Chapter 1: Energy Chapter 1: Energy

Energy: Introduction
Lesson title Overarching objectives
When and how to use these pages
1 Potential energy Consider what happens when a spring is stretched.
This unit, as the name implies, is all about energy. Nothing in the Universe can happen without a transfer of Describe what is meant by gravitational potential energy.
energy; gaining an understanding of energy will lead to an enhanced understanding of the Universe, how things Calculate the energy stored by an object raised above ground
work, why things are as they are and indeed life as we know it. This unit ingrains the idea that energy can be level.
determined by measurements and that an appreciation of energy can help us make informed decisions about 2 Investigating kinetic energy Describe how the kinetic energy store of an object changes as
its speed changes.
our uses of energy and their consequences. These pages are designed either for following fully or for dipping
into for ideas and inspiration, including practical work, or somewhere in between. Calculate kinetic energy.
Consider how energy is transferred.

Overview of the unit 3 Work done and energy transfer Understand what is meant by work done.
Explain the relationship between work done and force applied.
In this unit, pupils will learn about the many different types of energy. They will look at transfers between Identify the transfers between energy stores when work is
different types of energy, especially elastic potential energy, gravitational potential energy and kinetic energy. done against friction.
Pupils will look at work done and power and how they are useful in different ways. Various units will be 4 Understanding power Define power.
introduced, including the joule and the watt. Pupils will also look at temperature and how this relates to energy. Compare the rate of energy transfer by various machines and
Within this context, they will recognise that different substances have different specific heat capacities and the electrical appliances.

consequences of this, e.g. causing the wind between the land and the sea. Pupils will use the law of Calculate power.

conservation of energy and will look at both useful and waste energies. They will learn about efficiency; not just 5 Specific heat capacity Understand how things heat up.

how to calculate it but also the importance of improving the efficiency of transducers and various ways in which Find out about heating water.

this can be done. Pupils will look at the different energy resources of Earth that are used, particularly in terms of Find out more about specific heat capacity.

generating electricity. They will explore the advantages and disadvantages of the different resources and how 6 Required Practical: Investigating specific heat capacity Use theories to develop a hypothesis.
our use of such resources may change in the future, both at a local and a global scale. Pupils will begin to be Evaluate a method and suggest improvements.
able to make informed decisions about their own energy use in the future. Within this topic, there are two core Perform calculations to support conclusions.
practicals, alongside many others, that provide opportunities for pupils to become more familiar with the scientific 7 Dissipation of energy Explain ways of reducing unwanted energy transfer.
process, including developing and testing a hypothesis and processing, analysing and evaluating results to Describe what affects the rate of cooling of a building.
reach suitable conclusions. Understand that energy is dissipated.

8 Energy efficiency Explain what is meant by energy efficiency.

Obstacles to learning Calculate the efficiency of energy transfers.
Find out about conservation of energy.
Pupils may need extra guidance with the following terms and concepts: Use scientific ideas to make predictions.
9 Required Practical: Investigating ways of reducing the unwanted
• Energy itself is a tricky concept. It is often used incorrectly in everyday speech – “I have no energy today”; the energy transfers in a system Analyse data to identify trends.
use of models and experiment can be very useful in helping with this, especially in terms of being able to Evaluate an experimental procedure.
understand what is actually happening. 10 Using energy resources Describe the main energy sources available for use on Earth.
Distinguish between renewable and non-renewable sources.
• Some of the numbers with energy can be very large or very small. Not only are these numbers difficult to
Explain the ways in which the energy resources are used.
understand, they can be tricky to use in calculations. It is easier to try the calculations first with easier
11 Global energy supplies Analyse global trends in energy use.
numbers and then with trickier numbers. Indeed, this can be a good tip even when easier numbers are not
Understand what the issues are when using energy resources.
provided. Sometimes pupils find it easier to make up easy numbers where they can easily see what to do and
12 Key concept: Energy transfer Recognise objects with energy.
then apply the same logic with the more difficult numbers.
Recognise the different types of energy.
• Temperature and thermal (heat) energy are often confused by pupils. It may be useful to establish clearly that Describe energy transfers.
temperature is not an energy, although it is related to the average kinetic energy of the particles, whereas Use and describe the law of conservation of energy.
thermal (or heat) energy is the energy that is transferred when temperature changes. 13 Maths skills: Calculations using significant figures Substitute numerical values into equations and use
appropriate units.
• The idea that certain energy resources can lead to global warming and its implications can be alarming for Change the subject of an equation.
some pupils. They need to understand that we are not past a tipping point and that we can all make positive
Give an answer using an appropriate number of significant
changes for the better. figures.

