):
1 www.tap.iop.org/mechanics/work_energy_power/index.html
26 - 30 IGCSE Physics Coursebook CD-ROM Activity Sheet 8.2
19 November
calculating power • Recall and use the equation P = ΔE / t in simple systems
1 • (S) Recall and use the equation:
efficiency = useful energy output/energy input × 100%
1 • (S) efficiency = useful power output/power input × 100%

3 - 7 December 36
Dec
20
(EASE 2)
states of matter • State the distinguishing properties of solids, liquids and gases • Solids, liquids and gases:
www.bbc.co.uk/bitesize/ks2/science/materials/solids_liquids_gases/re
ad/1/
1 • Describe qualitatively the molecular structure of solids, liquids and gases in terms of • Pressure and molecular momentum:
the arrangement, separation and motion of the molecules www.saburchill.com/physics/chapters/0099.html
• Molecules in solids, liquids and gases:
www.youtube.com/watch?v=guoU_cuR8EE
7 - 11 Jan the kinetic model of matter • Brownian motion is well illustrated on this website:
• (S) Relate the properties of solids, liquids and gases to the forces and distances
21 (1st week of 2nd 1 between molecules and to the motion of the molecules http://galileo.phys.virginia.edu/classes/109N/more_stuff/Applets/bro
semester) wnian/brownian.html
• Pressure due to molecules:
• Describe qualitatively the pressure of a gas in terms of the motion of its molecules www.grc.nasa.gov/WWW/k-12/airplane/pressure.html
1 IGCSE Physics Coursebook CD-ROM Activity Sheet 9.3
forces and kinetic theory Unit 7: Past Paper Questions (Core 3)
• (S) Explain pressure in terms of the change of momentum of the particles striking the Unit 7: Past Paper Questions
1 walls creating a force (Extension 2)
• Cooling by evaporation:
www.bbc.co.uk/schools/gcsebitesize/science/aqa/heatingandcooling/
heatingrev5.shtml
www.youtube.com/watch?v=dt8KFgqs2A4
• Extend this work by using the practical experiment about the
temperature and pressure of a gas: www.youtube.com/watch?
The kinetic v=BxUS1K7xu30
model of matter • Boyle’s law:
www.youtube.com/watch?v=N5xft2fIqQU
wnian/brownian.html
• Pressure due to molecules:
www.grc.nasa.gov/WWW/k-12/airplane/pressure.html
Unit 7: Past Paper Questions (Core 3)
(Extension 2)
• Cooling by evaporation:
1 • Interpret the temperature of a gas in terms of the motion of its molecules www.bbc.co.uk/schools/gcsebitesize/science/aqa/heatingandcooling/
heatingrev5.shtml
• Show an understanding of the random motion of particles in a suspension as evidence www.youtube.com/watch?v=dt8KFgqs2A4
1 for the kinetic molecular model of matter • Extend this work by using the practical experiment about the
temperature and pressure of a gas: www.youtube.com/watch?
The kinetic • Describe this motion (sometimes known as Brownian motion) in terms of random v=BxUS1K7xu30
model of matter molecular bombardment • Boyle’s law:
www.youtube.com/watch?v=N5xft2fIqQU
1 • Charles’ law:
• (S) Show an appreciation that massive particles may be moved by light, fastmoving www.youtube.com/watch?v=HxSPdmvqstQ
22 14 - 18 January molecules IGCSE Physics Coursebook CD-ROM Activity Sheet 9.4
• An interesting interactive experience for a more able learner to
explore the ideas around the gas laws – Welcome to the Pressure
• Describe evaporation in terms of the escape of more-energetic molecules from the Chamber: www.jersey.uoregon.edu/vlab/Piston/index.html
surface of a liquid
gases and kinetic theory
1 • Relate evaporation to the consequent cooling of the liquid
• (S) Demonstrate an understanding of how temperature, surface area and draught over
January
a surface influence evaporation
• (S) Explain the cooling of a body in contact with an evaporating liquid

• Describe qualitatively, in terms of molecules, the effect on the pressure of a gas of:
1 – a change of temperature at constant volume
– a change of volume at constant temperature
• (S) Recall and use the equation pV = constant for a fixed mass of gas at constant
23 21-25 January 1 temperature
1
temperature and temperature • Appreciate how a physical property that varies with temperature may be used for the • Thermometric properties:
1 scales measurement of temperature, and state examples of such properties www.miniphysics.com/thermometric-property.html
• Recognise the need for and identify fixed points Unit 7: Past Paper Questions
(Alternative to Practical 1)
1 • Describe and explain the structure and action of liquid-in-glass thermometers Unit 7: Past Paper Questions
(Extension 1)
• Thermal expansion:
• (S) Demonstrate understanding of sensitivity, range and linearity www.youtube.com/watch?v=EkQ2886Sxpg
designing a thermometer • (S) Describe the structure of a thermocouple and show understanding of its use as a • The fountain experiment:
1 thermometer for measuring high temperatures and those that vary rapidly www.youtube.com/watch?v=AX5eVxxQgPc
• Thermal expansion:
28 January - 01 www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/be
24 haviour_of_matter/activity/
February • (S) Describe and explain how the structure of a liquid-in-glass thermometer relates to Unit 7: Past Paper Questions (Core 1)
1 its sensitivity, range and linearity • Specific heat capacity:
• Describe qualitatively the thermal expansion of solids, liquids, and gases at constant buildingsrev3.shtml
pressure • Measuring specific heat capacity:
1 www.youtube.com/watch?v=vMvSYlY_PxU
• Identify and explain some of the everyday applications and consequences of thermal • Cooling curve using data logger:
thermal expansion expansion www.youtube.com/watch?v=RVlf6jhVl3U
EASE 3
• Evaporation and vapor pressure (for the teacher):

www.pkwy.k12.mo.us/west/teachers/anderson/pack7/boil/boil.html
• (S) Explain, in terms of the motion and arrangement of molecules, the relative order • Specific latent heat:
1 thermal of the magnitude of the expansion of solids, liquids and gases www.youtube.com/watch?v=gDbo_vGOycU
properties of www.youtube.com/watch?v=EO1-yb25hYM
matter • Relate a rise in the temperature of a body to an increase in its internal energy Unit 7: Past Paper Questions (Core 2)
(Extension 3)
25 4 - 8 February thermal capacity • Show an understanding of what is meant by the thermal capacity of a body
• (S) Give a simple molecular account of an increase in internal energy
1
• (S) Recall and use the equation thermal capacity = mc
properties of www.youtube.com/watch?v=EO1-yb25hYM
matter Unit 7: Past Paper Questions (Core 2)
(Extension 3)
25 4 - 8 February
• (S) Define specific heat capacity

