Schemes of Work

Scheme of Work – Physics Year 7-11
Year 7 Physics Schemes Term 1 2021/22 (term 1) Physics
Week Topic Sub-topic Objectives Learning activities Resources remarks

1 Introduction to Laboratory Rules Pupils should learn: Q and A Teachers notes
Physics Lab and regulations Behave in the laboratory Notes taking
Discussions of the hazards
2 Measurements Instruments of Pupils should learn: Reading different instruments O level Physics
measurements The different instruments used Notes taking. Teachers personal
in measurements in physics. notes
They should also note the
calibration of the instruments.
3-4 Measurements Basic Quantities Learners should appreciate Illustrate in class the quantities, the O level Physics
and units of that the basic quantities are: instrument used in measuring the same, Teachers personal
measurements Length Explain the SI units for the same and show notes
Temperature the SI units for each as well as other units.
Time
Mass
Weight
5 Assessment 1
6-7 Measurements Derived Learners should appreciate Illustrate in class the quantities, the O level Physics
and units of Quantities that the derived quantities are: instrument used in measuring the same, Teachers personal
measurements Volume Explain the SI units for the same and show notes
Area the SI units for each as well as other units.
Pressure
Density
Speed
Acceleration
Velocity
Scalar and vector quantities.
8 Energy and Definition Pupils should learn: • Review pupils’ understanding of the word Year 7 Spectrum
Energy Fossil Fuels Describe fossil fuels ‘fuel’.
Resources Explain why are fuels useful? • Ask pupils What fuels can you name and
Describe that fuels are what do we use them for? This leads to a
substances which burn to general statement that when fuels burn
release energy. they make things happen. Introduce the
• identify some common fuels definition of ‘energy’ as what burning fuels
• identify fuels as sources of release to make things happen.
light, heat and movement, all
of which can be called energy
9 Assessment 2
10 Energy and Bunsen Burner Learners should learn: • Demonstrate and then instruct pupils in Year 7 Spectrum
Energy the safe use of the Bunsen burner and
Resources • how to use a Bunsen burner associated heating equipment. Tell pupils
and heating apparatus safely they are going to explore the output from
• how to use and read a Celsius natural gas fuel with the Bunsen burner set
scale at different flames by measuring the
thermometer with care temperature rise of a fixed volume of
• use a Bunsen burner safely water in a beaker. Ask pupils to decide
and recognize the need for eye which factors they should keep the same in
protection and other safety order to make a fair comparison.
precautions
• use a thermometer
accurately
11 Energy and Fossil Fuels Learners should learn: • Ask for examples of uses of different Year 7 Spectrum
Energy • to consider factors involved in fuels. Discuss with pupils how to carry out
Resources making a fair comparison a fair test of which is the best fuel, eg liquid
between different fuels fuels (alcohols) in ‘spirit burners’, or solid
• produce a chart which shows fuels for camping stoves. Burn the fuel and
temperature rise from a range record the temperature rise of water as a
of fuels cooperative whole-class demonstration.
• describe how to improve Ask pupils to discuss how good they think
accuracy by repeating readings the results are. Encourage pupils to
or by controlling variables more consider factors which have not been
carefully controlled that may affect the results, and
to consider possible errors of
measurements.
12 Energy and Fossil Fuels Learners should learn: • Show pupils fossil fuels, eg pieces of coal, Year 7 Spectrum
Energy • that coal, mineral oil and sealed samples of artificial crude oil, and
Resources natural gas are examples of ask them what they know of their origins
fossil fuels, which are formed and that of natural gas. Build on this by:
from organic and non- – providing appropriate resources, eg video
renewable materials of how fossil fuels were formed, their
over many millions of years extraction and present-day uses; a range of
• about the need for fuel secondar y sources including ICT
conservation (CD-ROM or internet)
• name several fossil fuels and
explain why they are described
as fossil
• explain that fossil fuel
reserves are limited because
they are non-renewable
2
13 Energy and Renewable Learners should learn (to): • Some pupils will probably have suggested Year 7 Spectrum
Energy Energy • identify the main renewable renewable resources in the previous
Resources Resources energy resources discussion. Ask pupils what they know, and
• explain the term ‘renewable support this, eg show a video of the range
energy resource’ of types of renewable energy resources.
• describe the operation of a • Demonstrate the use of a device and
device driven by a renewable discuss the role of the renewable resource,
energy source, eg solar cell to eg
generate electricity solar cells transform solar energy into
electrical energy by driving a small motor,
solar panels transfer solar energy to water,
running water on a turbine, etc.
14 Assessment 3
3
Year 7 Physics Schemes of Work Term 2 2021/22
Term 2 2021/2022
Week Topic Sub-topic Objectives Learning Other References Remarks
Activities
1 Parallel circuits. By the end of the topic learners should Notes taking Teacher’s personal
Electrical be able: Discussions notes
• to construct parallel circuits Practical Spectrum 7: Electrical
Circuits • to predict the current in participation Circuits
branches of a parallel circuit connecting
• to identify patterns in parallel
circuits.
measurements
• to apply the water model or a
similar model to parallel
circuits
• to consider the limitations of a
Model
2  series and parallel By the end of the topic learners should Internet Teacher’s personal
Electrical circuits be able: research notes
 circuit as a model • to compare and contrast Notes taking Spectrum 7: Electrical
Circuits series and parallel circuits Class Circuits
 Hazards and safe
• to plan a circuit as a model of discussions.
procedures
a domestic ring main that electrical energy
from the battery is transformed by a
fuse to light and heat; this can
cause it to melt
• to plan safe procedures, recognizing
hazards
3 By the end of the topic learners should Internet Teacher’s personal
Electrical hazards of mains be able: research notes
supply Notes taking Spectrum 7: Electrical
Circuits • describe hazards of mains supply Class Circuits
• describe the safety precautions discussions.
By the end of the topic learners should Internet Teacher’s personal
4 Forces Where do we come
be able: research notes
across forces?
and their • to outline a range of forces Notes taking Spectrum 7: Forces and
Class their Effects
Effects • explain how to measure forces discussions.
4
Why do things float? By the end of the topic learners should Internet Teacher’s personal
5 Forces and be able: research notes
their Effects • to explain that when objects are immersed Notes taking Spectrum 7: Forces and
in water there is an upthrust on Class their Effects
them discussions.
• show that when objects float the
upthrust is equal to their weight
• show that density is mass divided by
Volume
•show that upthrust is different in
different liquids
• show that when an object is stationary
the forces on it are balanced
• show that the direction of a force can
be represented by an arrow
6 Forces and How do different
be able to: research notes
materials stretch?
their Effects • draw an appropriate curve/ Notes taking Spectrum 7: Forces and
line graph to fit quantitative Class their Effects
data, including choosing the discussions.
scales
• show why it is important to repeat
measurements
• describe and compare trends
shown in graphs
• make predictions from a
graph
• use a graph to identify
anomalous data
weight By the end of the topic learners should Internet Teacher’s personal
7 Forces and be able to show: research notes
their Effects • that mass is the amount of Notes taking Spectrum 7: Forces and
matter in an object and is Class their Effects
measured in kilograms discussions.
• that weight is a force and is
measured in newtons
• that weight is caused by gravity
acting on a mass
friction By the end of the topic learners should Internet Teacher’s personal
8 Forces and be able to show: research notes
their Effects • that friction is a force which Notes taking Spectrum 7: Forces and
opposes motion Class their Effects
• how friction between two discussions.
5
surfaces can be reduced with a
lubricant
factors affecting By the end of the topic learners should Internet Teacher’s personal
9 Forces and frictional be able to: research notes
their Effects forces • discuss factors affecting frictional Notes taking Spectrum 7: Forces and
forces Class their Effects
discussions.

10 Forces and Uses of friction
be able to show: research notes
their Effects • that frictional forces can be Notes taking Spectrum 7: Forces and
useful Class their Effects
discussions.

11 Forces and What affects
be able to show: research notes
stopping distances
their Effects • that stopping distances of Notes taking Spectrum 7: Forces and
vehicles relate to frictional forces Class their Effects
and speed discussions.

12 Forces and Speed
be able to: research notes
their Effects Distance time • discuss about speed and the units in Notes taking Spectrum 7: Forces and
graphs which it is measured Class their Effects
• interpret distance/time graphs qualitatively discussions.
6
Year 7 Physics schemes of work Term 3 2021/22
Week Topic Sub-topic Objectives Learning Other References Remarks
Activities
1 Forces and Friction By the end of the topic learners Notes taking Teacher’s
their should be able to show: Discussions personal notes
Effects • that friction is a force which Practical Spectrum 7:
opposes motion participation Electrical Circuits
• how friction between two connecting
surfaces can be reduced with a parallel circuits.
lubricant
2 Forces and Factors affecting By the end of the topic learners Internet Teacher’s
their frictional should be able to: research personal notes
Effects forces • discuss factors affecting frictional Notes taking Spectrum 7:
forces Class Electrical Circuits
discussions.
3 Forces and Uses of friction By the end of the topic learners Internet Teacher’s
their should be able to show: research personal notes
Effects • that frictional forces can be Notes taking Spectrum 7:
useful Class Electrical Circuits
discussions.
4 Forces and What affects By the end of the topic learners Internet Teacher’s
their stopping distances should be able to show: research personal notes
Effects • that stopping distances of Notes taking Spectrum 7:
vehicles relate to frictional forces Class Forces and their
CAT 1 and speed discussions. Effects
7
5 Forces and Speed By the end of the topic learners
their should be able to:
Distance time • discuss about speed and the units in
Effects graphs which it is measured
• interpret distance/time graphs
qualitatively
6 The solar What is the cause By the end of the topic learners Internet Teacher’s
system and of a year, a month, should be able to: research personal notes
beyond a day? • represent the Sun, Earth and Notes taking Spectrum 7:
Moon by spheres and identify Class Forces and their
them in a model or diagram discussions. Effects
representing the system
• use the model to explain how
day and night occur, involving
the Earth’s rotation
• use the model to explain the
passing of a month and of a
year
• use the model to explain why
the Sun appears to move
across the sky during a day
7 The solar How do we see the By the end of the topic learners Internet Teacher’s
system and Sun and Moon? should be able to: research personal notes
beyond • distinguish between luminous Notes taking Spectrum 7:
Phases of the moon and non-luminous objects Class Forces and their
• sequence the phases of the discussions. Effects
Moon over a 28day period
• explain how the view from the
Earth of the Moon causes the
phases in a regular sequence
8 The solar Eclipses of the Sun By the end of the topic learners Internet Teacher’s
system and eclipses of the Moon should be able to: research personal notes
beyond CAT 2 • sequence a series of images Notes taking
showing stages of an eclipse
8
• explain, using a model and Class Spectrum 7:
diagrams, how eclipses of the discussions. Forces and their
Sun and Moon occur Effects
• describe the evidence eclipses
provide about the solar
system, eg relative sizes and
distances of the Moon and the
Sun, and other phenomena,
eg roosting of birds
• describe the experience of a
solar eclipse
9 The solar axis of the Earth By the end of the topic learners Internet Teacher’s
system and should be able to: research personal notes
beyond • describe that the axis of spin Notes taking Spectrum 7:
of the Earth is at an angle to Class Forces and their
the Sun discussions. Effects
• identify on a diagram or
model parts of the Earth
which are experiencing
different seasons, due to their
relative position to the Sun
10 The solar Sun, planets By the end of the topic learners Internet Teacher’s
system and Asteroids should be able to: research personal notes
beyond natural • label a diagram showing the Notes taking Spectrum 7:
satellites Sun, planets and asteroid belt Class Forces and their
and the natural satellites of discussions. Effects
the planets of the solar
system
• explain that the planets orbit
the Sun in similar ways to the
Earth, but that their orbits
take different times to
complete
• describe how information on
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the planets in our solar
system is obtained and used
• present relevant information
about a planet in the solar
system in an appropriate
form, eg for a future visitor
• read information text with
understanding
• use appropriate reading
strategies to find information
11 The solar • Relative sizes of By the end of the topic learners Internet Teacher’s
system and the Sun, Earth, Moon should be able to: research personal notes
beyond and other • frame a relevant question Notes taking Spectrum 7:
planets about which data from Class Forces and their
relative distances of secondary sources can be discussions. Effects
the planets from collected
the Sun • present data on comparisons
between characteristics of
planets in a suitable way, eg
table, chart or graph
• present evidence of
relationships in data on
aspects of planets
12 End Of Year Examinations
10
Year 8 Physics Schemes of Work Term1 2021/22
Week Topic Sub-topic Objectives Learning activities Other resources remarks