• The whole debate on energy resources is one that people can have strikingly polar views on so needs to be 14 Maths skills: Handling data Recognise the difference between mean, mode and median.

presented and coordinated to ensure that all views on this can be challenged but respected. Explain the use of tables and frequency tables.
Explain when to use scatter diagrams, bar charts and
Practicals in this unit histograms.

In this unit, pupils will do the following practical work:

• Required practical: determine the specific heat capacity of different substances
• Required practical: investigate cooling curves for different thicknesses of material

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 Chapter 2: Electricity Chapter 2: Electricity

Lesson 1: Static electricity Explain

Jigsaw: The students split into five groups; each group should be given a situation involving static electricity and
Lesson overview access to research materials. Students should use the research materials to find out about their given situation.
Students should be given a situation appropriate to their level:
AQA Specification reference
• Low demand: situations 1 and 2 [O1, O2, O3]
AQA 4.2.5.1
• Standard demand: situation 3 [O1, O2, O3]
Learning objectives
• High demand: situations 4 and 5 [O1, O2, O3]
• Describe how insulating materials can become charged.
• Know that there are two kinds of electric charge. The situations suggested are:
• Explain these observations in terms of electron transfer. 1. rubber used on aircraft tyres
Learning outcomes 2. anti-static flooring in operating theatres
• Describe how insulating materials can become charged. [O1] 3. cloud-to-ground lightning
• Recall that there are two types of charge and that like charges repel and unlike charges attract. [O2] 4. photocopiers
• Explain how a person can get an electric shock and explain static electricity in terms of electric fields. [O3]
5. paint spraying.
Skills development
Consolidate and apply
• Carry out focused research and describe findings to peers.
• The students should then regroup into groups of five so that there is one person from each original group in
Resources needed Van de Graaff generator, polythene rods, Perspex rods, dusters, small pieces of paper,
each new group. [O1, O2, O3]
balloons, watch glasses; Worksheet 2.1
• Students should use the table on the worksheet as a ‘script’ for sharing their research findings between the
Key vocabulary attract, conductor, electron, insulator, repel
members of the group so that they all have the same information by the end of the feedback session
Teaching and learning [O1, O2, O3]

Engage
• Issue the students with a sheet of scrap paper and ask them to write what they understand by the following
terms: ‘a conductor’, ‘an insulator’, ‘attraction’ and ‘repulsion’. Follow this by asking students to give an
example for each of these terms.
• Alternatively, the words and definitions of the words could be written on separate cards and the students
could be asked to match them up.
Extend
Ask students able to progress further to do one of the following:
• Explain how a Van de Graaff generator works, using ideas they have met in the lesson. It might be useful to
show them a Van de Graaff generator if one is available, or a video clip of one if the equipment is not
available. [O1, O2]
• Alternatively, the students could be asked to explain why static charges do not build up on a conductor.

Challenge and develop Plenary suggestions

Show the students a range of demonstrations to illustrate the effect of charging an insulator, for example: Ideas hothouse: Ask students to work in pairs to list three points about what they know or have learned about
static electricity from the lesson today. Then ask the pairs to join together into groups of four and then groups of
• Charge a polythene rod with a duster and use it to six to eight to discuss this further and to come up with an agreed list of points. Ask one person from each group
pick up small pieces of paper (circles of paper cut to report back to the class.
with a hole puncher would be ideal). [O1, O2]
Hot seat: Ask each student to think of a question, using material from the topic. Select someone to put in the hot
• Rub a balloon on a jumper and either stick it to the seat. Ask students to ask their questions and say at the end whether the answer is correct or incorrect.
wall or hold it close to someone’s hair. [O1, O2]
• Charge a polythene rod and hold it close to (but not
touching) a very thin stream of water from the tap;
watch the water ‘bend’. [O1, O2]
• Arrange two watch glasses on top of one another
and rest a Perspex rod on the top of one of them;
charging a second Perspex rod with a duster. If the
charged rod is held next to the rod resting on the
watch glasses, the watch glass on top will rotate
due to the repulsion. [O1, O2]