1 • (S) Describe an experiment to measure the specific heat capacity of a substance
specific heat capacity
1 • (S) Recall and use the equation change in energy = mcΔT

• Describe melting and boiling in terms of energy input without a change in
temperature
1
• State the meaning of melting point and boiling point
• Describe condensation and solidification in terms of molecules
• (S) Distinguish between boiling and evaporation
26 11 - 15 February
1 latent heat • (S) Use the terms latent heat of vaporisation and latent heat of fusion and give a
molecular interpretation of latent heat
• (S) Define specific latent heat
• (S) Describe an experiment to measure specific latent heats for steam and for ice
1
• (S) Recall and use the equation energy = ml
1
• Describe experiments to demonstrate the properties of good and bad thermal • Conduction in copper and steel:
February
1 conductors www.youtube.com/watch?v=eMGqkOTJCN0
conduction • How does heat travel?
• (S) Give a simple molecular account of conduction in solids including lattice vibration www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/energy/h
27 18 - 22 February 1 and transfer by electrons eatrev1.shtml
www.s-cool.co.uk/category/subjects/gcse/physics/energy-transfers
• Convection:
• Recognise convection as an important method of thermal transfer in fluids www.edumedia-sciences.com/en/a639-thermal-convection
• Relate convection in fluids to density changes and describe experiments to illustrate IGCSE Physics Coursebook CD-ROM Activity Sheet 11.2
1 convection convection Unit 3: Past Paper Questions (Core 3)
• What is infra-red radiation?
• Identify infra-red radiation as part of the electromagnetic spectrum heatingrev1.shtml
www.youtube.com/watch?v=_WP2XwBhmAk
www.gemini.edu/public/infrared.html
1 Unit 3: Past Paper Questions (Core 1)
thermal (heat) • Recognise that thermal energy transfer by radiation does not require a medium
energy transfers • Leslie’s cube:
www.youtube.com/watch?v=D1PJQMXYiH8
• Infra-red radiation:
• Describe the effect of surface colour (black or white) and texture (dull or shiny) on the www.youtube.com/watch?v=TjiIPQuU0H0
emission, absorption and reflection of radiation • Vacuum flask:
radiation www.youtube.com/watch?v=mT4qZA3BAjI
25 February - 01
28 March 1 Unit 3: Past Paper Questions
(EASE 3) • (S) Describe experiments to show the properties of good and bad emitters and good (Alternative to Practical 1)
and bad absorbers of infra-red radiation
• (S) Show understanding that the amount of radiation emitted also depends on the
1 surface temperature and surface area of a body
some consequences of thermal • Identify and explain some of the everyday applications and consequences of
1 (heat) energy transfer conduction, convection and radiation
4 - 8 March
29 (EASE 3) 32
• Demonstrate understanding that waves transfer energy without transferring matter • Demonstrations of transverse and longitudinal waves:
1 www.youtube.com/watch?v=7cDAYFTXq3E
• Wave equation:
www.youtube.com/watch?v=jEEPp0mBCdg
describing waves • Wave speed:
www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/radiation
30 11 - 15 March /anintroductiontowavesrev3.shtml
www.gcse.com/waves/vfl.htm
• The ripple tank:
www.youtube.com/watch?v=JXaVmUvwxww
• Reflection:
www.youtube.com/watch?v=HFckyHq594I
• Refraction:
• Demonstrations of transverse and longitudinal waves:
www.youtube.com/watch?v=7cDAYFTXq3E
• Wave equation:
• Describe what is meant by wave motion as illustrated by vibration in ropes and springs www.youtube.com/watch?v=jEEPp0mBCdg
and by experiments using water waves • Wave speed:
describing waves
www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/radiation
30 11 - 15 March 1 /anintroductiontowavesrev3.shtml
www.gcse.com/waves/vfl.htm
• The ripple tank:
• Use the term wavefront www.youtube.com/watch?v=JXaVmUvwxww
1 • Give the meaning of speed, frequency, wavelength and amplitude • Reflection:
speed, frequency and wavelength www.youtube.com/watch?v=HFckyHq594I
1 • (S) Recall and use the equation v = f λ
• Refraction:
• Distinguish between transverse and longitudinal waves and give suitable examples www.youtube.com/watch?v=stdi6XJX6gU
1 • Diffraction:
• Describe how waves can undergo: www.youtube.com/watch?v=ZSF9CFsjQKg
– reflection at a plane surface IGCSE Physics Coursebook CD-ROM Activity Sheet 14.1
properties of Unit 9: Past Paper Questions
waves – refraction due to a change of speed
– diffraction through a narrow gap (Core 1 and 3)
(Extension 2)
• Describe the use of water waves to demonstrate reflection, refraction and diffraction
March
31 18 - 22 March explaining wave phenomena • (S) Describe how wavelength and gap size affects diffraction through a gap
• (S) Describe how wavelength affects diffraction at an edge
• Describe the production of sound by vibrating sources • Interesting work on resonance including a video of the Tacoma
• Describe the longitudinal nature of sound waves Narrows Bridge disaster:
www.youtube.com/watch?v=j-zczJXSxnw
1 • State that the approximate range of audible frequencies for a healthy human ear is 20 • This website about sound waves is informative and includes audio:
Hz to 20 000 Hz www.youtube.com/watch?v=usHtqr0_HXU
making sound IGCSE Physics Coursebook CD-ROM Activity Sheet 12.1, 12.2
32 25 - 29 March • Compressions and rarefactions:
• Show an understanding of the term ultrasound www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/
1 radiation/ultrasoundrev1.shtml
• Show an understanding that a medium is needed to transmit sound waves www.youtube.com/watch?v=HlSCwV8d5qM
1 • (S) Describe compression and rarefaction • Speed of sound in differing media:
sound • Describe an experiment to determine the speed of sound in air http://hyperphysics.phy-astr.gsu.edu/hbase/tables/soundv.html
1 at the speed of sound Unit 9: Past Paper Questions
• (S) State typical values of the speed of sound in gases, liquids and solids (Extension 1)
seeing sounds • Relate the loudness and pitch of sound waves to amplitude and frequency
1
1 - 5 April how sounds travel • Describe how the reflection of sound may produce an echo
1
33
1
8 - 12 April • Describe the formation of an optical image by a plane mirror, and give its • How to make a simple periscope:
(UN week SMA 1 characteristics www.lightwave.soton.ac.uk/experiments/periscope/periscope.html
prediction) IGCSE Physics Coursebook CD-ROM Activity Sheet 13.1
• Recall and use the law angle of incidence = angle of reflection • Stereoscopic vision:
1 reflecting light www.vision3d.com/stereo.html
• (S) Recall that the image in a plane mirror is virtual
Lateral inversion:
www.bbc.co.uk/learningzone/clips/lateral-inversion-in-a-
mirror/251.html
• Instructions for a demonstration of total internal reflection:
www.youtube.com/watch?v=NAaHPRsveJkzc
• Experiments on refraction, reflection and total internal reflection:
www.youtube.com/watch?v=gDA_nDXM-ck
EASE 4
• Further experiments related to total internal reflection and more:

34 15 - 19 April http://galileo.phys.virginia.edu/outreach/8thGradeSOL/ActivitiesList.ht
m#9
• How to make a simple periscope:
www.lightwave.soton.ac.uk/experiments/periscope/periscope.html
• Stereoscopic vision:
reflecting light www.vision3d.com/stereo.html
Lateral inversion:
• (S) Perform simple constructions, measurements and calculations for reflection by www.bbc.co.uk/learningzone/clips/lateral-inversion-in-a-
plane mirrors mirror/251.html
1
• Instructions for a demonstration of total internal reflection:
www.youtube.com/watch?v=NAaHPRsveJkzc
• Describe an experimental demonstration of the refraction of light • Experiments on refraction, reflection and total internal reflection:
www.youtube.com/watch?v=gDA_nDXM-ck
EASE 4
• Use the terminology for the angle of incidence i and angle of refraction r and describe • Further experiments related to total internal reflection and more:
the passage of light through parallel-sided transparent material http://galileo.phys.virginia.edu/outreach/8thGradeSOL/ActivitiesList.ht
34 15 - 19 April 1
m#9
April
refraction of light Unit 1: Past Paper Questions (Core 1)

• (S) Recall and use the equation Unit 1: Past Paper Questions
sin I/sin r = n (Alternative to Practical 1)
• Refractive index:
1 www.bbc.co.uk/bitesize/higher/physics/radiation/refraction/revision/2
/
• To find the refractive index of a glass:
• Give the meaning of critical angle www.youtube.com/watch?v=DZfqQcFV7W8
1 • Optical cable:
• Describe internal and total internal reflection www.youtube.com/watch?v=0MwMkBET_5I
• (S) Recall and use n = 1/sin c www.youtube.com/watch?v=4i7maoqVcaY
light • (S) Describe and explain the action of optical fibres particularly in medicine and Unit 1: Past Paper Questions
total internal reflection communications technology (Extension 2)
1 • The anatomy of a lens:
www.physicsclassroom.com/Class/refrn/U14L5a.html
• Thin lens (converging/diverging lens/mirrors):
www.phy.ntnu.edu.tw/ntnujava/index.php?topic=48
35 22 - 26 April IGCSE Physics CD-ROM Activity Sheet 13.4
• Describe the action of a thin converging lens on a beam of light • Virtual image:
1 www.physicsclassroom.com/class/refln/Lesson-2/Image-
• Use the terms principal focus and focal length
Characteristics
• Draw ray diagrams for the formation of a real image by a single lens www.youtube.com/watch?v=lBKGP6Fh9vs
• Describe the nature of an image using the terms enlarged/same size/diminished and Unit 1: Past Paper Questions
upright/inverted (Extension 1)
1
lenses
• (S) Draw and use ray diagrams for the formation of a virtual image by a single lens
1
• (S) Use and describe the use of a single lens as a magnifying glass
1 • (S) Show understanding of the terms real image and virtual image
1 • Describe the formation of an optical image by microscope and telescope
36 29 April - 03 May • Calculate the magnification of an optical image by microscope and telescope
Microsop and telescope
1
• Give a qualitative account of the dispersion of light as shown by the action on light of • Colour mixing:
a glass prism including the seven colours of the spectrum in their correct order www.youtube.com/watch?v=LCs8mK1rzc0
1 dispersion of light • For prism work:
www.mistupid.com/science/prism.htm
• (S) Recall that light of a single frequency is described as monochromatic IGCSE Physics Coursebook CD-ROM Activity Sheet 15.1
May
• Describe the main features of the electromagnetic spectrum in order of wavelength • Use of word monochromatic:
1 http://sentence.yourdictionary.com/monochromatic
• State that all e.m. waves travel with the same high speed in a vacuum • Electromagnetic spectrum:
www.schooltube.com/video/6ea0d020a582f8d6b1c1/The-
Electromagnetic-Spectrum
37 6 - 10 May spectra www.youtube.com/watch?v=UzI1z0u_700
www.vimeo.com/16996376
the electromagnetic spectrum
• For prism work:
www.mistupid.com/science/prism.htm
May
• Use of word monochromatic:
http://sentence.yourdictionary.com/monochromatic
• Electromagnetic spectrum:
www.schooltube.com/video/6ea0d020a582f8d6b1c1/The-
• Describe typical properties and uses of radiations in all the different regions of the Electromagnetic-Spectrum
electromagnetic spectrum including: www.youtube.com/watch?v=UzI1z0u_700
37 6 - 10 May spectra – radio and television communications (radio waves) www.vimeo.com/16996376
– satellite television and telephones (microwaves) Unit 9: Past Paper Questions (Core 2)
the electromagnetic spectrum – electrical appliances, remote controllers for televisions and intruder alarms (infra-red)
1 – medicine and security (X-rays)
• Demonstrate an awareness of safety issues regarding the use of microwaves and X-