1 Heating and Definition Learners should demonstrate • Use two introductory activities to help pupils Spectrum 8
that: recall previous measuring
Cooling Temperature • that temperature is a measure experience and to raise the issue of scales.
Science CD
Thermometer of how hot things are • Two pupils put their hands in water, one in Teacher’s notes
The Celsius • that the Celsius scale of cold and the other in warm, then Class discussion.
scale temperature is used in both simultaneously put their hands in Practical
science lukewarm water and report how it
• the values of the boiling point feels; one claims it’s warm, the other that it’s
and freezing point of water on cold. Ask them to check the
the Celsius scale and of some temperature with a thermometer.
typical temperatures • Ask pupils to suggest values for common
• how to plan a survey, temperatures, eg freezing water, boiling water,
considering the importance of room temperature, outside temperatures
sample size during different seasons, body temperature,
• explain why using their the coldest place on Earth, the hottest place on
senses is not a reliable way to Earth, hot oven temperature, safe (hygienic)
measure temperature fridge and freezer
• understand the need for a temperature.
scale of temperature and use
the Celsius scale of
temperature
• combine results to produce a
larger sample size
• present information in chart
form so that it is easily
assimilated
2 Heating and The heat Learners should demonstrate • Remind pupils of year 7 work on the heating Spectrum 8
that: effect of burning fuels, where
Cooling energy • to recognise heat as energy energy was released to cause temperature
Science CD
• to use a model which rise. Discuss the energy flow Teacher’s notes
associates energy flow with Class discussion.
11
Measurement temperature change associated with the cooling of boiling water Practical
• to make predictions and and the warming of ice in the
of heat compare these with classroom.
energy. observations • Elicit pupils’ ideas about how heat and
• that heat flows as a result of temperature are linked and establish
temperature differences that they are not the same thing. Ask pupils to
predict and observe how the
temperatures change when they, eg mix
volumes of hot and cold water, boil
different quantities of water with the same
heater.
• Through questioning, help pupils explain why
their predictions matched or
did not match the observations they made.
3 Heating and Conduction Learners should demonstrate: • Ask pupils to touch a number of materials, eg Spectrum 8
• that heat energy will flow wool, metal, polystyrene, rubber, wood, glass,
Cooling Hot to cold more easily through good etc, and decide which feels coldest/warmest.
Science CD
Good thermal conductors and less Summarise opinions. Point out that all Teacher’s notes
conductors well through poor conductors materials are at the same Class discussion.
Insulators • that most metals are good temperature – room temperature. Explain that Practical
thermal conductors the sensation of coldness is caused by the
Poor • that poor thermal conductors best conductors of heat conducting their body
conductors are called insulators heat away most quickly. The temperature
• how to use ICT to monitor difference causing this flow of energy is
temperatures between the pupils themselves and the object
they touched. Remind pupils
that we have a near constant
body temperature of about 37°C. Ask how this
compares with the objects touched.
4 Heating and Convection Learners should demonstrate: • Demonstrate poor conductivity of water by Spectrum 8
• that liquids and gases are trapping an ice cube at the
Cooling poor thermal conductors bottom of a tube of boiling water using a small
Science CD
• describe evidence that gases piece of gauze. Heat the top of the water to Teacher’s notes
and liquids are poor boiling point and show that the ice remains Class discussion.
conductors of heat unmelted at the bottom. Temperature sensors Practical
. linked to a computer could monitor different
• that evidence of conduction in positions in the tube.
solids, liquids and gases can • Show highly effective insulating materials, eg
be explained using the expanded polystyrene, filling
particle model for duvets, and demonstrate that they are
mostly trapped air, eg evacuate a
sample with a vacuum pump. • This
arrangement prevents
transmission of heat by convection,
which is covered in the next section.
12
• There is no transfer by convection in these
materials because the air is
trapped in small pockets
5 Heating and Radiation Learners should demonstrate: • Conduction and convection both need Spectrum 8
• that radiation energy particles to carry energy when heat is
Cooling (infrared) can travel through a transferred. Ask pupils if heat can travel
Science CD
vacuum through nothing at all (a vacuum). Teacher’s notes
• distinguish between transfer • Draw connections between the behaviour of Class discussion.
of thermal energy via heat and light from the Sun, Practical
conduction and convection eg both radiate from the source. Demonstrate
and transfer by radiation, with focusing (use of burning
reference to requirement for a glass) and reflection of infrared radiation using
medium radiant heaters or hot light
bulbs.
6 Heating and Keeping warm Learners should demonstrate: • Review pupils’ key stage 2 work on Spectrum 8
• that insulation can reduce insulators, where they may have
Cooling unwanted energy transfer investigated keeping cups of liquid warm or
Science CD
preventing ice cubes melting. Teacher’s notes
• describe and explain how a • Recap year 7 work on the need to conserve Class discussion.
house can be fitted out to energy resources. Ask groups Practical
reduce heat loss to discuss the ways used to prevent energy
escaping from homes, eg loft
insulation, heavy curtains, cavitywall
insulation.
• Use models to explain how these methods
work, eg double glazing, draught
excluders.
7 Heating and Change of Learners should demonstrate: • Ask pupils to use the particle model to predict Spectrum 8
• how to use the particle model to what might happen if heating of a solid or a
Cooling state explain changes of state liquid eg wax, water, continued indefinitely.
Science CD
• that solids, liquids and gases • Use ICT simulations to illustrate the particle Teacher’s notes
can change when energy is model explanation for melting, boiling, Class discussion.
added or removed and these freezing/solidifying. Practical
changes are reversible • Invite pupils in groups to measure and record
• that changes of state occur at every half minute the
fixed temperatures temperature of one (or more) material as it
• to draw an appropriate changes state, eg
curve/line to fit quantitative – ice as it melts
data on a graph – water as it boils
– salol (phenyl salicylate) as it melts
– salol (phenyl salicylate) as it freezes
• Ask pupils to plot their data on a graph and
show them how to draw an appropriate curve,
13
or use temperature probes with a datalogger,
to produce
a realtime
graphic display. Ask pupils to describe or tell
the story of what
happens to the temperature. Establish through
discussion of their data and some data from
secondary sources that changes of state occur
at a fixed temperature. Challenge pupils to tell
the story of what would happen if their
particular substance were cooled or heated
again.
8 Magnets and Magnetic Learners should demonstrate: • Elicit pupils’ ideas about magnets from their Spectrum 8
• that magnets attract magnetic key stage 2 work about
electromagn Force materials – iron, steel, nickel magnets, what they can do and where they are
Science CD
ets Magnets and cobalt, but not other used. This can lead to the compilation of a Teacher’s notes
Magnetic metals – and magnetic iron class list of the types and uses of magnets, Class discussion.
material oxide which will be added to as the unit progresses. Practical
Learners should: • Offer groups of pupils two magnets and a bar
Non-magnetic • name materials that magnets of steel of similar
material attract appearance. Challenge them to work out which
• make a record of uses of one is not a magnet.
magnets • Ask each group to describe and explain what
• Some pupils think all metals, and they did and encourage other pupils to ask
only metals, are magnetic. Introduce questions of them.
nonmagnetic
metals and ceramic
magnets, which contain iron oxide.
• that like poles of a magnet
repel and unlike poles attract
• that repulsion is the test of a
magnet
• to use scientific knowledge to
solve a problem
• to listen and evaluate the
contributions of others
9 Magnets and Laws of Learners should : • Ask pupils to recall whether magnetism will Spectrum 8
• state that magnets both act through any materials,
electromagn magnets. attract and repel each other using evidence they have from everyday life,
Science CD
ets • explain why attraction is not eg fridge magnets, games Teacher’s notes
proof of magnetism such as magnetic football. Class discussion.
• describe, eg orally, their • Ask pupils to devise a test to see which Practical
technique for deciding which materials allow magnetism to act
bar was a magnet through them, eg when a thread is attached to
• Pupils will be familiar with magnets paper clip and taped to a
14
attracting and repelling from key bench, the paper clip will ‘hover’ below a
stage 2, but may not be familiar with magnet and fall when a sheet of magnetic
the notion of magnetic poles. Can material is inserted between it and the magnet.
magnetism be stopped? Can Ask pupils to
magnets be made? suggest what the materials have in common to
• that magnetic forces act prevent the magnet
through nonmagnetic working.
materials but not through • describe how they found out
magnetic materials that magnetic materials block
the action of magnetic fields
• about the reasons for • that magnetic materials can
repeating observations be made into magnets by
• to use observations to draw stroking them with the pole of
conclusions a magnet
• how discussion helps clarify
ideas
10 Magnets and Making a Learners should: • Pupils may have tested the strength Spectrum 8
magnet • Establish that those materials of permanent magnets in key stage 2,
electromagn which shield magnetism can be so concentrate on the criteria which
Science CD
ets made into enable good comparisons to be Teacher’s notes
magnets, eg pupils make ‘soft’ iron made, eg sensitivity (Are paper clips Class discussion.
nails into magnets using the too big?) Practical
stroking • Extension: the domain theory of
technique and test the magnet’s magnetism is not included at this
effectiveness. This could include a point, but a simple version could be
competitive aspect with a prize for given to some pupils. • Elicit pupils’ ideas
the strongest magnet. Pupils could about the Earth’s magnetic field. Draw on their
discuss and agree how the experience of a compass for direction finding.
magnets’ strength is to be tested, eg Elicit the idea that the Earth
number of acts like a magnet. Explain that the polarities
paper clips picked up, numbers of of the Earth’s magnetic poles
trials to be carried out. are reversed relative to the geographic poles,
• describe how to magnetise a as a consequence of the
magnetic material ‘opposite poles attract’ rule.
• design and use a method for
measuring magnetic strength• that a
freely moving magnet
comes to rest pointing in a
north–south direction
• that all magnets have a
magnetic northseeking
pole and south seeking pole
• recognise that the Earth has a
magnetic field, which attracts
15
a freely pivoted magnet to line
up with it
11 Magnets and Magnetic field Learners should demonstrate: • Elicit pupils’ ideas about what would happen Spectrum 8
• that the area of force around if you put a magnetic compass near a magnet
electromagn a magnet is called a magnetic and at various positions around the magnet.
Science CD
ets field Invite them to generate a diagram which Teacher’s notes
• that the magnetic field around predicts where the compass needle will point Class discussion.
magnets can be shown using at Practical
iron filings each position around the magnet.
• that magnetic field line • Ask pupils to test their ideas by plotting the
patterns show the relative field direction with correctly magnetised
strength of magnetic fields compasses and to decide how far their
• recall the shape of the predictions are supported.
magnetic field line pattern • extend the model of magnetic
around a bar magnet, eg field lines to represent the
strongest forces at the poles direction of the field • present their predictions
• describe how the model of and observations
field lines shows that the field diagrammatically • Pupils often think that a
strength (magnetic force) falls compass will point directly towards a magnet
as the distance from the from all positions
magnet increases
12 Strength of an Learners should: . Ask pupils to Spectrum 8