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 Chapter 3: Particle model of matter Chapter 3: Particle model of matter

Percentage Check your progress

Total marks you should be able to:

40
6 marks
Q. 19 (A02)
n Use density = mass/volume n Use particle diagrams to n Link the particle model for
to calculate density communicate ideas about solids, liquids and gases with
2 marks relative densities of different density values in terms of the
Q. 18 (A02) ➞ states ➞ arrangements of the atoms
or molecules
Tier] 2 marks n Use the density equation to
Most demanding [Higher Q. 17 (A02) calculate mass and volume
6 marks
Q. 16 (A01) n Describe changes of state as n State that mass is conserved n Explain how changes of state
2 marks physical changes when substances change conserve mass
Q. 15 (A02) state
[Higher Tier] 2 marks n Explain that changes of state
More challenging Q. 14 (A01) ➞ are physical, not chemical, ➞
2 marks
changes because the
Q. 13 (A01) material recovers its original
properties if the change is
4 marks reversed
Q. 12 (A02)

2 marks n Describe how heating raises n Describe that heating raises n Explain that internal energy
Q. 11 (A01)
the temperature of a system the temperature or changes is the total kinetic energy
1 mark ➞ the state of a system but not ➞ and potential energy of all
Q. 10 (AO1) at the same time the particles that make up a
system
Tiers]
[Foundation and Higher 1 mark
Going further Q. 9 (A01)

1 mark
n Describe the effect of an n Use the specific heat capacity n Use the specific heat
Q. 8 (A02) increase in temperature on equation to calculate the capacity equation to
the motion of the particles ➞ energy required to change ➞ calculate mass, specific heat
2 marks the temperature of a certain capacity or temperature
Q. 7 (A01) mass of a substance change
1 mark
Q. 6 (A02) n State that when an object n Describe the latent heats of n Use the particle model to
1 mark changes state there is no fusion and of vaporisation explain why the latent heat
Q. 5 (A02, A03) change in temperature ➞ n Use the equation E = mL ➞ of vaporisation is much
larger than the latent heat of
fusion
Marking Grid for End of Chapter 3 Test

1 mark
Q. 4 (A02)

1 mark
Q. 3 (A02)
n State that in the particle n Use the particle model to n Describe that the
model the higher the explain the effect on temperature of a gas is
2 marks temperature the faster the ➞ temperature of increasing ➞ related to the average kinetic
Q. 2 (A01) molecules move the pressure of a gas at energy of the molecules
[Foundation Tier] 1 mark constant volume
Getting started Q. 1 (A01)
n Recall that gases can be n Use the equation pV = n Use the particle model to
compressed or expanded by constant to calculate the explain that increasing the
Student Name

pressure changes ➞ pressure or volume of a gas ➞ volume of a gas, at constant

at constant temperature temperature, can lead to a
decrease in pressure

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 Chapter  6:  Waves   Chapter 6: Waves

Extend   When and how to use these pages: Check your progress, Worked
•   Ask  students  who  are  able  to  use  the  equation  linking  velocity,  frequency  and  wavelength  to  suggest  why   example and End of chapter test
wave  speed  is  proportional  to  frequency  and  wavelength.  