rays
• (S) State that the speed of electromagnetic waves in a vacuum is 3.0 × 108 m / s and is
1 approximately the same in air
13 - 17 May
38 (EASE 4) 32
PHYSICS ANNUAL PLAN (CAMBRIDGE AS LEVEL)
GRADE: 11
Month
Weeks
Hours
EASE
Date
Topics Sub topics Learning Objectives Learning Resources
1.1.a understand that all physical quantities consist of a numerical magnitude and a unit
18 - 20 July 1
1 (1st week of 1st Physical Quantity
semester) 1.1.b make reasonable estimates of physical quantities included within the syllabus Textbooks
1
International AS and A Level Physics Revision Guide. Woodside, R
http://www.s-cool.co.uk/a-level/physics/units-quantities-and-
1.2.a recall the following SI base quantities and their units: mass (kg), length(m), time measurements/revise-it/homogenous-equations
(s), current (A), temperature (K), amount of substance (mol)
1 Websites
Past papers
1.2.b express derived units as products or quotients of the SI base units and use the http://www.tap.iop.org/mechanics/static/201/page_46240.html
named units listed in this syllabus as appropriate
Paper 21, June 2012, Q1 (a)
PastJune
Paper 21, papers
2013, Q 1(c)
1.2.c use SI base units to check the homogeneity of physical equations Paper
Paper 22,
21, June 2011, Q1
Nov 2013, Q1 (b)(ii)
(a)(b)
Paper 23, June 2013,
Paper 22, June 2011, Q2Q2 (a)(i)
(a)(i)
1.2.d use the following prefixes and their symbols to indicate decimal submultiples or Paper
Paper 23,
22, Nov
June2011,
2013,Q1
Q1(a)(b)
(b)(i)
Physical SI Units Paper
multiples of both base and derived units: pico (p), nano (n), micro (μ), milli (m), centi (c), Paper 23,
22, Nov
Nov 2012,
2012, Q1
Q1 (d)
(a)
July
quantities and deci (d), kilo (k), mega (M), giga (G), tera (T) Paper 23, June 2013, Q1 (b)
units Websites
1 http://www.s-cool.co.uk/a-level/physics/vectors-and-scalars-and-
Websites
2 23 - 27 July 1.2.e understand and use the conventions for labelling graph axes and table columns as linear-motion/revise-it/vectors-and-scalars-whats-the-differ
http://www.s-cool.co.uk/a-level/physics/units-quantities-and-
set out in the ASE publication Signs, Symbols and Systematics (The ASE Companion to measurements/revise-it/units-and-prefixes
16–19 Science, 2000) Past papers
Paper 23, June
Past 2012, Q1 (c)(ii)
papers
Paper23,
Paper 23,Nov
Nov2012,
2012,Q1
Q1(a)(b)
(e)
1 1.4.a distinguish between scalar and vector quantities and give examples of each Websites
1.4.b add and subtract coplanar vectors http://www.s-cool.co.uk/a-level/physics/vectors-and-scalars-and-
linear-motion/revise-it/vectors-and-scalars-whats-the-differ
Scalars and vectors
1 Past papers
1.4.c represent a vector as two perpendicular components Paper 23, June 2012, Q1 (c)(ii)
Paper 23, Nov 2012, Q1 (e)
Websites
2.1.a use techniques for the measurement of length, volume, angle, mass, time, http://www.best-microcontroller-projects.com/how-to-use-an-
temperature and electrical quantities appropriate to the ranges of magnitude implied oscilloscope.html
by the relevant parts of the syllabus. In particular, candidates should be able to: http://www.ehow.com/how_8704843_use-micrometer-
> measure lengths using rulers, calipers and micrometers measuring.html
> measure weight and hence mass using balances http://www.nuffieldfoundation.org/practical-physics
> measure an angle using a protractor
> measure time intervals using clocks, stopwatches and the calibrated time-base of a http://www.upscale.utoronto.ca/PVB/Harrison/Micrometer/Flash/Mic
cathode-ray oscilloscope (c.r.o.) Simulation.html
> measure temperature using a thermometer
2 > use ammeters and voltmeters with appropriate scales Past papers
> use a galvanometer in null methods
> use a cathode-ray oscilloscope (c.r.o.) Paper 21, June 2011, Q1 (a)
Measurements > use a calibrated Hall probe
Websites
http://www.physics.umd.edu/courses/Phys276/Hill/Information/Notes
Measurement /ErrorAnalysis.html
3 30 July - 3 Aug
techniques
Past papers
Paper 21, Nov 2012, Q2 (b)(ii)
Paper 23, June 2011, Q1 (a)(b)(i)
Websites
http://www.haystack.mit.edu/edu/pcr/Data/pdf/Worksheet-Accuracy
Websites
2.1.a use techniques for the measurement of length, volume, angle, mass, time, http://www.best-microcontroller-projects.com/how-to-use-an-
temperature and electrical quantities appropriate to the ranges of magnitude implied oscilloscope.html
by the relevant parts of the syllabus. In particular, candidates should be able to: http://www.ehow.com/how_8704843_use-micrometer-
> measure lengths using rulers, calipers and micrometers measuring.html
> measure weight and hence mass using balances http://www.nuffieldfoundation.org/practical-physics
> measure an angle using a protractor
> measure time intervals using clocks, stopwatches and the calibrated time-base of a http://www.upscale.utoronto.ca/PVB/Harrison/Micrometer/Flash/Mic
cathode-ray oscilloscope (c.r.o.) Simulation.html
> measure temperature using a thermometer
2 > use ammeters and voltmeters with appropriate scales Past papers
> use a galvanometer in null methods
> use a cathode-ray oscilloscope (c.r.o.) Paper 21, June 2011, Q1 (a)
Measurements > use a calibrated Hall probe
Websites
http://www.physics.umd.edu/courses/Phys276/Hill/Information/Notes
Measurement /ErrorAnalysis.html
3 30 July - 3 Aug
techniques
Past papers
Paper 21, Nov 2012, Q2 (b)(ii)
Paper 23, June 2011, Q1 (a)(b)(i)
2.1.b use both analogue scales and digital displays
1 Websites
2.1.c use calibration curves http://www.haystack.mit.edu/edu/pcr/Data/pdf/Worksheet-Accuracy
%20and%20Precision-Final.pdf
2.2.a understand and explain the effects of systematic errors (including zero errors) and
random errors in measurements Past papers
Paper 23, June 2011, Q1 (a)(b)(ii)
1 Errors and uncertainties 2.2.b understand the distinction between precision and accuracy Past papers
2.2.c assess the uncertainty in a derived quantity by simple addition of absolute, Paper 21, June 2011, Q1 (b)(ii)(c)
fractional or percentage uncertainties (a rigorous statistical treatment is not required) Paper 21, Nov 2012, Q2 (c)
Paper 22, June 2012, Q1 (a)(b)(c)
3.1.a define and use distance, displacement, speed, velocity and acceleration
1
3.1.b use graphical methods to represent distance, displacement, speed, velocity and
acceleration
3.1.d determine velocity using the gradient of a displacement-time graph