• identify the factors that affect predict whether there is still a magnetic field
electromagnet the strength of an when the iron core (the only magnetic material
Science CD
Uses of electromagnet present) is withdrawn. Demonstrate and ask Teacher’s notes
electromagnet • make an electromagnet pupils to use their knowledge of magnetic Class discussion.
s • make appropriate materials to explain why the electromagnet’s Practical
measurements and present strength is far weaker without the core than
data in a suitable form to with the core present. Relate this to pupils’
draw conclusions findings in their investigation.
• how electromagnets are used
in domestic and industrial
devices, eg electric bells,
lifting magnets, relays
13 Safety and Learners should: – electromagnet power supplies need Spectrum 8

• recall that electromagnets are quite high currents. Care should be
uses of used in a wide range of taken to ensure that this
Science CD
electromagnet applications and show their investigation does not fuse the Teacher’s notes
s. understanding of power supply or melt the plastic Class discussion.
16
electromagnetism through insulation Practical
their report of how a device concisely for an audience
works • Use an OHP and/or compass to demonstrate
that an electromagnet has a
magnetic field pattern similar to permanent bar
magnets
• that wires carrying an electric
current produce a magnetic
• draw the field pattern of an
field
electromagnet made from a
• that the current in a coil
straight coil
produces a magnetic
• explain the effect of an iron
field pattern similar to that of
core, using ideas of
a bar magnet
magnetising materials
• that the strength of an
electromagnet is increased by
the presence of an iron core
17

1 Magnets and Making a Learners should: pupils make ‘soft’ iron nails into magnets using Spectrum 8
magnet • Establish that those materials the stroking technique and test the magnet’s
electromagn which shield magnetism can be effectiveness.
Science CD
ets made into magnets, . Pupils could Teacher’s notes
This could include a discuss and agree how the magnets’ strength Class discussion.
competitive aspect with a prize for is to be tested, eg number of Practical
the strongest magnet paper clips picked up, numbers of trials to be
• describe how to magnetise a carried out.
magnetic material
• design and use a method for
measuring magnetic strength
.
2 Strength of an Learners should: . Ask pupils to Spectrum 8

• identify the factors that affect predict whether there is still a magnetic field
electromagnet the strength of an when the iron core (the only magnetic material
Science CD
Uses of electromagnet present) is withdrawn. Demonstrate and ask Teacher’s notes
electromagnet • make an electromagnet pupils to use their knowledge of magnetic Class discussion.
s • how electromagnets are used materials to explain why the electromagnet’s Practical
in domestic and industrial strength is far weaker without the core than
devices, eg electric bells, with the core present. Relate this to pupils’
lifting magnets, relays findings in their investigation.
3 Safety and Learners should: Ask pupils to Spectrum 8

• recall that electromagnets are • draw the field pattern of an
uses of used in a wide range of electromagnet made from a
Science CD
electromagnet applications and show their straight coil Teacher’s notes
s. understanding of • explain the effect of an iron Class discussion.
electromagnetism through core, using ideas of Practical
their report of how a device magnetising materials
works
18
4 Light Sources Learners should : Review pupils’ understanding of light by asking Spectrum 8
them Where is there light in
Speed • understand that light travels from a this room
Science CD
CAT 1 source Teacher’s notes
• understand that light travels at a Recall their experience of thunder and Class discussion.
very high speed, much faster than lightning, to show that light travels much faster Practical
sound than sound.
•recognize that light is all around • Ask pupils for suggestions on how we could
• state that light travels much show that light moves,
faster than sound
5 Light travels in • Carry out a range of quick activities designed Spectrum 8
a straight line • Learners should : to develop the idea that light
travels in straight lines, eg producing a shadow
Science CD
• understand that light travels in a from a strong source, trying Teacher’s notes
straight to look down a piece of rubber tubing, showing Class discussion.
line images of light rays Practical
• understand that the path of light shining through clouds, light rays in a mist,
can be spotlight beams, light beams
represented by rays being reflected in a mirror. Encourage pupils to
• describe evidence to support try to explain these
the idea that light travels in a phenomena in terms of a sequence beginning
straight line with light leaving the source
• represent simply the path of and finally hitting a screen. Help pupils to use
light as rays the idea of light travelling in
straight lines in their explanation.
• Demonstrate how we can test the idea by
shining a beam of light through a
series of holes in pieces of card arranged one
behind the other. Reinforce
this concept by showing a laser beam and
sprinkling talc or chalk dust in its
path.
• Introduce the use of rays to represent light
and ask pupils to draw diagrams
of the evidence they have seen, using such
lines to show the path taken by
19
light in each case.
6 Light hitting Learners should : • Provide a range of materials for pupils to sort Spectrum 8
•understand that materials may be into transparent, translucent or
Objects: transparent, translucent or opaque groups, by shining light from a ray box
Science CD
Types of opaque onto them. Ask them to Teacher’s notes
material • that light may be absorbed, explain what is happening to the light in each Class discussion.
based on light transmitted or reflected when case, and introduce the ideas Practical
it hits an object of reflection, transmission and absorption.
penetration. • use words precisely when • Extend this work by allowing pupils to use a
describing the effects of light sensor with a datalogger to
materials, eg transparent, compare the amount of light that is reflected by
translucent, opaque, reflect, or transmitted through the
absorb different materials.
• explain that some light may • Establish that materials reflect or transmit
be absorbed when it hits an different amounts of light and ask
object pupils to suggest what has happened to the
rest of the light, developing the
idea of absorption.
7 Luminous and • Learners should : Elicit pupils’ ideas about how we see things. Spectrum 8
non-luminous .understand that we see non- Use their views to develop the
idea that light travels into our eyes from
Science CD
objects luminous Teacher’s notes
luminous objects for us to see
objects because light is
things. Extend this to non-luminous objects. Class discussion.
reflected from them and
• Provide pupils with a picture containing Practical
enters our eyes
luminous and non-luminous objects,
• represent the path of light
and ask them to draw in some of the light rays
by rays
that enable us to see these
• explain how non-luminous
objects.
objects are seen, using
words, eg ‘because light is
reflected from them and
enters our eyes’, and ray
diagrams
8 CAT 2 Reflection of • Learners should : • Introduce reflection using a torch in a Spectrum 8
light .understand that light is reflected
darkened room. Ask pupils to predict
where reflected rays will go.
Science CD
from Teacher’s notes
• Demonstrate the use of a ray box and slit to
plane surfaces in a
produce a thin beam of light. Class discussion.
predictable way
Ask pupils to predict what will happen if the Practical
• make accurate
beam shines onto a plane mirror,
measurements
to record their prediction, and to plan how to
• represent data graphically
investigate their predictions of
and draw a line of best fit
reflections at such a surface. Point out the
• make predictions about the
need for accurate measurement
way that light is reflected from
and show them how to measure angles of light
plane surfaces
rays with reference to the
• make and record accurate
20
measurements of angles of normal, using a protractor, and to draw a line
incidence and reflection with graph of their results. Through
respect to the normal questioning, establish whether the data
• represent the data as a line collected supports the pupils’
graph and draw a line of best predictions.
fit • Ask pupils to find out how infrared remote-
control devices work and whether
infrared is reflected in a similar way to light.
9 Images on • Learners should : • Introduce the idea of the nature of a ‘mirror Spectrum 8
image’ produced in a plane
plane mirrors .understand that when light is mirror. Ask pupils how such an image differs
Science CD
reflected Teacher’s notes
from the object viewed, and
from plane surfaces an image
Images on explore their explanations of why this happens, Class discussion.
is formed eg pupils could, in pairs,
paired mirrors • make and test predictions Practical
model object and image in a mirror.
about reflections
• Ask pupils to explore the symmetry of images
Application • make and test predictions
by predicting and testing
about the number of images
(use) of which capital letters or words are symmetrical
formed in paired mirrors
reflection of and by predicting the number
• describe the nature of the
light. of images formed of an object placed between
image formed in a plane
two plane mirrors set at
mirror, eg inverted
different angles. Encourage pattern seeking so
• suggest how such an image is
that pupils can make
formed
predictions. Show how to ‘see yourself as
• make and test predictions
others see you’ in two mirrors set
about the number of images
at 90° to each other.
formed in mirrors
• apply understanding of
reflection to everyday
situations
• explain everyday reflections
using words and/or ray
diagrams
10 Refraction of • Learners should : • Present pupils with a range of examples of Spectrum 8

light. .understand that light changes how reflections are used and ask
for explanations of how they work, eg reflective
Science CD
direction at a boundary between two Teacher’s notes
cycle clothing, reversed
different media ambulance signs, kaleidoscope, periscope,
• identify patterns in observations
Class discussion.
Pepper’s ghost. Practical
• apply understanding of
• Demonstrate simple situations involving
refraction to everyday
refraction, eg pencil in beaker of
situations water appears to bend, and the strange views
• draw selected angles of
perceived when looking
incidence and refraction and through water, eg in a swimming pool.
use these to establish
Introduce the idea of light changing
generalisations,
21
• draw a ray diagram to explain direction when it passes from one transparent
a phenomenon of refraction medium to another, and the
term ‘refraction’, and distinguish this from
reflection. Help pupils to interpret
what they see by explaining that they imagine
light as having travelled in a
straight line rather than as having been
refracted (bent).
• Provide a range of glass or perspex blocks of
different shapes, including
rectangular and semicircular, and ask pupils to
investigate their effects on a
single ray of light produced by a ray box. Ask
them to look for patterns in
their observations of reflection when changing
the angle of incidence.
Establish generalisations from patterns of
observations.
• Set up the ‘disappearing coin in a cup of
water’ demonstration. Ask pupils to
explain how it works.
11 Dispersion of • Learners should : • Demonstrate how white light can produce a Spectrum 8
light: .understand that white light can be spectrum when shone through a
prism, and describe the work of Isaac Newton
Science CD
The spectrum dispersed to give a range of Teacher’s notes
in this field. Ask questions
different colours about colours, eg Can you really see seven
• understand why the spectrum has
Class discussion.
colours? Practical
seven colours
• Provide pupils with prisms and ask them to
• identify the colours of the
explore and record the images
spectrum
they see in them.
• describe how white light is
• Allow pupils to make their own spectrum and
dispersed by a prism to give a
challenge them to suggest how
range of different colours
the coloured rays could be remixed. Help them
• describe how a spectrum can
to achieve this, using a
be recombined to form white
second prism, and develop the idea that white
light
light consists of a mixture of
different coloured lights, which can be
separated and combined.
12 Mixing colours • understand how coloured filters • Ask pupils to explore how coloured filters Spectrum 8
change white light affect light, eg by producing a
Why thing • combine knowledge from spectrum and allowing this to pass through
Science CD
look coloured different sources to explain filters of different colours; by Teacher’s notes
how coloured filters work passing white light through one filter and then Class discussion.
• understand how coloured light can through a second filter. Practical
be combined to produce new • Remind pupils of their earlier work on
colours absorption and transmission of light,
22
and on the nature of coloured light as
demonstrated by the spectrum. Ask
pupils to explain why light appears to change
colour as it passes through.
• Establish the idea that coloured filters will
only transmit light of certain
colours, the other colours being absorbed, and
help pupils illustrate this with
annotated diagrams.
• Demonstrate, using an overhead projector
(OHP), software or video clips,
how the primary colours of light can be
combined to produce white light, and
briefly discuss the relevance of colour vision
and the production of coloured
pictures on television.
• Ask pupils to investigate the effects of
viewing different coloured objects in
beams of light of different colours. They should
collect a range of
observations as a table, and try to find patterns
in these. Ask pupils about
applications of this effect, eg in disco lighting,
in matching dyes in fabrics,
in identifying colour of clothing under street
lighting.
23