Plenary  suggestions   Check your progress

Ideas  hothouse:  Ask  students  to  work  in  pairs  to  list  points  about  what  they  know  about  a  particular  idea.  
Then  ask  the  pairs  to  join  together  into  fours  and  then  groups  of  six  to  eight  to  discuss  this  further  and  to  come   Check your progress is a summary of what students should know and be able to do when
up  with  an  agreed  list  of  points.  Ask  one  student  from  each  group  to  report  back  to  the  class.   they have completed the chapter. Check your progress is organised in three columns to
show how ideas and skills progress in sophistication. Students aiming for top grades need to
The  big  ideas:  Ask  students  to  write  down  three  ideas  they  learned  from  the  topic.  Then  ask  them  to  share  their  
have mastered all the skills and ideas articulated in the final column (shaded pink in the
facts  in  groups  and  to  compile  a  master  list  of  facts,  with  the  most  important  at  the  top.  Ask  for  ideas  to  be  
shared  and  find  out  which  group(s)  agreed.  
Student book).

Check your progress can be used for individual or class revision using any combination of
Answers  to  questions   the suggestions below:
Worksheets  6.23.1,  6.23.2  and  6.23.3  
• Ask students to construct a mind map linking the points in Check your progress
1.     • Work through Check your progress as a class and note the points that need further
discussion
Region  of  spectrum   v  (m/s)   f  (Hz)   l  (m)   • Ask the students to tick the boxes on the Check your progress worksheet (Teacher
8 8 Pack CD). Any points they have not been confident to tick they should revisit in the
Radio  waves   3.0  ×  10   1  ×  10   3  
Student Book.
8 10 –2
Microwaves   3.0  ×  10   3  ×  10   1  ×  10   • Ask students to do further research on the different points listed in Check your
8 13 –5 progress
Infra-­red   3.0  ×  10   1  ×  10   3  ×  10  
• Students work in pairs and ask each other what points they think they can do and
8 14 –6
Visible  light   3.0  ×  10   3  ×  10   1  ×  10   why they think they can do those, and not others
Ultra  violet  
8
3.0  ×  10  
16
1  ×  10   3  ×  10  
–3
Worked example
8 17 –9
X-­rays   3.0  ×  10   3  ×  10   1  ×  10   The worked example talks students through a series of exam-style questions. Sample
Gamma  rays  
8
3.0  ×  10  
20
1  ×  10   3  ×  10
–12
  student answers are provided, which are annotated to show how they could be improved.

2.   545.45  m  
• Give students the Worked example worksheet (Teacher Pack CD). The annotation
boxes on this are blank. Ask students to discuss and write their own improvements
3.    
before reviewing the annotated Worked example in the Student Book. This can be
Colour  of  visible  light   Wavelength  (m)   Frequency   done as an individual, group or class activity.

Red  
–9
630  ×  10  
14
4.76  ×  10  Hz  
End of chapter test
–9 14 The End of chapter test gives students the opportunity to practice answering the different
Orange   590  ×  10   5.08  ×  10  Hz  
types of questions that they will encounter in their final exams. You can use the Marking grid
–9 14
Yellow   560  ×  10   5.36  ×  10  Hz   provided in this Teacher Pack or on the CD Rom to analyse results. This shows the
–9 14 Assessment Objective for each question, so you can review trends and see individual
Green   490  ×  10   6.12  ×  10  Hz  
student and class performance in answering questions for the different Assessment
–9 14
Blue   450  ×  10   6.67  ×  10  Hz   Objectives and to highlight areas for improvement.
–9 14
Violet   400  ×  10   7.5  ×  10  Hz   • Questions could be used as a test once you have completed the chapter
  • Questions could be worked through as part of a revision lesson
• Ask Students to mark each other’s work and then talk through the mark scheme
provided
• As a class, make a list of questions that most students did not get right. Work through
these as a class.