1 3.1.e determine acceleration using the gradient of a velocity-time graph
3.1.c determine displacement from the area under a velocity-time graph
4 6 - 10 Aug Kinematics Equations of motion 3.1.f derive, from the definitions of velocity and acceleration, equations that represent
uniformly accelerated motion in a straight line
1 3.1.g solve problems using equations that represent uniformly accelerated motion in a
straight line, including the motion of bodies falling in a uniform gravitational field
without air resistance
August
3.1.h describe an experiment to determine the acceleration of free fall using a falling
body
1
3.1.i describe and explain motion due to a uniform velocity in one direction and a
uniform acceleration in a perpendicular direction
4.1.a understand that mass is the property of a body that resists change in motion
1
4.1.b recall the relationship F = ma and solve problems using it, appreciating that
Momentum and Newton's laws acceleration and resultant force are always in the same direction
of motion 4.1.c define and use linear momentum as the product of mass and velocity
1
13 - 17 Aug 4.1.d define and use force as rate of change of momentum
5
SE 1
Momentum and Newton's laws
of motion
13 - 17 Aug
4.1.e state and apply each of Newton’s laws of motion
1
4.2.a describe and use the concept of weight as the effect of a gravitational field on a
1 mass and recall that the weight of a body is equal to the product of its mass and the
5 acceleration of free fall
EASE 1
Non-uniform motion
Dynamics 4.2.b describe qualitatively the motion of bodies falling in a uniform gravitational field
1 with air resistance
4.3.a state the principle of conservation of momentum

20 - 24 Aug
(Idul Adha) 4.3.b apply the principle of conservation of momentum to solve simple problems,
1 including elastic and inelastic interactions between bodies in both one and two
dimensions (knowledge of the concept of coefficient of restitution is not required)
Linear momentum and its
conservation
4.3.c recognise that, for a perfectly elastic collision, the relative speed of approach is
1 equal to the relative speed of separation
4.3.d understand that, while momentum of a system is always conserved in interactions
1 between bodies, some change in kinetic energy may take place
5.1.a describe the force on a mass in a uniform gravitational field and on a charge in a
uniform electric field
5.1.b understand the origin of the upthrust acting on a body in a fluid
5.1.c show a qualitative understanding of frictional forces and viscous forces including
6 27 - 31 Aug 1 Types of force air resistance (no treatment of the coefficients of friction and viscosity is required)
5.1.d understand that the weight of a body may be taken as acting at a single point
known as its centre of gravity
5.2.a define and apply the moment of a force
1 5.2.b understand that a couple is a pair of forces that tends to produce rotation only
Forces, density Turning effects of forces
and pressure
5.2.c define and apply the torque of a couple
1 5.3.a state and apply the principle of moments

5.3.b understand that, when there is no resultant force and no resultant torque, a
Equilibrium of forces system is in equilibrium
1 5.3.c use a vector triangle to represent coplanar forces in equilibrium
5.4.a define and use density
7 3 - 7 Sept 1
5.4.b define and use pressure
Density and pressure 5.4.c derive, from the definitions of pressure and density, the equation Δp = ρgΔh
5.4.d use the equation Δp = ρgΔh

1 6.1.a give examples of energy in different forms, its conversion and conservation, and
Energy conversion and apply the principle of conservation of energy to simple examples
conservation
6.2.a understand the concept of work in terms of the product of a force and
displacement in the direction of the force
1 6.2.b calculate the work done in a number of situations including the work done by a
gas that is expanding against a constant external pressure: W = pΔV
Work and efficiecy

6.2.c recall and understand that the efficiency of a system is the ratio of useful energy
output from the system to the total energy input
1
6.2.d show an appreciation for the implications of energy losses in practical devices and
Work, energy use the concept of efficiency to solve problems
8 10 - 14 Sept and power
September
6.3.a derive, from the equations of motion, the formula for kinetic energy Ek = 1/2 mv2
1 6.3.b recall and apply the formula Ek=1/2 mv2