1 Sound and Different Learners should: • Review pupils’ knowledge and understanding Spectrum 8
sounds • describe different sounds of sound. Play an audio tape of different
Hearing using appropriate terms, sounds, and ask pupils to identify and/or
Sound and
eg high, low and soft describe them. Check they use associated Hearing
words correctly, eg ‘high’ and ‘low’ to describe Science CD
pitch,and ‘loud’ and ‘soft’ to describe intensity. Teacher’s notes
Class discussion.
Practical
2 Sound and Learners should: Spectrum 8
Making Sound • explain that sounds are made • Ask pupils how sound is produced. Show
Hearing as a result of vibrations and pupils examples where the vibration is easily
Sound and
identify the source of vibration seen, eg tuning fork and polystyrene ball, Hearing
in a range of cases loudspeaker and grains of sand. Provide Science CD
familiar sound sources or pictures, eg musical Teacher’s notes
instruments, and ask pupils to identify which
part(s) vibrate(s) to make the Class discussion.
sound. Practical
3 Sound and Pitch and Learners should: • Demonstrate, eg with a guitar, recorder and Spectrum 8
loudness suggest ways to change the drum (adjustable tension),
Hearing pitch and loudness of sounds how notes of different pitch and loudness can
Sound and
from musical instruments be made. Hearing
• make generalisations about • Ask pupils to investigate differences in the Science CD
changing sounds in musical vibrations that produce the Teacher’s notes
instruments, eg the thinner sounds in musical instruments, and help them
the string, the higher the to make generalisations. Class discussion.
sound • Reinforce these ideas by showing how Practical
• make generalisations about pulling down further on a mass
changing sounds related to suspended from a spring makes the
vibrations, eg the greater the oscillations bigger, and how using a
movement, the louder the larger mass makes the oscillations slower.
sound; the faster the Discuss with pupils how these
movement, the higher the observations relate to their work on sound-
sound producing vibrations.
4 Assessment 1
24
5 Sound and • frequency Learners should: • Extend pupils’ ideas about sounds and Spectrum 8
• amplitude • use the terms ‘frequency’ and vibrations using an oscilloscope
Hearing ‘amplitude’ in describing connected to a signal generator (or a
Sound and
• pitch
sound waves microphone connected to a Hearing
 • loudness
• relate high pitch to high datalogger) to present a ‘picture’ of a sound Science CD
frequency and high amplitude wave. Explain that the wave on Teacher’s notes
to loudness the screen is a representation of a sound
• compare and interpret wave wave. Introduce and explain the Class discussion.
forms in terms of pitch and terms ‘amplitude’ and ‘frequency’, and relate Practical
loudness these to loudness and pitch of
a sound by demonstrating how the wave form
changes with different
sounds. Provide representations of different
sound waves and ask pupils to
identify, eg the loudest, lowest.
6 Sound and The speed of Learners should: • Establish that sound needs a medium to Spectrum 8
Sound • state that sound cannot travel travel through. Show pupils an
Hearing through a vacuum but can electric bell ringing inside a bell jar. Ask them
Sound and
travel through solids, liquids to predict what will happen if Hearing
and gases the air is pumped out of the jar, and test their Science CD
• describe how sounds travel predictions. If the pump is Teacher’s notes
through solids, liquids and noisy, it would be better to listen as air is let
gases back in. Class discussion.
• explain in terms of the particle • Ask pupils whether sound travels through Practical
model why sound needs a solids, eg Can you hear through
medium closed doors? Can animals hear under water?
• explain how sound travels at Ask pupils to carry out
different speeds in different some quick activities to demonstrate
types of material transmission of sound through solids
• explain everyday phenomena and liquids, eg battery-operated radio in sealed
in terms of the different plastic bag under water
speeds at which sound travels using a hydrophone, sound passing through a
in air and solids wooden bench, a length of
• metal rod, a string telephone. Help pupils to
make comparisons with
sounds from the same source transmitted
through air and establish that
transmission is more effective through denser
media.
7 Sound and Hearing Sound Learners should: • Use an audio signal generator to generate a Spectrum 8
• describe the audible range of range of sounds of different
Hearing different animals. pitch. Ask pupils to indicate when they can no
Sound and
• describe how hearing ability longer hear the sound. Tell Hearing
changes with age and that Science CD
hearing can be damaged
25
• describe examples of animals pupils about the range you can hear and ask Teacher’s notes
detecting sounds that are why the teacher’s range of hearing is often
inaudible to human ears more limited than that of pupils.
Class discussion.
how different animals use sound, eg long- Practical
distance communication in
whales, ultrasonic echo location in bats,
communication using whistles
with dogs.
8 Assessment 2
9 Sound and Learners should: • Elicit ideas from pupils about how we hear Spectrum 8
The Ear • identify the parts of the ear on sounds. Show them an anatomical model of
Hearing a diagram or model the ear, illustrating the relative sizes of the
Sound and
• describe, eg by annotating a parts and how they are connected. Hearing
diagram, how vibrations in the • Explain how the eardrum vibrates as a result Science CD
air are transmitted and of sound entering the ear, and Teacher’s notes
translated into electrical the transmission of vibrations to the inner ear.
signals, which pass to the A model eardrum can be used Class discussion.
brain to demonstrate the transmission of vibrations Practical
from the air to a membrane.
10 Sound and Audible Range Learners should: • Ask pupils what they know about the hearing Spectrum 8
• describe the audible range of range of animals and discuss
Hearing different animals. • Ask pupils to design and carry out an
Sound and
Dangerous Hearing
• describe how hearing ability investigation into an aspect of hearing,
Sound changes with age and that eg Science CD
hearing can be damaged – Are two ears better than one in detecting the Teacher’s notes
• describe examples of animals direction sound is coming
detecting sounds that are from? Class discussion.
inaudible to human ears – Does the size of the outer ear affect hearing Practical
sensitivity?
– Does hearing range decrease with age?
• Help them to decide on a suitable question to
investigate, and to plan their
work, including consideration of variables,
collection of suitable data and
evaluation of results.
11 Sound and Noise Pollution Learners should: • Raise issues of noise pollution, eg near Spectrum 8
• Raise issues of noise pollution airports, due to traffic and listening
Hearing • Demonstrate use of a sound-level to pop music. Demonstrate use of a sound-
Sound and
meter. level meter. Ask pupils about an Hearing
alternative method of comparing sounds that Science CD
relies on the way loudness diminishes with Teacher’s notes
distance, eg measure the distance at which the
sound first can no longer be heard. Ask pupils Class discussion.
to investigate a question, eg
26
– survey the loudness of sounds at different Practical
locations around the school
or over time in their own classroom
– compare the loudness of sounds from
personal stereos, eg set at the
level at which pupils like to listen– investigate
the effects of sound insulation, eg with a clock
in a box filled
with different absorbent materials
12 Sound and Damaged Learners should: • Help pupils to identify hearing impairments. Spectrum 8
Hearing • describe how hearing ability • describe how hearing ability
Hearing changes with age and that changes with age and that
Sound and
hearing can be damaged hearing can be damaged Hearing
• describe examples of animals • describe examples of animals Science CD
detecting sounds that are detecting sounds that are Teacher’s notes
inaudible to human ears inaudible to human ears
Class discussion.
• use a sound-level meter or Practical
other method of comparing
sounds
• make a sufficient number and
range of measurements
• present data and draw
appropriate conclusions
13 End of Year Examinations
27
Yr9 Physics scheme of work Term1 2021/22
Week Learning Objective Activities Resources Comments
Week 1 Describe electrostatics and the

concept of charge, including digital
After charging by rubbing,
plastic rulers pick up small
Plastic rulers, balloons,
plastic rods, pieces of
Time spent ensuring the conce
charge is understood, will grea
sensors. pieces of paper, strips of cling cloth e.g. duster/ t-shirt. benefit the understanding of ele
film spring apart, balloons stick circuits.
Make observations and to walls, plastic rods deflect a
measurements. steady stream of water etc.
Explain that only negative
Interpret results using scientific charges move in these
knowledge and understanding. circumstances and that by
moving away from a neutral site
they leave a net positive
charge. They can also induce
opposite charges on neutral
material. The effect is only
noticeable on insulators
because conductors allow
negative charge to pass to the
hand and then to earth.

Investigate the laws of
attraction and repulsion.
sensors. Establish that there seem to be
only two types of charge (only
Make observations and two effects are seen).
measurements. Suspending one charged item
and approaching with another
Interpret results using scientific shows that similar charges
knowledge and understanding. repel and unlike charges
attract.

The electrostatic generator.
This machine for generating
Electrostatic generator,
Insulating material (to
sensors. electrostatic charge usually stand on).
provides a memorable lesson.
Even a simple one can build up
28
Make observations and several thousand volts and
measurements. cause lightning flashes, hair to
rise, neon lights to light up,
Interpret results using scientific windmills to turn etc.
knowledge and understanding

Pupils investigate some
problems and some
Secondary sources. Spray painting, risk of explosio
with fuels, and combustible pow
sensors. advantages about electrostatics
using secondary sources.
Presentation of findings to
whole class.
Week 5 Interpret and draw simple parallel

circuits.
Make a simple series electric
circuit with switch, bulb and
Low voltage power
supplies (e.g. batteries),
Link to Stage 7, Unit 2C metals
conduct electricity.
battery. connecting wires, A step by step approach is
Draw the circuit diagram. switches, bulbs (at least 2 recommended to ensure all pu
Discuss the advantages of per circuit). have a sound understanding.
circuit diagrams.
Make a simple parallel circuit by NB Mains electricity
including a second bulb. Draw should never be used
the circuit diagram. directly for any of these
types of investigation.
Give a variety of circuit
diagrams or circuits and decode
if they are parallel or series
circuits.
Week 6 Model and explain how common

types of components, including cells
Investigate the flow of charge in
a circuit.
Low voltage power
supplies (e.g. batteries)
(batteries), affect current. (at least 2 per circuit)
Emphasise that batteries connecting wires,
Test explanations by using them to produce charge which flows switches, bulbs, variable
make predictions and then evaluate from one end to the other round resistor.
these against evidence. a circuit. Students can suggest
ways of increasing the rate of NB Mains electricity
flow of charge (more batteries, should never be used
easier path).
29
Let pupils test this explanation directly for any of these
by using a variable resistor to types of investigation.
dim / brighten a bulb.
30
Week Learning Objective Activities Resources Comments Time
Week 7 Measure current using Investigate the current in series and Low voltage power supply Apparently identical 60min
ammeters and voltage using parallel circuits using a number of (e.g. batteries), connecting bulbs will have
voltmeters, including digital identical lamps. wires, switches, bulbs, different brightness
meters. ammeters. so it is worth
Use an ammeter to measure current exchanging them or
Select ideas and produce plans in different parts of the circuit. NB Mains electricity selecting matching
for testing based on previous should never be used ones.
knowledge, understanding and Pupils to make conclusion about the directly for any of these
research. current in series circuits and parallel types of investigation.
circuits.
Decide which apparatus to use
and assess any hazards in the
laboratory, field or workplace.
Use a range of materials and

equipment and control risks.
Draw conclusions.
Evaluate the methods used and

refine for further investigations.
Week 8 Measure current using Investigate the effect of adding Low voltage power supply Students must be 60min
ammeters and voltage using various lengths of resistance wire, a (e.g. batteries), connecting warned that short
voltmeters, including digital variable resistor, lamps, and wires, switches, bulbs, lengths of wire will
meters. ammeters. ammeters, variable get hot.
resistors, resistance wires of Symbols for these
Select ideas and produce plans various lengths. components must be
for testing based on previous given.
knowledge, understanding and NB Mains electricity
research. should never be used
directly for any of these
Decide which apparatus to use types of investigation.
31
Week 9 Use a range of materials and

Draw conclusions.