AQA  GCSE  Physics:  Teacher  Pack    

229 ©  HarperCollinsPublishers  Limited  2016   AQA GCSE Physics: Teacher Pack 230 © HarperCollinsPublishers Limited 2016
 Student Book answers
Chapter 3: Particle model of
matter
Lesson 3.1 Density
1a solid
1b gas
1c liquid
2 The particles in a solid are usually closer together
than they are in a liquid or a gas. Therefore, the
same mass of material will occupy a smaller
volume which makes the density higher.
3 The particles in a gas are far apart. Therefore, the
volume of a certain mass of gas is much bigger
than the same mass of liquid and solid. This
makes the density small.
3 between the two volumes you measured. Then
4a ρ = m ÷ V = 5400 ÷ 2 = 2700 kg/m
4b m = ρV = 7700 × 2 = 15 400 kg.
4c Aluminium is less dense than steel. Therefore,
aeroplanes made from aluminium are likely to be
much lighter.
3 3
5 Volume = 5 × 4 × 3 = 60 m .
m = ρV = 1.3 × 60 = 78 kg.
6 Cork is less dense than water so it floats. Iron is
denser than water, so it sinks.
7 The mass of the air stays the same but the volume
of the air gets less. Since density = mass / volume,
this means the density of the air will increase.
8
3 3
1 g / cm means that each cm of the substance
will have a mass of 1 g. There are 100 × 100 ×
3 3 3
100 = 1000 000 cm in 1 m , so 1 m of the
substance will have a mass of 1000 000 g.
3
1000 000 g = 1000 kg, so 1 m of the substance
has a mass of 1000 kg – giving a density of
3 2
1000 kg / m .
Lesson 3.2 Required Practical: To investigate the
densities of regular and irregular solid objects and
liquids
1 The balance would also be recording the mass of
the measuring cylinder.
2 Subtract the mass of the empty measuring cylinder
to get the mass of the liquid. 4 A freezing temperature is not necessarily a cold
3 Density = mass / volume
3
Coconut oil: 18.5 / 20 = 0.925 g / cm
Acetone: 19.6 / 25 = 0.784 g / cm
3 than there is in the cup. Therefore, more energy is
3 evaporation can take place.
Sea water: 51.3 / 50 = 1.026 g / cm
3 6
4 Volume of cork = 2.0 × 2.0 × 3.0 = 12 cm
AQA GCSE Physics: Teacher Pack
5 Density of cork = mass / volume = 3 / 12
= 0.25 g / cm
3
6 Density of oak = mass / volume
= 17 / (2.0 × 3.0 × 4.0) = 0.71 g / cm
3
Density of tin = mass / volume
3
= 364 / (2.5 × 2.5 × 8.0) = 7.3 g / cm
7 The data is only measured to 2 significant figures.
Therefore, the answer can only be given to two
significant figures. It is incorrect to give any more
significant figures as this suggests that the
calculation is more accurate than it actually is.
8 You could half fill a measuring cylinder with water.
Record the volume of the water. Then place the
necklace into the water and make sure it is fully
submerged. Record the new volume of the water.
The volume of the necklace is the difference
you could find the mass of the necklace by placing
it on a balance. Repeat the measurements and
find an average to reduce the effects of random
errors.
9 You would need to measure the mass of the
necklace and the volume of the necklace.
10 Density = mass / volume
11 There are many errors in the experiment such as
not reading the measuring cylinder very
accurately. Perhaps your eyes weren’t lined up
with the bottom of the meniscus or you weren’t
holding the measuring cylinder completely
vertically. Also the volume of the necklace is quite
small and the measuring cylinder would not be
sensitive enough to measure small changes in the
volume accurately.
Lesson 3.3 Changes of state
1 Freezing
You could place a block of ice in a container and
then place the container on a balance. Record the
mass and then wait for all of the ice to melt.
Record the mass again and see whether the mass
has changed.
3 e.g. Dry ice changing from a solid to a gas
(sublimating). The material involved is carbon
dioxide. (Dry ice is solid CO2)
temperature. Some materials (e.g. tungsten)
freeze at thousands of degrees Celsius. We are
really only referring to the temperature at which
water freezes.
5 This makes the surface area larger and so more
The fastest moving particles are the ones which
evaporate. When they leave the liquid, the
307 © HarperCollinsPublishers Limited 2016
Student Book answers
average speed of the remaining particles is less
(since the fastest ones have left). The temperature
is related to the average speed and so the
temperature decreases.
7 When you are burned by steam, the steam
transfers energy to your skin when it is
condensing. This is extra to the energy transferred
to your skin when the hot water cools down.
8 Sweat is no colder than your skin. The cooling
effect occurs because the sweat evaporates. Not 6a
all of the water molecules in the sweat move at the
same speed and it is the ones that move the
fastest that evaporate. Therefore, the average