6.3.c distinguish between gravitational potential energy and elastic potential energy
Potential energy and kinetic 6.3.d understand and use the relationship between force and potential energy in a
energy uniform field to solve problems
6.3.e derive, from the defining equation W = Fs, the formula ΔEp=mgΔh for potential
1 energy changes near the Earth’s surface
6.3.f recall and use the formula ΔEp=mgΔh for potential energy changes near the
Earth’s surface
6.4.a define power as work done per unit time and derive power as the product of force
1 Power and velocity
6.4.b solve problems using the relationships P=Wt and P = Fv
9.1.a appreciate that deformation is caused by a force and that, in one dimension, the
deformation can be tensile or compressive
1
9.1.b describe the behaviour of springs in terms of load, extension, elastic limit, Hooke’s
stress and strain law and the spring constant (i.e. force per unit extension)
9 17 - 21 Sept 9.1.c define and use the terms stress, strain and the Young modulus
1 Deformation of 9.1.d describe an experiment to determine the Young modulus of a metal in the form of
solids a wire
9.2.a distinguish between elastic and plastic deformation of a material
9.2.b understand that the area under the force-extension graph represents the work
1 Elastic and plastic behaviour done
9.2.c deduce the strain energy in a deformed material from the area under the force-
extension graph
10 24 - 28 Sept 36
(EASE 1)
14.1.a describe what is meant by wave motion as illustrated by vibration in ropes,
1 springs and ripple tanks
14.1.b understand and use the terms displacement, amplitude, phase difference,
1 period, frequency, wavelength and speed
11 1 - 5 Oct Progressive waves
11 1 - 5 Oct Progressive waves 14.1.c deduce, from the definitions of speed, frequency and wavelength, the wave
1 equation v = fλ
14.1.d recall and use the equation v = fλ
1 14.1.e understand that energy is transferred by a progressive wave
14.1.f recall and use the relationship intensity ∝ (amplitude)2
14.2.a compare transverse and longitudinal waves
1 transverse and longitudinal 14.2.b analyse and interpret graphical representations of transverse and longitudinal
waves waves
14.3.a determine the frequency of sound using a calibrated cathode-ray oscilloscope
Waves (c.r.o.)
1 Determination of frequency and
wavelength of sound waves
12 8 - 12 Oct
14.4.a understand that when a source of waves moves relative to a stationary observer,
1 there is a change in observed frequency
14.4.b use the expression fo=fsv/(v±vs) for the observed frequency when a source of
Doppler effect sound waves moves relative to a stationary observer
October
1
14.4.c appreciate that Doppler shift is observed with all waves, including sound and
light
14.5.a state that all electromagnetic waves travel with the same speed in free space and
1 Electromagnetic spectrum recall the orders of magnitude of the wavelengths of the principal radiations from radio
waves to γ-rays
1 15.1.a explain and use the principle of superposition in simple applications

13 15 - 19 Oct
15.1.b show an understanding of experiments that demonstrate stationary waves using
1 microwaves, stretched strings and air columns
Stationary waves
15.1.c explain the formation of a stationary wave using a graphical method, and identify
1 nodes and antinodes
14.3.b determine the wavelength of sound using stationary waves
1 Determination of frequency and

wavelength of sound waves
15.3.a understand the terms interference and coherence

14 22 - 26 Oct 1 15.3.b show an understanding of experiments that demonstrate two-source
interference using water ripples, light and microwaves
Superposition
EASE 2
Interference, two-source 15.3.c understand the conditions required if two-source interference fringes are to be
1 interference observed
15.3.d recall and solve problems using the equation λ=ax/D for double-slit interference
1 using light
15.2.a explain the meaning of the term diffraction
1 Diffraction 15.2.b show an understanding of experiments that demonstrate diffraction including

the diffraction of water waves in a ripple tank with both a wide gap and a narrow gap
15.4.a recall and solve problems using the formula d sin θ = nλ

1 Diffraction grating
15 29 Oct - 2 Nov
1 Diffraction grating 15.4.b describe the use of a diffraction grating to determine the wavelength of light (the
15 29 Oct - 2 Nov structure and use of the spectrometer are not included)
20.1.a recall and use appropriate circuit symbols as set out in the ASE publication Signs,
1 Symbols and Systematics (example circuit symbols are given in Section 5.5.)
Practical circuits
20.1.b draw and interpret circuit diagrams containing sources, switches, resistors,
1 ammeters, voltmeters, and/or any other type of component referred to in the syllabus
19.1.a understand that electric current is a flow of charge carriers

1
November
19.1.b understand that the charge on charge carriers is quantised

1 19.1.c define the coulomb
16 5 - 9 Nov Electric current
1 19.1.d recall and use Q = It
19.1.e derive and use, for a current-carrying conductor, the expression I = Anvq, where
1 n is the number density of charge carriers
Current
electricity 19.3.a define resistance and the ohm
1
Resistance and resistivity
17 12 - 16 Nov 1 19.3.e recall and use R=ρL/A
2 19.2.a define potential difference and the volt
Potential difference and power 19.2.b recall and use V=W/Q
1
18 19 - 23 Nov 1 19.3.d state Ohm’s law
2 19.3.b recall and use V = IR
Resistance and resistivity
19.3.c sketch and discuss the I–V characteristics of a metallic conductor at constant
2 temperature, a semiconductor diode and a filament lamp
19 26 - 30 Nov 19.2.c recall and use P = VI and P = I2R
2 Potential difference and power
3 - 7 Dec
Dec
20 36
(EASE 2)
20.2.a recall Kirchhoff’s first law and appreciate the link to conservation of charge
1
7 - 11 Jan 20.2.b recall Kirchhoff’s second law and appreciate the link to conservation of energy
1
21 (1st week of 2nd
semester) 20.2.c derive, using Kirchhoff’s laws, a formula for the combined resistance of two or
1 more resistors in series
Kirchhoff's laws
20.2.d solve problems using the formula for the combined resistance of two or more
1 resistors in series
20.2.e derive, using Kirchhoff’s laws, a formula for the combined resistance of two or
1 more resistors in parallel
22 14 - 18 Jan 20.2.f solve problems using the formula for the combined resistance of two or more
1 D.C. circuits resistors in parallel
January
2 20.2.g apply Kirchhoff’s laws to solve simple circuit problems