Week 10- Model and explain how common Understand the effects of further Low voltage power supply Pupils could be 40min
types of components, including components by finding out about (e.g. batteries), connecting challenged to protect
11 cells (batteries), affect current. ‘mystery’ components such as wires, switches, bulbs, a box from being
diodes, buzzers, motors and reed diodes, buzzers, motors, opened by designing
Select ideas and produce plans switches. Pupils can establish which reed switches, ammeters. a buzzer alarm.
for testing based on previous are ‘one-way’ devices but of course
knowledge, understanding and must be warned about any that may
research. be broken by passing a current in the
wrong direction.

Draw conclusions.
32
Week 12- Measure current using Use a voltmeter to measure the Fruit e.g. apple, orange, 60min
ammeters and voltage using voltage across a component. Pupils vegetable e.g. potato,
13 voltmeters, including digital should be shown that a voltmeter connecting clips, metal
meters. measures the voltage output of a electrodes, voltmeters, low
cell, two cells, etc. It can then be voltage power supply (e.g.
Select ideas and produce plans used to measure the voltage across batteries), connecting wires,
for testing based on previous any two points in a circuit. They bulbs.
knowledge, understanding and should also try the putting the meter
research. in series to show that the circuit then
does not ‘work’.
and assess any hazards in the The voltage across a home-made
laboratory, field or workplace. cell can be detected using two
different metals and a solution or
Use a range of materials and simply a fruit. Students could
equipment and control risks. investigate into the effect of different
metals and different fruit /
Draw conclusions. vegetables.

33
Week 1 Know that forces can cause

objects to turn on a pivot and
Describe a lever as a simple
machine which uses a pivot.
Forcemeter, tin with tight
fitting lid, lever.
Pupils to realise that
the turning effect of
understand the principle of the lever increases
moments. Discuss how to open a tin with a tight with the distance
fitting lid. from the force and
the pivot and the size
Explain that they are using a lever of the force
with a force and a pivot.
Demonstrate other common

examples of a lever in action e.g. a
wrench, wheel brace.
Investigate, as a whole class activity,

the effect of changing the distance
between the force used and the
pivot, and the size of the force on the
effectiveness of a lever.
Week 2-3 Know that forces can cause

objects to turn on a pivot and
Understand the principle of moments
by looking at a see saw and
See-saw balances, weights
/ counters of equal masses
understand the principle of introduce the idea of balancing. (e.g. 10g).
moments. Investigate the rule of balancing
using appropriate apparatus.
Select ideas and produce plans
for testing based upon previous Derive the principle of moments from
knowledge, understanding and their experimental results.
research.
Decide which measurements and

observations are necessary and
what equipment to use.
Make observations and
measurements.
Week 4 Choose the best way to present

results.
See above. See above.
Describe patterns (correlations)

seen in results.
Interpret results using scientific

knowledge and understanding.
Draw conclusions.
Week 5 Determine densities of solids,

liquids and gases.
Determine the density of a regular
solid. Pupils must appreciate that
Weighing balance, ruler
/measuring tape, selection
Explain that materials
can only be
they need to know the mass and the of solids of different compared if they
volume of an object to calculate the materials but of similar size have equal volumes
density. and shape e.g. cubes of one so the mass of 1 cm 3
centimetre side. or 1 m3 must be
If pupils are not completely happy found in each case.
with the concept of volume it is
helpful if solids can be ‘matched’ by
blocks of 1 centimetre cubes.
The mass of the solids can then be

found. Students investigate the
density of different sized blocks of
material.

liquids and gases.
Determine the density of an irregular
solid. Discuss ways of finding the
Weighing balance, ruler
/measuring tape, and
volume of an irregular solid and a selection of solids of
Select ideas and produce plans solid that floats in water. different materials. Other
for testing based upon previous requirements as requested
knowledge, understanding and Investigate the density of a number by pupils from their
research. of different materials. investigation plan.


measurements.
Choose the best way to present

results.

seen in results.

Draw conclusions.

liquids and gases.
Pupils discuss ways of finding the
density of a liquid and then find the
density of water, salt water and other
Select ideas and produce plans non-hazardous liquids.
for testing based upon previous
knowledge, understanding and
research.


measurements.
Draw conclusions.

liquids and gases.
Discuss the problems of measuring
the density of a gas.
Heat a sample of a metal
carbonate and collect the
The mass of the gas
will be the difference
gas produced in an in mass of the solid
Select ideas and produce plans Explain suitable ways of measuring upturned measuring before and after
for testing based upon previous the density of a gas. cylinder. heating.
knowledge, understanding and
research. Demonstration of finding the density
of carbon dioxide.

measurements.
Draw conclusions.

Week 9 Explain that pressure is caused
by the action of a force on an
Explain the pressure due to a solid. Different objects, plasticine /
modelling clay.
Units can be N/cm2
or N/m 2 or kN/m2 .
area. Discuss appropriate examples of Note that although
experience of pressure such as this may be regarded
Make observations and walking on snow, mud, dry sand. as an appropriate
measurements. activity, pressure
Students explain why knives and calculations will not
drawing pins are effective but only if be tested at
used the right way round. checkpoint level.
Students can investigate pressure by

pressing objects into plasticine,
provided they are pressed with equal
forces, shows that the smaller the
area of contact the greater the
pressure.
Week 10 Explain pressures in gases and

liquids (qualitative only).
Demonstrate pressure in a liquid.
Use a plastic bottle which has holes
Plastic bottle prepared as
suggested.
Reference can be
made to dams and
in the sides at different heights. deep sea divers.
Explain results using scientific When filled, water is forced out
knowledge and understanding. sideways, the lower the hole the Link to Stage 8 Unit
Communicate this clearly to greater the pressure. 1B.
others.
Pupils explain the pressure of a
liquid in terms of a particle model.
Week 11- Explain pressures in gases and

liquids (qualitative only).
Demonstrate pressure in a gas.
A container of at least three litres is
Flexible container e.g.
plastic bottle, vacuum or
Air pressure is
relatively large so
12 connected to a vacuum or suction suction pump, balloons, tin good demonstrations
Explain results using scientific pump and compressed by the with lid as suggested. are possible.
knowledge and understanding. pressure of the atmosphere.
Communicate this clearly to For either method
others. Alternatively a heat-proof container safety screens and
containing a little water, can be safety goggles
heated and then have the top should be used.
screwed on tightly causing the same Link to Stage 8 Unit
effect as it cools. 1B.
Blowing up balloons or tyres or

heating tins with a lid on causes an
increase of pressure which pupils
should explain using a particle
model.
Week 1 Explore and explain the idea of

endothermic processes and
Investigate the reactions of
 magnesium
Magnesium, sodium
hydroxide solution,
Spend time on
discussing the
exothermic reactions.  sodium hydroxide solution potassium planning process to
 potassium hydrogencarbonate hydrogencarbonate, sodium develop skills of
Make sufficient observations and  sodium hydrogencarbonate hydrogencarbonate. independent working
measurements to reduce error with acid measuring the temperature Dil acid. as preparation for
and make results more reliable. of the liquid before and after adding Lab glassware, IGCSE.
the reactants. thermometers.
equipment and control risks. Students to classify the reactions on
the basis of the temperature change.
measurements. Discuss exothermic and endothermic
reactions.
results.

seen in results.

Draw conclusions.

Investigate the process of burning to
be able to draw conclusions about
exothermic reactions. the process.
Make sufficient observations and Using dry bread or wooden splints,

measurements to reduce error will give results for energy release.
and make results more reliable. Burning a candle allows collection of
the products and test for carbon
Use a range of materials and dioxide and water.
Use secondary sources to find out
Make observations and that oxygen is a reactant.
measurements. Write word equations.

results.

seen in results.

Draw conclusions.
Explain results using scientific

Communicate this clearly to
others.

By discussion identify the need for
heat, fuel and oxygen to start /
exothermic reactions. maintain a fire. Pupils should use
this information to suggest ways of
Use a range of materials and stopping different types of fire.
equipment and control risks. Pupils produce a poster on fire
prevention in the home and /or work
environment.

Compare the energy released by
different fuels by heating equal
Various fuels dependent on
pupils plans, lab heating
Pupils should design
as accurate an
exothermic reactions. volumes of water using a known equipment, thermometers, investigation as
mass of each fuel. Compare lab glassware (heatproof). possible.
Select ideas and produce plans changes in temperature.
for testing based upon previous Plans should be
knowledge, understanding and checked for safe
research. procedures before
pupils start the
Decide which measurements and practical work.

laboratory.
Make sufficient observations and

measurements to reduce error
and make results more reliable.


measurements.
Week 5 Choose the best way to present

results.
See above. See above.

seen in results.

Draw conclusions.


others.

Students can research and report on
which they consider to be the best
exothermic reactions. fuel for a certain purpose such as
cooking(camping) or transport. They
Use a range of materials and should take into account factors such
equipment and control risks. as convenience, cost, pollution,
availability etc.
Decide whether to use evidence
from first-hand experience or
secondary sources.

Investigate the endothermic process
of dissolving ammonium chloride.
Ammonium chloride, water,
thermometers, lab
Safety goggles must
be worn.
exothermic reactions. glassware.
Predict what will happen if more Investigation can
Select ideas and produce plans ammonium chloride is dissolved or if also be done with
for testing based upon previous less water is used. ammonium sulfate.
knowledge, understanding and 0.5 to 3.0 g of
research. Design and carry out investigation to ammonium chloride
test their prediction in 10 cm3 of water
Decide which measurements and provides a suitable
observations are necessary and temperature
what equipment to use. decrease.

laboratory.
Make sufficient observations and

measurements to reduce error
and make results more reliable.


measurements.

results.

seen in results.


Week 8 Draw conclusions. See above. See above.


others.

The process of respiration can be
reviewed to identify it as an
Link to Stage 9, Unit
1A and Stage 8, Unit
exothermic reactions. exothermic reaction, suggest getting 2A.
hot when running.
Respiration can be
Photosynthesis can be reviewed as represented by the
an endothermic reaction that word equation
converts carbon dioxide and water glucose + oxygen
into glucose and oxygen. →carbon dioxide
+water.
Photosynthesis can
be represented by
the word equation
carbon dioxide +
water →glucose +
oxygen.

Discuss why melting ice and
evaporation are endothermic
Small pieces of cloth (or
tissues).
Give a particle
explanation of the
exothermic reactions. processes. Timers. process.
Explain cooling by evaporation. Investigate which conditions aid the

rate of evaporation using tissues or
small pieces of cloth, dampened.
Factors which can be tested are
temperature and moving air.
Week 11 Identify and explain the

thermal(heat) energy transfer
Rods of different metals can be
heated to find out which is the best
Metal rods
Lab heating equipment
Distinguish between
heat and
processes of conduction, thermal conductor. It is important to Wax temperature.
convection and radiation. heat the ends of the rods equally, Drawing pins.
perhaps by supporting on a non- Give a particle
Decide which apparatus to use combustible mat on a tripod and explanation of the
and assess any hazards in the heating them all at the same time. process.
laboratory. The heat energy can be detected by
a pin attached by wax to the far end Safety goggles must
Make observations and of the rod, it is released when the be worn for heating.
measurements. wax melts.
Interpret results using scientific Discuss everyday uses of conduction

knowledge and understanding. of heat energy. Include the use of
bad conductors (insulators).
Week 12 Identify and explain the thermal

(heat) energy transfer processes
Convection currents can be
demonstrated in liquid (warming
Give a particle
explanation of the
of conduction, convection and coloured crystals placed in a beaker process.
radiation. of still water) and air (using a candle
in a box with two chimneys and
placing a smoking taper above.
Discuss everyday uses of convection

of heat energy e.g. solar heating
panels.