speed of the molecules decreases as the sweat
evaporates and this results in a lower temperature.
Lesson 3.4 Internal energy
1 They store kinetic energy because they are
moving.
2 very high thermal conductivity. It also has a low
2 Ek = ½ mv and the particles have the same
kinetic energy at the same temperature. This
means that the heavy particles are moving slower
than the light particles at the same temperature. 8a
The particles store potential energy because they
are separated from each other.
4 The Pacific Ocean has more internal energy than
the tea. Each particle in the tea does store more
kinetic energy (the tea is hotter) and more
potential energy (the particles are further apart).
However, there are many more particles in the
Pacific Ocean so the total of the kinetic and
potential energies stored by the particles in the
Pacific Ocean is a much bigger value.
5 The internal energy increases.
6 The water cools down, freezes and cools down
again. All of this results in a decrease in internal
energy.
2 As water turns into steam the particles get further
7a The internal energy of steam at 100 °C is much
higher than that of water at the same temperature.
The internal energy would also include all of the
latent heat of vaporisation. 3 The particles are only gaining potential energy.
7b Steam is able to transfer much more energy than
water at the same temperature as its internal
energy is so much higher.
Lesson 3.5 Specific heat capacity
1 They move faster (gain kinetic energy) and they
get further apart (gain potential energy).
2 There is a larger mass of water in the saucepan
needed.
3 Yes it will. The gain in internal energy of the milk is
smaller when it heats up. Therefore, the decrease
in internal energy will be smaller when it cools
AQA GCSE Physics: Teacher Pack
down, so the amount of energy transferred into the
surroundings will be less.
4 ΔE = mcΔθ = 0.1 × 4200 × (40 – 10) = 12 600 J
5 e.g. in cooling systems. Water passing through a
car engine can stop the engine from heating up by
absorbing some of the thermal energy. The water
can absorb lots of energy into its thermal energy
store without heating up very much.
Energy needed = mcΔθ for the copper + mcΔθ for
the water
= (0.5 × 380 × 10) + (1 × 4200 × 10) = 43 900 J
t = E / P = 43 900 / 2000 = 21.95 s = 22 s (to 2 s.f.)
6b I have assumed that all of the energy from the
heater has been transferred to the thermal energy
stored in the water and in the copper kettle.
7 Copper is a very good conductor of heat – it has a
specific heat capacity so not much energy is
needed to heat the saucepan up.
The temperature of the copper decreases and the
temperature of the water increases. Energy is
transferred from the mass to the water by heating.
Therefore the mass loses internal energy and the
water gains internal energy.
8b The final temperature is likely to be closer to
20 °C. The specific heat capacity of water is much
larger than that of copper. Therefore for the same
mass (both 50g) and the same amount of energy
transfer by heating, the temperature change of the
copper will be much larger than the temperature
change of the water. So the final temperature will
be closer to 20 °C.
Lesson 3.6 Latent heat
1 The material is changing state.
apart. The particles therefore gain potential energy
and so they need energy to do this.
The energy in their kinetic energy store remains
constant so the temperature remains the same.
4 When particles move from a solid into a liquid they
don’t move apart from each other very much.
However, when they move from the liquid state to
a gas they move apart from each other a great
deal and gain much more potential energy.
5 E = mL = 0.1 × 340 000 = 34 000 J
6a Melt the ice at 0 °C: E = mL = 0.2 × 340 000
= 68 000 J
Heat the water to 100 °C: E = mcΔθ
= 0.2 × 4200 × 100 = 84 000 J
308 © HarperCollinsPublishers Limited 2016
 6.4 Measuring wave speeds
6.5 Required practical: Measuring the
wavelength, frequency and speed of
waves in a ripple tank and waves in a solid
6.6 Reflection and refraction of waves
6.7 Required practical: Investigate the
reflection of light by different types of
Combined Science: Trilogy students do not need to know the content in the last section: Echo
sounding
Combined Science: Trilogy students need to know and understand all content.
Combined Science: Trilogy students do not need to know about reflection, absorption and
transmission of sound wave, how to construct ray diagrams for reflection and the law of reflection and,
but they do need to know about refraction of electromagnetic waves and how to construct ray
diagrams to illustrate refraction (covered again in 6.12). Question 5 is appropriate.
Combined Science: Trilogy students do not need to know any of this content.