D.C. circuits
January
20.1.c define electromotive force (e.m.f.) in terms of the energy transferred by a source
1 in driving unit charge round a complete circuit
20.1.d distinguish between e.m.f. and potential difference (p.d.) in terms of energy
23 21-25 Jan 1 Practical circuits considerations
20.1.e understand the effects of the internal resistance of a source of e.m.f. on the
2 terminal potential difference
20.3.a understand the principle of a potential divider circuit as a source of variable p.d.
1
Potential dividers
20.3.b recall and solve problems using the principle of the potentiometer as a means of
24 28 Jan - 1 Feb 2 comparing potential differences
26.1.a infer from the results of the α-particle scattering experiment the existence and
1
EASE 3
small size of the nucleus

26.1.b describe a simple model for the nuclear atom to include protons, neutrons and
orbital electrons
1
25 4 - 8 Feb
1 26.1.c distinguish between nucleon number and proton number
26.1.d understand that an element can exist in various isotopic forms, each with a
2 different number of neutrons
Atoms, nuclei and radiation
1 26.1.e use the usual notation for the representation of nuclides
26.1.f appreciate that nucleon number, proton number, and mass-energy are all
1 conserved in nuclear processes
26 11 - 15 Feb 26.1.g show an understanding of the nature and properties of α-, β- and γ-radiations
Particle physics (both β– and β+are included)
February
2
26.1.h state that (electron) antineutrinos and (electron) neutrinos are produced during
β– and β+ decay
26.2.a appreciate that protons and neutrons are not fundamental particles since they
1 consist of quarks
27 18 - 22 Feb 26.2.b describe a simple quark model of hadrons in terms of up, down and strange
1 quarks and their respective antiquarks
2 26.2.c describe protons and neutrons in terms of a simple quark model
Fundamental particles
26.2.d appreciate that there is a weak interaction between quarks, giving rise to β decay
25 Feb - 01 1
28 March
(EASE 3) 26.2.e describe β– and β+ decay in terms of a simple quark model
1
26.2.f appreciate that electrons and neutrinos are leptons
29 4 - 8 March 30
(EASE 3)
1 7.1.a define the radian and express angular displacement in radians
30 11 - 15 March 1 Kinematics of uniform circular 7.1.b understand and use the concept of angular speed to solve problems
motion
2 7.1.c recall and use use v = rω to solve problems
Motion in a 7.2.a describe qualitatively motion in a curved path due to a perpendicular force, and
1 circle understand the centripetal acceleration in the case of uniform motion in a circle
Centripetal acceleration and
March
31 18 - 22 March
centripetal force
1 7.2.b recall and use centripetal acceleration equations a = rω 2 and a=v2/r
Motion in a
circle
Centripetal acceleration and
March
31 18 - 22 March
centripetal force
2 7.2.c recall and use centripetal force equations F = mrω 2 and F=mv2/r
1 13.1.a describe simple examples of free oscillations
13.1.b investigate the motion of an oscillator using experimental and graphical methods
1
32 25 - 29 March
13.1.c understand and use the terms amplitude, period, frequency, angular frequency
2 and phase difference and express the period in terms of both frequency and angular
frequency
13.1.d recognise and use the equation a = –ω2x as the defining equation of simple
1 Simple harmonic oscillations harmonic motion
1 - 5 April
1 13.1.e recall and use x = x0 sinωt as a solution to the equation a = –ω2x
33 13.1.f recognise and use the equations v = vocosωt and v=±ω√(xo2−x2)
8 - 12 April
(UN week SMA 2
prediction)
13.1.g describe, with graphical illustrations, the changes in displacement, velocity and
1 acceleration during simple harmonic motion
EASE 4
Energy in simple harmonic 13.2.a describe the interchange between kinetic and potential energy during simple
1 harmonic motion
34 15 - 19 April motion
13.3.a describe practical examples of damped oscillations with particular reference to
Oscillations the effects of the degree of damping and the importance of critical damping
2
April
1 13.3.b describe practical examples of forced oscillations and resonance

Damped and forced oscillations, 13.3.c describe graphically how the amplitude of a forced oscillation changes with
resonance frequency near to the natural frequency of the system, and understand qualitatively the
1 factors that determine the frequency response and sharpness of the resonance
35 22 - 26 April
13.3.d appreciate that there are some circumstances in which resonance is useful and
2 other circumstances in which resonance should be avoided
14.6.a explain the principles of the generation and detection of ultrasonic waves using
2 piezo-electric transducers
36 29 April - 03 May
14.6.b explain the main principles behind the use of ultrasound to obtain diagnostic
2 information about internal structures
Production and use of
ultrasound in diagnosis 14.6.c understand the meaning of specific acoustic impedance and its importance to
2 the intensity reflection coefficient at a boundary
37 6 - 10 May
14.6.d recall and solve problems by using the equation I=I0e−μx for the attenuation of
May
2 ultrasound in matter
38 13 - 17 May 32
(EASE 4)
PHYSICS ANNUAL PLAN
GRADE: 12
Month
Weeks
Hours
EASE
Date Topics Sub topics
18 - 20 July
1 (1st week of 1st 1 Properties of Harmonic Motion
semester)
July
1 Period, Frequency, Amplitude in SHM

2 23 - 27 July 2 Displ, Velocity, Acceleration and Force in SHM
Simple
2 Harmonic Relation of Circular motion and SHM Position
1 Motion Hooke's Law
3 30 July - 3 Aug 2 Combination of Springs
2 Simple Pendulum and Spring - Mass System
1 Damped Oscillation
4 6 - 10 Aug 2 Forced Vibration, Resonancy
2 Assessment
1 Properties of Wave
1 Reflection
August
13 - 17 Aug 1 Characteristics Refraction