Thermal radiation (infra-red) comes
from all hot objects but pupils can
Radiation cube
Hot water, thermometer.
Explain that the heat
is not carried by
of conduction, convection and investigate which surfaces emit / particles in this case
radiation. absorb heat the best. One way is to but by a type of ray
fill a metal container (radiation cube) similar to light which
with hot water. Different surfaces, can travel through
black, dull, white, shiny, give off space.
more or less radiation. This can be
detected by placing the hand 2-3 cm Pupils should not
away from the surface. The rate of touch the metal cube.
heat loss can also be estimated by
measuring the rate of temperature
loss.
Discuss everyday uses of heat

transfer by radiation and also ways
of preventing it.

A vacuum flask (a broken one to
reveal the inner layers) can be
Vacuum flask (a broken one
to reveal the inner layers).
Students have great
difficulty in
of conduction, convection and demonstrated as it has ways of distinguishing the
radiation. preventing conduction, convection, different processes
radiation and evaporation which so as much practice
students can identify. Ensure that as possible is
students understand that the flask necessary.
can be used for keeping things hot
or cold.
Year 10 Physics Schemes of work Term 1 2021/22 Schemes Year 10
Week Topic Sub-topic Learning outcomes (core) Learning outcomes Online Other Remarks
(Supplementary) resources resources
Week 1. General 1.1 Length and Candidates should be • Use and describe the use of a www.xtreme Physics for
1 physics time able to: mechanical papers.com IGCSE
• Use and describe the use method for the measurement of a Lab Guides
of rules and measuring small www.igcsece Group
cylinders to calculate a distance (including use of a
ntre.com discussion
length or a volume micrometer
screw gauge)
Board works
• Use and describe the use
• Measure and describe how to Y 14-16
of clocks and devices for
measuring an interval of measure a
time short interval of time (including the
period
of a pendulum)
Week 1. General 1.2 Candidates should be Distinguish between speed and www.xtreme Physics for
2-3 physics Speed, velocity able to: velocity papers.com IGCSE
and • Define speed and calculate • Recognize linear motion for which Lab Guides
acceleration speed from the www.igcsece Group
total time acceleration is constant and calculate
ntre.com discussion
total distance the
acceleration
Board works
• Plot and interpret a
• Recognize motion for which the Y 14-16
speed/time graph or a
distance/ acceleration is not constant
time graph • Describe qualitatively the motion of
bodies
• Recognize from the shape falling in a uniform gravitational field
of a speed/time graph with
when a body is and without air resistance (including
– at rest reference to terminal velocity)
– moving with constant
speed
– moving with changing
speed
• Calculate the area under a
speed/time graph to work
out the distance travelled
for motion with constant
acceleration
• Demonstrate some
understanding that
acceleration
is related to changing
speed
State that the
acceleration of free fall
for a body near
to the Earth is constant
Week 1. General 1.3 Mass and • Demonstrate an understanding that www.xtreme Physics for
physics weight • Show familiarity with the mass is a property that ‘resists’
3 idea of the mass of a body change in motion
papers.com IGCSE
• State that weight is a • Describe, and use the concept of, Lab Guides
force weight www.igcsece Group
• Demonstrate as the effect of a gravitational field ntre.com discussion
understanding that on a
weights (and mass Board works
hence masses) may be Y 14-16
compared using a balance
Week 1. General 1.4 Density • Describe an experiment to www.xtreme Physics for

4 physics determine the density of • Describe the determination of the papers.com IGCSE
(CAT 1) a liquid and of a regularly density of an irregularly shaped solid Lab Guides
shaped solid and make the by the method of displacement, and
www.igcsece Group
necessary calculation make the
ntre.com discussion
necessary calculation
Board works
Y 14-16
Week 1. General 1.5 (a) Effects of Supplement www.xtreme Physics for
5 physics forces • State that a force may • Interpret extension/load graphs papers.com IGCSE
produce a change in size • State Hooke’s Law and recall and use Lab Guides
and the
www.igcsece Group
shape of a body expression F = k x
ntre.com discussion
• Plot extension/load graphs • Recognise the significance of the
and describe the term Board works
Y 14-16
associated experimental ‘limit of proportionality’ for an
procedure extension/
• Describe the ways in load graph
which a force may change • Recall and use the relation between
the force,
motion of a body mass and acceleration (including the
• Find the resultant of two direction)
or more forces acting • Describe qualitatively motion in a
along the same line curved
path due to a perpendicular force
(F = mv 2/r is not required)
Week 1. General 1.5 (b) Turning • Perform and describe an experiment www.xtreme Physics for
6 physics effect • Describe the moment of a (involving vertical forces) to show that papers.com IGCSE
force as a measure of its there is no net moment on a body in Lab Guides
turning effect and give equilibrium www.igcsece Group
everyday examples • Apply the idea of opposing moments
ntre.com discussion
• Describe qualitatively the to
balancing of a beam about simple systems in equilibrium
Board works
a pivot Y 14-16
Supplement
Week 1.5 (c) • State that, when there is • Demonstrate an understanding of www.xtreme Physics for
7 Conditions for no resultant force and no the papers.com IGCSE
equilibrium resultant turning effect, a difference between scalars and vectors Lab Guides
1.5 (d) Centre of system is in equilibrium and give common examples www.igcsece Group
mass • Add vectors by graphical
ntre.com discussion
Momentum • Perform and describe an representation to
experiment to determine determine a resultant
Board works
the position of the centre of • Determine graphically the resultant Y 14-16
mass of a plane lamina of two vectors
• Describe qualitatively the Recall and use the equation
effect of the position of the Momentum=mass x velocity
centre of mass on the Apply the principle of the conservation
stability of simple objects of momentum to solve simple
1.5 (e) Scalars and vectors problems in one dimension
Week Work 1.6 Energy, . Demonstrate an www.xtreme Physics for
8 work and understanding that an . Recall and use the expressions papers.com IGCSE
power object may k.e. = . mv2 and p.e. = mgh Lab Guides
Energy 1.6 (a) Energy have energy due to its www.igcsece Group
motion or its position, ntre.com discussion
and Board works
Power that energy may be Y 14-16
transferred and stored
. Give examples of energy
(CAT 2) in different forms,
including kinetic,
gravitational, chemical,
strain,
nuclear, internal,
electrical, light and
sound
. Give examples of the
conversion of energy
from
one form to another, and
of its transfer from one
place to another
. Apply the principle of
energy conservation to
simple
examples
Week Work, Energy 1.6 (b) Energy resources Supplement www.xtreme Physics for
9 energy and resources Core . Show an understanding that papers.com IGCSE
power . Distinguish between energy is Lab Guides
renewable and non- released by nuclear fusion in the www.igcsece Group
renewable Sun ntre.com discussion
sources of energy . Recall and use the equation: Board works
efficiency = Y 14-16
. Describe how electricity energy input Complete
or other useful forms of useful energy output IGCSE
energy may be obtained •~ 100% Physics by
from: Sang
. chemical energy stored
in fuel
. water, including the
energy stored in waves,
in
tides, and in water
behind hydroelectric
dams
. geothermal resources
. nuclear fission
. heat and light from the
Sun (solar cells and
panels)
. Give advantages and
disadvantages of each
method
in terms of cost,
reliability, scale and
environmental
impact
. Show a qualitative
understanding of
efficiency
Week Work done 1.6 (c) Work Supplement www.xtreme Physics for
10 Core . Describe energy changes in terms papers.com IGCSE
. Relate (without of work Lab Guides
calculation) work done to done www.igcsece Group
the . Recall and use W = Fd ntre.com discussion
Board works
magnitude of a force and Y 14-16
the distance moved
Week Power and 1.6 (d) Power Supplement www.xtreme Complete
11 energy Core . Recall and use the equation P = papers.com Physics by
transferred . Relate (without E/t in Pople
calculation) power to simple systems www.igcsece Physics for
work done and ntre.com IGCSE
time taken, using
appropriate examples
Week Pressure 1.7 Pressure Supplement www.xtreme Physics for
12-13 Core . Recall and use the equation p = papers.com IGCSE
. Relate (without F/A
calculation) pressure to . Recall and use the equation p = www.igcsece Complete
force and hdg ntre.com Physics by
area, using appropriate Syllabus content Pople
examples Cambridge IGCSE Physics 0625.
. Describe the simple Syllabus for examination in 2015.
mercury barometer and 21
its use
in measuring atmospheric
pressure
. Relate (without
calculation) the pressure
beneath
a liquid surface to depth
and to density, using
appropriate examples
. Use and describe the
use of a manometer
Year 10 Physics Term2 2021/22 Schemes of Work for Physics
Wee Topic Sub-topic Objectives Learning activities Online Other remarks

k resources resources
1 Thermal Simple kinetic Candidates should be able to Learners should: www.xtreme IGCSE
Physics molecular -Describe the States of matter. Relate the properties of papers.com Physics
model of matter -State the distinguishing properties of solids, liquids and gases Lab Guides
solids, to the forces and Group
liquids and gases distances between
discussion
molecules and to the
motion of the molecules
Board works
Y 14-16
1 Thermal Molecular Candidates should be able to: • Show an appreciation www.xtreme IGCSE
Physics model. Describe qualitatively the molecular that massive particles papers.com Physics
Gas laws structure of solids, liquids and gases may be moved by light, Lab Guides
• Interpret the temperature of a gas in fast-moving molecules Group
terms of the motion of its molecules
discussion
• Describe qualitatively the pressure of a
gas in terms of the motion of its molecules
Board works
• Describe qualitatively the effect of a Y 14-16
change of temperature on the pressure of
a gas at constant volume
• Show an understanding of the random
motion of particles in a suspension as
evidence for the
kinetic molecular model of matter
• Describe this motion (sometimes known
as Brownian motion) in terms of random
molecular bombardment
2 Thermal Evaporation Describe evaporation in terms of the Demonstrate an www.xtreme IGCSE
Physics escape of more-energetic molecules from understanding of how papers.com Physics
the surface of a liquid temperature, surface Lab Guides
• Relate evaporation to the consequent area and draught over a Group
cooling surface influence
discussion
evaporation
Board works
Y 14-16
2 Thermal Pressure Relate the change in volume of a gas to Recall and use the www.xtreme IGCSE
Physics changes Gas change in pressure applied to the gas at equation pV =constant papers.com Physics
laws constant temperature at constant temperature Lab Guides
Group
discussion
Board works
Y 14-16
3 Thermal Thermal Describe qualitatively the thermal Show an appreciation of www.xtreme IGCSE
Physics properties expansion of solids, liquids and gases the relative order of papers.com Physics
Thermal • Identify and explain some of the magnitude of the Lab Guides
expansion of everyday applications and consequences expansion of solids, Group
solids, liquids of thermal expansion liquids
discussion
and gases • Describe qualitatively the effect of a and gases
change of temperature on the volume of a
Board works
gas at constant pressure Y 14-16
3 Measurement Appreciate how a physical property that Demonstrate www.xtreme IGCSE
of temperature varies with temperature may be used for understanding of papers.com Physics
the measurement of temperature, and sensitivity, range and Lab Guides
state linearity Group
examples of such properties • Describe the structure
discussion
• Recognise the need for and identify of a thermocouple and
fixed points show understanding of
Board works
• Describe the structure and action of its use for measuring Y 14-16
liquid-in-glass thermometers high temperatures and
those that vary rapidly
4 Thermal • Relate a rise in the temperature of a Describe an experiment www.xtreme IGCSE
capacity body to an increase in internal energy to measure the papers.com Physics
• Show an understanding of the term specific heat capacity of Lab Guides
thermal capacity a substance Group
discussion
Assessment 1 Board works
Y 14-16
5 Melting and • Describe melting and boiling in terms of • Distinguish between www.xtreme IGCSE
boiling energy input without a change in boiling and evaporation papers.com Physics
Transfer of temperature • Use the terms latent Lab Guides
thermal energy heat of vaporization and
Conduction • State the meaning of melting point and latent heat of fusion and Group
boiling point give a molecular discussion
• Describe condensation and solidification interpretation of latent Board works
• Describe experiments to demonstrate heat Y 14-16
the properties of good and bad • Describe an
conductors of heat experiment to measure
specific
latent heats for steam
and for ice
• Give a simple
molecular account of
heat transfer in solids
6 Convection • Relate convection in fluids to density • Describe experiments www.xtreme IGCSE