AQA GCSE Physics: Teacher Pack

surface and the refraction of light by
different substances
6.8 Sound waves Combined Science: Trilogy students do not need to know any of this content.
6.9 Exploring ultrasound Combined Science: Trilogy students do not need to know any of this content.
6.10 Seismic waves Combined Science: Trilogy students do not need to know any of this content.
6.11 The electromagnetic spectrum Combined Science: Trilogy students need to know and understand all content.
6.12 Reflection, refraction and wave fronts Combined Science: Trilogy students need to know and understand all content.

375
6.13 Gamma rays and X-rays Combined Science: Trilogy students need to know and understand all content.
6.14 Ultraviolet and infrared radiation Combined Science: Trilogy students need to know and understand all content.
6.15 Required practical: Investigate how the Combined Science: Trilogy students need to know and understand all content.
amount of infrared radiation absorbed or
radiated by a surface depends on the
nature of that surface
6.16 Microwaves Combined Science: Trilogy students need to know and understand all content.
6.17 Radio and microwave communication Combined Science: Trilogy students need to know and understand all content.
6.18 Colour Combined Science: Trilogy students do not need to know any of this content.
6.19 Lenses Combined Science: Trilogy students do not need to know any of this content.
6.20 Images and magnification Combined Science: Trilogy students do not need to know any of this content.
6.21 Emission and absorption of infrared Combined Science: Trilogy students do not need to know any of this content.
radiation

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6.22 Temperature of the Earth Combined Science: Trilogy students do not need to know any of this content.
6.23 Maths skills: Using and rearranging Combined Science: Trilogy students do not need to know the content of the last section: Changes in
equations velocity, frequency and wavelength, although question 7 is appropriate.
Check your progress/Worked example Combined Science: Trilogy students do not need to know the content in the following Check your
progress boxes:
[pink] Explain how to calculate the depth of water using echo sounding
[green] Draw a labelled ray diagram to illustrate reflection of a wave at a boundary
[green] Describe the range of normal human hearing
[blue] Define the term ultrasound
[pink] Describe how ultrasound waves can be used for medical and industrial imaging; Explain how P
AQA GCSE Physics: Teacher Pack and S waves can be used to deduce information about the structure of the Earth
[green] State that each colour in the visible spectrum has its own narrow band of wavelength
[blue] Describe that colour filters absorb certain wavelengths and transmit other wavelengths
[pink] Explain that the colour of an opaque object depends on which wavelengths are more strongly
reflected
[green] State that in a convex lens parallel rays of light are brought to a focus at the principal focus
[blue] Use ray diagrams to determine the nature of the image formed by a lens
[pink] Use ray diagrams to determine the position and magnification of images
[green] State that the hotter the body the more radiation it emits in a given time
[blue] Explain that a perfect black body absorbs all the radiation incident on it, and does not reflect or
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transmit any radiation

[pink]Explain how the temperature of a body is related to the balance between incoming radiation
absorbed and radiation emitted
Combined Science: Trilogy students do not need to know the content in Worked example parts 3 and
4
End of chapter questions Combined Science: Trilogy students do not need to answer the following questions: 2, 8, 12, 15, 16,
18, 19, 20, 21
Chapter 7 Electromagnetism
Student Book only Chapter introduction Combined Science: Trilogy students do not need to know about: How can a magnetic field be used to
produce an electric current? What is a transformer?
Note that for Combined Science students, Why is electricity transmitted at high potential differences?
is covered in 2.11, not in chapter 7)
7.1 Magnetism and magnetic forces Combined Science: Trilogy students need to know and understand all content.
7.2 Compasses and magnetic fields Combined Science: Trilogy students need to know and understand all content.
7.3 The magnetic effect of a solenoid Combined Science: Trilogy students need to know and understand all content.
7.4 Electromagnets in action Combined Science: Trilogy students do not need to know any of this content.
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