5 of Waves Diffraction
1
Interference
20 - 24 Aug 1 Travelling and Standing Waves Equations
EASE 1
(Idul Adha) 2 Assessment

1 Properties of Sound Waves
1 Speed of Sound Waves
6 27 - 31 Aug
2 Doppler Effect
1 Sound waves Beat
Sound waves
2 Sound Waves on Strings and Pipes
1 Intensity and Intensity Level of Sound waves
7 3 - 7 Sept
1 Standing Waves in Air Columns
1 Assessment
1 Nature of Light
1 Newton vs Huygen
September
8 10 - 14 Sept
1 Sources of Electromagnetic Spectrum
2 Electromagnetic Spectrum in life
Ray Optics
1 Interference Pattern (Young’s Double Slit Exp)
1 Diffraction of Light (Single Slit Experiment)
9 17 - 21 Sept 1 Diffraction grating
1 Polarization
1 Assessment
24 - 28 Sept
10 43
(EASE 1)
2 Concept of Photon
11 1 - 5 Oct
3 Blackbody Radiation and Planck’s Hypothesis
2 de Broglie Hypothesis
12 8 - 12 Oct Quantum
3 Photoelectric Eff. and the Particle Theory of Light
Physics
October
1 X-Rays
13 15 - 19 Oct 3 The Compton Effect
1 Assessment
2 Early Models of the Atom
14 22 - 26 Oct
3 Atomic Spectra
Atomic Physics
3 The Bohr Model
15 29 Oct - 02 Nov
EASE 2
2 Characteristic X-Rays
3 Some Properties of Nuclei
16 5 - 9 Nov
2 Binding Energy
November
3 Radioactivity
17 12 - 16 Nov
2 The Decay Processes
3 Nuclear Natural Radioactivity
18 19 - 23 Nov Physics
November
Nuclear
18 19 - 23 Nov Physics
2 Nuclear Reactions
2 Nuclear Fission
19 26 - 30 Nov 1 Nuclear Fusion
2 Assessment
3 - 7 Dec
20 45
De
7(EASE
- 11 Jan
c
2)
21 (1st week of 2nd Measurement and Properties of Vectors
semester)
January
22 14 - 18 Jan Motion
23 21-25 Jan Newton Laws of Motion and Their Applications
24 28 Jan - 1 Feb Work and Energy
25 4 - 8 Feb Uniform Circular Motion
February
26 11 - 15 Feb Gravity, Torque and Equilibrium

27 18
25 -Feb
22 -Feb
01 National Exam Momentum and Impulse
28 March Review Optical Instruments
4 (EASE
- 8 March
3)
29 Pre - School Exam
(EASE 3)
30 11 - 15 March
March
Fluids Mechanics
31 18 - 22 March Temperature, Heat and Heat Flow
32 25 - 29 March Electrostatics
33 81--12
5 April
April Direct Current Circuit
April
(UN SMA week UNBK SMA

prediction)

Physics Annual Plan

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Physics Annual Plan

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PHYSICS ANNUAL PLAN (CAMBRIDGE SECONDARY CHECKPOINT)

ACADEMIC YEAR OF 2018/2019

Introduction to Physics • Describe physics as the brach of science

Base units, derived units • Do conversion of unit in length, mass, and

2 Estimating quantities • Make predictions on which quantity will be

Heat and temperature • Define temperature and heat

Different types of forces • Describe the effects of forces on motion,

scientific knowledge and understanding.

Air resistance • Describe the effects of forces on motion,

including friction and air resistance.

Mass and weight • Describe the effect of gravity on objects.

• Describe the effects of forces on motion,

scientific knowledge and understanding.

How springs strecth • Describe the effects of forces on motion,

• Choose appropriate apparatus and use it

What is energy • Recognise different energy types and energy

Forms of energy • Recognise different energy types and energy

Energy changes • Recognise different energy types and energy

• Make careful observations

• Present results in the form of tables, bar

destroyed and that energy is always conserved.

Energy transfer diagram • Understand that energy cannot be created or

Plants and energy • Recognise different energy types and energy

18 2 Energy and ourselves

Conservation of energy • Understand that energy cannot be created or

• Make predictions and review them against

• Describe the relative position and movement

bodies are seen by reflected light.

17 The Earth and beyond

• Use Information from secondary sources.

Early studies of the solar system

• Use information from secondary sources.

including those presented in a graph, chart or

Beyond the Milky Way galaxy

• Identify trends and patterns in results

The distance/time graph • Interpret simple distance/time graphs

From vibration to sound wave • The properties of sound in terms of

Describing the wave • The properties of sound in terms of

• The properties of sound in terms of

Detecting sound waves • Recognise the link between loudness and

• The properties of sound in terms of

• Identify trends and patterns in results

Suggested Learning Activities Learning Resources

• Consider gravity and the planets. Small bung, string.

• Pupils inspect or try a range of simple activities such as Clockwork toys

• Discussion on what energy is used for in the modern world and

• Interpret and draw energy transfer diagrams. Teacher demonstration of:

• Group the following objects according to whether they are light

• Produce distance-time graphs. Motion sensor device.

• Relate sound to hearing. Demonstrate ear structure using a Model ear,

• Interpret information provided by a cathode ray oscilloscope. Cathode ray oscilloscope,

and observing apparent depth. The swimming pool is a good

4 2 glass blocks, rectangular and semi-circular, enables students to link

• Present results as appropriate in tables and of all the colours.

mirrors concave mirrors

lenses concave lenses

well. If available, door seals, magnetic

• Make simple calculations.

• Decide which measurements and

the smaller the area of contact the greater the pressure.

• Blowing up balloons or tyres or heating tins with a lid on causes

Archimedes Principle • Define buoyant force and discern floating,

1 sinking, and suspending