changes and to show the properties papers.com Physics
Radiation describe experiments to illustrate of good and bad Lab Guides
convection emitters and good and Group
Consequences • Identify infra-red radiation as part of the bad
discussion
of energy electromagnetic spectrum absorbers of infra-red
transfer • Identify and explain some of the radiation
Board works
everyday Y 14-16
applications and consequences of
conduction,
convection and radiation
7 Properties of General wave By the end of the topic, learners should • Describe what is www.xtreme IGCSE
waves, properties be able to: meant by wave motion papers.com Physics
including List the general wave properties as illustrated by Lab Guides
light and • Describe what is meant by wave vibration in ropes and
sound Group
motion.(vibration in ropes, springs and springs and by
discussion
water waves) experiments using water
• Use the term wavefront waves
Board works
• Give the meaning of speed, frequency, • Use the term Y 14-16
wavelength and amplitude wavefront
• Give the meaning of
speed, frequency,
wavelength and
amplitude
• Recall and use the
equation v = f λ
8 Properties of Types of By the end of the topic, learners should • Interpret reflection, www.xtreme IGCSE
waves, waves, be able to: refraction and papers.com Physics
including reflection • Distinguish between transverse and diffraction Lab Guides
light and refraction longitudinal waves using wave theory
sound Group
diffraction • Describe reflection at a plane surface, • Distinguish between
discussion
refraction diffraction produced by wide transverse and
and narrow gaps longitudinal
Board works
waves and give suitable Y 14-16
examples
Assessment 2 • Describe the use of
water waves to show:
– reflection at a plane
surface
– refraction due to a
change of speed
– diffraction produced
by wide and narrow gaps
9 Properties of Light By the end of the topic, learners should Perform simple www.xtreme IGCSE
waves, Reflection of be able to: constructions, papers.com Physics
including light Define reflection of light measurements Lab Guides
light and • Describe the formation of an optical and calculations
sound Group
image by a
discussion
plane mirror, and give its characteristics
• Use the law angle of incidence = angle of
Board works
Reflection Y 14-16
9 Properties of Refraction of By the end of the topic, learners should Recall and use the www.xtreme IGCSE
waves, light be able to: definition of refractive papers.com Physics
including Define refraction of light index n in terms of Lab Guides
light and • Describe an experimental demonstration speed
sound Group
of the • Recall and use the
discussion
refraction of light equation
• Use the terminology for the angle of sin i /sin r = n
Board works
incidence i • Describe the action of Y 14-16
and angle of refraction r and describe the optical fibres particularly
passage in medicine and
of light through parallel-sided transparent communications
material technology
• Give the meaning of critical angle
• Describe internal and total internal
reflection
10 Properties of Thin converging By the end of the topic, learners should • Draw ray diagrams to www.xtreme IGCSE
waves, lens be able to: illustrate the formation papers.com Physics
including Draw converging lenses of a virtual image by a Lab Guides
light and • Describe the action of a thin converging single lens
sound Group
lens on a • Use and describe the
discussion
beam of light use of a single lens as a
• Use the terms principal focus and focal magnifying glass
Board works
length Y 14-16
• Draw ray diagrams to illustrate the
formation of a images by a single
converging lens
10 Thin converging By the end of the topic, learners should • Describe the action of www.xtreme IGCSE
lens be able to: a thin diverging lens on a papers.com Physics
Draw diverging lenses beam of light Lab Guides
• Describe the action of a thin diverging • Use the terms principal Group
lens on a focus and focal length
discussion
beam of light • Draw ray diagrams to
• Use the terms principal focus and focal illustrate the formation
Board works
length of images by a single Y 14-16
• Draw ray diagrams to illustrate the diverging lens
formation of images by a single diverging
lens
11 Properties of Dispersion of Dispersion of light • Draw ray diagrams to www.xtreme IGCSE
waves, light Core illustrate the dispersion papers.com Physics
including • Give a qualitative account of the of light Lab Guides
light and dispersion of light
sound Group
as shown by the action on light of a glass
discussion
prism
Board works
Y 14-16
11 Properties of Electromagneti Electromagnetic spectrum • State the approximate www.xtreme IGCSE
waves, c spectrum. • Describe the main features of the value of the speed of papers.com Physics
including electromagnetic waves Lab Guides
light and Main features electromagnetic spectrum and state that • Use the term Group
sound of all e.m. monochromatic discussion
Electromagneti waves travel with the same high speed in Board works
c spectrum vacuum Y 14-16
12 Properties of Uses of • Describe the role of electromagnetic • Describe the role of www.xtreme IGCSE
waves, electromagneti waves in: electromagnetic waves papers.com Physics
including c waves – radio and television communications in: Lab Guides
light and (radio – radio and television
sound Group
waves) communications (radio
discussion
– satellite television and telephones waves)
(microwaves) – satellite television and
Board works
– electrical appliances, remote controllers telephones Y 14-16
for (microwaves)
televisions and intruder alarms (infrared) – electrical appliances,
– medicine and security (X-rays) remote controllers for
televisions and intruder
13 Properties of safety issues • Demonstrate an awareness of safety Demonstrate an www.xtreme IGCSE
waves, in use of issues awareness of safety papers.com Physics
including microwaves regarding the use of microwaves and X- issues Lab Guides
light and and X-rays rays regarding the use of
sound Group
microwaves and X-rays
discussion
End of term Exams Board works
Y 14-16
Year 10 Physics Term 3 Schemes 2021/22

Week Topic Sub-topic Objectives Learning activities Online Other remarks
resources resources
1 Thermal Simple kinetic Candidates should be able to Learners should: www.xtreme Physics for
Physics molecular -Describe the States of matter. Relate the properties of papers.com IGCSE
model of matter -State the distinguishing properties of solids, liquids and gases Lab Guides
solids, to the forces and Group
liquids and gases distances between
discussion
molecules and to the
motion of the molecules
Board works
Y 14-16
2 Thermal Molecular Candidates should be able to: • Show an appreciation www.xtreme Physics for
Physics model. Describe qualitatively the molecular that massive particles papers.com IGCSE
Gas laws structure of solids, liquids and gases may be moved by light, Lab Guides
• Interpret the temperature of a gas in fast-moving molecules Group
terms of the motion of its molecules
discussion
• Describe qualitatively the pressure of a
gas in terms of the motion of its molecules
Board works
• Describe qualitatively the effect of a Y 14-16
change of temperature on the pressure of
a gas at constant volume
• Show an understanding of the random
motion of particles in a suspension as
evidence for the
kinetic molecular model of matter
• Describe this motion (sometimes known
as Brownian motion) in terms of random
molecular bombardment
3 Thermal Evaporation Describe evaporation in terms of the Demonstrate an www.xtreme Physics for
Physics escape of more-energetic molecules from understanding of how papers.com IGCSE
the surface of a liquid temperature, surface Lab Guides
• Relate evaporation to the consequent area and draught over a Group
cooling surface influence
discussion
evaporation
Board works
Y 14-16
4 Assessment 1
5 Thermal Pressure Relate the change in volume of a gas to Recall and use the www.xtreme Physics for
Physics changes Gas change in pressure applied to the gas at equation pV =constant papers.com IGCSE
laws constant temperature at constant temperature Lab Guides
Group
discussion
Board works
Y 14-16
6 Thermal Thermal Describe qualitatively the thermal Show an appreciation of www.xtreme Physics for
Physics properties expansion of solids, liquids and gases the relative order of papers.com IGCSE
Thermal • Identify and explain some of the magnitude of the Lab Guides
expansion of everyday applications and consequences expansion of solids, Group
solids, liquids of thermal expansion liquids
discussion
and gases • Describe qualitatively the effect of a and gases
change of temperature on the volume of a
Board works
gas at constant pressure Y 14-16
7 Measurement Appreciate how a physical property that Demonstrate www.xtreme Physics for
of temperature varies with temperature may be used for understanding of papers.com IGCSE
the measurement of temperature, and sensitivity, range and Lab Guides
state linearity Group
examples of such properties • Describe the structure
discussion
• Recognise the need for and identify of a thermocouple and
fixed points show understanding of
Board works
• Describe the structure and action of its use for measuring Y 14-16
liquid-in-glass thermometers high temperatures and
those that vary rapidly
8 Assessment 2
9 Thermal • Relate a rise in the temperature of a Describe an experiment www.xtreme Physics for
capacity body to an increase in internal energy to measure the papers.com IGCSE
• Show an understanding of the term specific heat capacity of Lab Guides
thermal capacity a substance Group
discussion
Board works
Y 14-16
10 Melting and • Describe melting and boiling in terms of • Distinguish between www.xtreme Physics for
boiling energy input without a change in boiling and vaporation papers.com IGCSE
temperature
Transfer of • State the meaning of melting point and • Use the terms latent Lab Guides
thermal energy boiling point heat of vaporisation and Group
Conduction • Describe condensation and solidification latent heat of fusion and discussion
• Describe experiments to demonstrate give a molecular Board works
the properties of good and bad interpretation of latent
Y 14-16
conductors of heat heat
• Describe an
experiment to measure
specific
latent heats for steam
and for ice
• Give a simple
molecular account of
heat transfer in solids
11 Convection • Relate convection in fluids to density • Describe experiments www.xtreme Physics for
changes and to show the properties papers.com IGCSE
Radiation describe experiments to illustrate of good and bad Lab Guides
convection emitters and good and Group
Consequences • Identify infra-red radiation as part of the bad
discussion
of energy electromagnetic spectrum absorbers of infra-red
transfer • Identify and explain some of the radiation
Board works
everyday Y 14-16
applications and consequences of
conduction,
convection and radiation
12 End Of Year Examinations
Year 11 Physics Term 1 2021/22 Physics Scheme of Work

Week Topic Sub-topic Objectives Learning activities Online resources Other resources
1 www.xtreme T Duncan
4.0 Simple Candidates should be able to Learners should: papers.com Lab Guides
Electricity phenomena of State the properties of magnets Group discussion
and magnetism • Distinguish between the magnetic
Magnetism Board works
• Give an account of induced properties of iron and steel
Y 14-16
magnetism • Distinguish between the design and use
4.2 (a) Electric • Distinguish between ferrous and of permanent magnets and
IGCSE Phy text
4.2 charge non-ferrous materials electromagnets
Electrical • Describe methods of • State that charge is measured in
quantities magnetisation and of coulombs
4.2 (b) Current demagnetisation • State the direction of lines of force and
• Describe an experiment to describe simple field patterns, including
identify the pattern of the field around a point charge and the
field lines round a bar magnet field
Describe simple experiments to between two parallel plates
show the production and detection • Give an account of charging by induction
of electrostatic charges • Recall and use the simple electron model
• State that there are positive and to distinguish between conductors and
negative charges insulators
• State that unlike charges attract • Show understanding that a current is a
and that like charges repel rate
• Describe an electric field as a of flow of charge and recall and use the
region in which an electric charge equation I = Q /t
experiences a force • Distinguish between the direction of
• Distinguish between electrical flow of
conductors and insulators and give electrons and conventional current
typical examples
• State that current is related to
the flow of charge
• Use and describe the use of an
ammeter
2 4.2 (c) Electro- • State that the e.m.f. of a source of • Show understanding www.xtremepapers.com IGCSE Phy
motive force electrical energy is measured in volts that e.m.f. is defined T.Duncan
• State that the e.m.f. of a source of in terms of energy Lab Guides
electrical energy is measured in volts supplied by a source in Group discussion
4.2 (c) Electro- driving charge round a
Board works
motive force • State that the potential difference complete circuit
• Show understanding
Y 14-16
across a circuit
4.2 (d) Potential component is measured in volts that e.m.f. is defined
difference • Use and describe the use of a voltmeter in terms of energy
supplied by a source in
driving charge round a
complete circuit
3 4.2 (e) • State that resistance = p.d./current and • Recall and use www.xtremepapers.com T Duncan
Resistance understand qualitatively how changes in quantitatively the Lab Guides
p.d. or resistance affect current proportionality between Group discussion
• Recall and use the equation R = V/I resistance and length, Board works
• Describe an experiment to determine and the inverse
Y 14-16
resistance using a voltmeter and an proportionality
ammeter between resistance and
IGCSE Phy
• Relate (without calculation) the cross-sectional area of a
resistance of a wire
wire to its length and to its diameter
4 ASSESSMENT 1
5 4.2 (f) Electrical • Recall and use the equations • Recall and use the www.xtreme T Duncan
energy P =IV and E = IVt equations papers.com Lab Guides
• Draw and interpret circuit diagrams P =IV and E = IVt Group discussion
4.3 (a) Circuit containing sources, switches, resistors • Draw and interpret Board works
diagrams (fixed and variable), lamps, ammeters, circuit diagrams
Y 14-16
containing diodes and
voltmeters, magnetising coils,
transistors
transformers, bells, fuses and relays
6 4.3 (b) Series • Understand that the current at every • Recall and use the fact www.xtreme T Duncan
and parallel point in a series circuit is the same that the sum of the p.d.s papers.com Lab Guides
circuits • Give the combined resistance of two or across the components Group discussion
more resistors in series in a series circuit is equal Board works
• State that, for a parallel circuit, the to the total p.d. across
Y 14-16
current from the source is larger than the the supply
current in each branch • Recall and use the fact
• State that the combined resistance of that the current from
two resistors in parallel is less than that of the source is the sum of
either resistor by itself the currents in the
• State the advantages of connecting separate branches of a
lamps in parallel in a lighting circuit parallel circuit
• Calculate the effective
resistance of two
resistors in parallel
7 4.3 (c) Action • Describe the action of a variable • Describe the action of www.xtreme T Duncan
and use of potential divider (potentiometer) a diode and show papers.com Lab Guides
circuit • Describe the action of thermistors and understanding of its use Group discussion
components light-dependent resistors and show as a rectifier Board works
understanding of their use as input • Describe the action of
Y 14-16
transducers a transistor as an
• Describe the action of a capacitor as an electrically operated
energy store and show understanding of switch and show IGCSE phy
its use in timedelay understanding of its use
circuits in switching circuits
• Describe the action of a relay and show • Recognise and show
understanding of its use in switching understanding of
circuits circuits operating as light
sensitive switches
and temperature-
operated alarms (using a
relay or a transistor)
8 ASSESSMENT 2
9 4.3 (d) Digital • Explain and use the terms digital and • Explain and use the www.xtreme T Duncan
electronics analogue terms digital and papers.com Lab Guides
• State that logic gates are circuits analogue Group discussion
containing transistors and other • State that logic gates Board works
components are circuits containing
Y 14-16
• Describe the action of NOT, AND, OR, transistors and other
NAND and NOR gates components
IGCSE Phy text
• Design and understand simple digital • Describe the action of
circuits combining several logic gates NOT, AND, OR, NAND
• State and use the symbols for logic and NOR gates
gates • Design and understand
• state the hazards of simple digital circuits
– damaged insulation combining several logic
– overheating of cables gates
4.4 Dangers of – damp conditions
electricity • Show an understanding of the use of
fuses and circuit-breakers
10 4.5 4.5 (a) • Describe an experiment that shows that • State the factors www.xtreme T Duncan
Electromagn Electromagnetic a changing magnetic field can induce an affecting the magnitude papers.com Lab Guides
etic effects induction e.m.f. in a circuit of an induced e.m.f. Group discussion
• Show understanding Board works
4.5 (b) a.c. • Describe a rotating-coil generator and that the direction of an
Y 14-16
generator the use of slip rings induced e.m.f. opposes
• Sketch a graph of voltage output against the change causing it
IGCSE Phy text
time for a simple a.c. generator
11 4.5 (c) • Describe the construction of a basic Describe the principle of www.xtreme T Duncan
Transformer iron-cored transformer as used for operation of a papers.com Lab Guides
voltage transformations transformer Group discussion
• Recall and use the equation • Recall and use the Board works
(Vp /Vs) = (Np /Ns) equation
Y 14-16
• Describe the use of the transformer in Vp Ip = Vs Is (for 100%
highvoltage transmission of electricity efficiency)
• Give the advantages of high-voltage IGCSE Phy text
transmission
• Describe the pattern of the magnetic

field due to currents in straight wires and
4.5 (d) The in solenoids State the qualitative
magnetic effect • Describe applications of the magnetic variation of the strength
of a current effect of current, including the action of a of the magnetic field
relay over salient parts of the
pattern
• Describe the effect on
the magnetic field of
changing the magnitude
and direction of the
Current
12 4.5 (e) Force on • Describe an experiment to show that a Describe an experiment www.xtreme T Duncan.IGCSE Phy
a current- force acts on a current-carrying to show the papers.com Lab Guides
carrying conductor in a magnetic corresponding force on Group discussion
conductor field, including the effect of reversing: beams of charged Board works
(i) the current particles
Y 14-16
(ii) the direction of the field • State and use the
relative directions of
force, field and current
• Relate this turning
• State that a current-carrying coil in a effect to the action of an
4.5 (f) d.c. motor magnetic field experiences a turning electric moto
effect and that the effect is increased by
increasing the number of
turns on the coil
• Relate this turning effect to the action
of an electric motor
13 D.C circuits 4.6 (a)simple • Describe the behavior of electrons in • State that the particles www.xtreme T Duncan
electric circuits electric and magnetic fields. emitted in thermionic papers.com Lab Guides
emission are electrons Group discussion
Board works
4.6 (b) Simple
Y 14-16
model of
electrons in
electric fields
14 End of term exams

Work. -Define work: W=F x S same -Solve problems of
PPs 9702/01
direction. work.
9702/02
-Calculate work done in various - Solve problems of
situations. Work and energy.
-Define energy. Class exercises:
9 Work, Energy Energy. -Describe the various forms of (i) solving problems www.xtreme
and Power. Energy. on K.E.
papers.com
-Define kinetic energy as (ii) solving problems

on P.E. PPs AS
K.E=½mv2 2010 - 2017
-Define potential energy. (iii) solving problems
Power. on power.
-Define power as the rate of
doing work or transfer of energy.
-define density.
Apply p = m/v to solve
problems. Teachers notes.
-Describe differences in
structures and densities of
Adv. Phy.
solids, liquids and gases. C.E: To demonstrate
Brownian motion in liquids
-Describe simple kinetic model of
and gases. T. Duncan.
10 Phases of Density. solids, liquids and gases. www.xtreme
Matter. Apply P = pgh to solve papers.com Assignment.
-Describe Brownian motion. problems.
PPs. AS
-Distinguish between crystalline 2012 – 2017
and non-crystalline solids.
-Define pressure in terms of the

K.E model.
-Derive p = pgh and apply the

equation.
-Distinguish btn melting, boiling

and evaporation.
Stress and strain. -Define stress and strain of C.E: Determination of Phy. 1
material. Hooke’s constant for a Lab guide
spring.
www.xtreme
-Draw stress – strain graphs for
Elastic and various materials.
papers.com
11 Deformation inelastic
of solids behavior. -Describe tensile and compressive : Calculation of Hooke’s PPs 9702/01/02
constant. 2010---2017
force.
-State and apply Hooke’s law.
T.D: Determination of
Young’s modulus.
-Define Young modulus.

PPs 9702/01/02
-Distinguish btn elastic and
Applying young’s modulus.
Deformation Young’s plastic deformation.
12 modulus.
Applying Hooke’s law. www.xtreme 2010 - 2017
of solids.
-Deduce energy stored in papers.com
deformed material from stress
and strain graphs. CAT 3
-Describe ductile, brittle and

polymeric materials.

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Scheme of Work – Physics Year 7-11

Year 7 Physics Schemes Term 1 2021/22 (term 1) Physics

Week Topic Sub-topic Objectives Learning activities Resources remarks

By the end of the topic learners should Internet Teacher’s personal

By the end of the topic learners should Internet Teacher’s personal

By the end of the topic learners should Internet Teacher’s personal

Week Topic Sub-topic Objectives Learning activities Other resources remarks

12 Strength of an Learners should: . Ask pupils to Spectrum 8

13 Safety and Learners should: – electromagnet power supplies need Spectrum 8

Week Topic Sub-topic Objectives Learning activities Other resources remarks

2 Strength of an Learners should: . Ask pupils to Spectrum 8

3 Safety and Learners should: Ask pupils to Spectrum 8

10 Refraction of • Learners should : • Present pupils with a range of examples of Spectrum 8

Week Topic Sub-topic Objectives Learning activities Other resources remarks

Week 1 Describe electrostatics and the

Week 2 Describe electrostatics and the

Week 3 Describe electrostatics and the

Week Learning Objective Activities Resources Comments

Week 4 Describe electrostatics and the

Week 5 Interpret and draw simple parallel

Week 6 Model and explain how common

Use a range of materials and

Evaluate the methods used and

Week 9 Use a range of materials and

Evaluate the methods used and

Use a range of materials and

Evaluate the methods used and

Week Learning Objective Activities Resources Comments

Week 1 Know that forces can cause

Demonstrate other common

Investigate, as a whole class activity,

Week 2-3 Know that forces can cause

Decide which measurements and

Week Learning Objective Activities Resources Comments

Week 4 Choose the best way to present

Describe patterns (correlations)

Interpret results using scientific

Week 5 Determine densities of solids,

The mass of the solids can then be

Week 6 Determine densities of solids,

Decide which measurements and

Make observations and

Choose the best way to present

Describe patterns (correlations)

Interpret results using scientific

Week 7 Determine densities of solids,

Decide which measurements and

Make observations and

Week 8 Determine densities of solids,

Make observations and

Week Learning Objective Activities Resources Comments

Students can investigate pressure by

Week 10 Explain pressures in gases and

Week 11- Explain pressures in gases and

Blowing up balloons or tyres or

Week 1 Explore and explain the idea of

Describe patterns (correlations)

Interpret results using scientific