1
Pearson Edexcel GCSE (9-1) Sciences Term 1 detailed summer planning document (Updated 22nd July 2015)
This planning document summarises the lesson ideas and resources contained in the first term of the Edexcel GCSE (9-1) Year 9 Free
Teaching and Learning Support for September 2015. The second term will be available from December 2015.
The document also details the practical activities in the free support and the equipment needed to run them. Core practicals are in italics.
From September each lesson in the Year 9 Free Teaching and Learning will be supported by:
1 x detailed lesson plan
1 x powerpoint with learning outcomes
1 x knowledge retention quick fire quiz
1 x practical worksheet with student instructions
1 x student book spread (sample booklets will be printed)
1 x digital resource (video, animation, interactive)
Checkpoint teaching and learning support (3 x worksheets, 1 x powerpoint)
2 x differentiated homework worksheets
1 x set of answers
In addition there will be short End of Term summative tests.
To sign up for the free support materials please click here.
Please note: Resources and lesson ideas are awaiting endorsement by Edexcel. The specification is the advanced specification published
by Edexcel.
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2
Biology
Spec points covered
Starter options
Practical activity
Teacher-led activity
CB1a
Microscopes
B1.3
1) Ask students how
microscopes work, and
establish the idea that
they magnify small
things, making them and
their details easier to
see. Explain that the
study of cells would not
be possible without the
invention of the
microscope and ask
students to suggest why.
Students use microscopes to
examine pre-prepared slides of
small objects (e.g. hair,
pollen).
Help students to
understand the
difference between
resolution and
magnification by using
the idea of digital
cameras. Those with
many megapixels have
a higher resolution than
those with only a few.
B1.4
Explain how changes in
microscope technology,
including electron
microscopy, have enabled us
to see cells with more clarity
and detail than in the past
Demonstrate an
understanding of size and
scale in relation to
microscopy, including
magnification calculations.
B1.5
Demonstrate an
understanding of the
relationship between
quantitative units, including
(a) milli (10-3), micro (10-6),
nano (10-9), pico (10-12)
(b) calculations with numbers
written in standard form
B1.6
Produce labelled scientific
drawings from observations
of biological specimens using
microscopes
2) Write the words kilo-,
milli-, micro-, nano- and
pico- on the board, in
random order. Write the
prefixes in size order on
the board and then show
how the units are related
(kilo- multiplies the base
unit by 1000, millidivides it by one
thousand, micro- divides
it by 100 000 etc.).
Students will produce a range
of drawings annotated with
names of objects and
calculated magnifications.
Equipment: Microscope,
selection of pre-prepared
slides (e.g. hair, pollen, fish
scales, synthetic fibres,
mushroom gills, ear wax, pond
water, newsprint).
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Digital resource: Size
and scale animation
3
Biology
Spec points covered
Starter options
Practical activity
Teacher-led activity
CB1b Plant and
animal cells
B1.1
1) Ask students to write
a simple definition of a
cell. Ask for a volunteer
to read out their
definition and see if
others agree with it or
can add to it. Work
towards a common
definition.
Use a microscope to look at
simple animal and/or plant
cells and identify their
component parts.
Hold up a metre rule
and ask students to
estimate the width,
height and length of the
lab by comparing it with
the length of the rule.
Explain that we use this
idea on micrographs by
using a scale bar, from
which we can estimate
the sizes of other
things.
B1.4
B1.6
Explain how the sub-cellular
structures of eukaryotic and
prokaryotic cells are related
to their functions, including:
(a) animal cells - nucleus,
cell membrane, mitochondria
and ribosomes
(b) plant cells - nucleus, cell
membrane, cell wall,
chloroplasts, mitochondria
and ribosomes
...
Demonstrate an
understanding of size and
scale in relation to
microscopy, including
magnification calculations
Produce labelled scientific
drawings from observations
of biological specimens using
microscopes
2) Ask students to take
two small scraps of paper
and write the name of
one cell part on one piece
of paper and the function
of a different cell part on
the other piece. Put all
the names into one ‘hat’
and all the functions into
another ‘hat’, and then
give out a random
selection of names and
functions to groups of
students. Ask them to
work together to match
the names with the
functions, working with
other groups to swap
pieces of paper as
needed.
Students should identify, draw
and label cells and their parts.
Equipment: Microscope,
sterile (autoclaved) wooden
spatulas/tongue depressors,
access to beaker of 1% Virkon
in which to dispose of used
spatulas/tongue depressors,
selection of pre-prepared
slides of plant and animal cells
(e.g. cheek cells, epithelial
cells, palisade cells), plant
material (e.g. onion, rhubarb
and/or Elodea − decide before
the practical whether to
provide one of these
alternatives for all students or
to provide more so that some
or all students have the
opportunity to observe
different types of plant cells),
stain (e.g. methylene blue,
iodine solution), paper towel,
gloves, plain glass microscope
slide, coverslip, pipette, water.
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Move on to discuss
fields of view,
explaining that this is
the illuminated area
that you see when you
look down a
microscope.
Demonstrate how the
field of view can be
estimated by using a
transparent ruler on the
stage of a microscope
and/or by using a grid
on a sheet of plastic
and/or possibly an
eyepiece graticule. This
is best done with a
video microscope
4
Biology
Spec points covered
Starter options
Practical activity
Teacher-led activity
attached to the
whiteboard display.
Digital: Inside a cell
video
CB1c Cell
Specialisation
B1.1
B1.4
B1.6
Explain how the sub-cellular
structures of eukaryotic and
prokaryotic cells are related
to their functions, including:
(a) animal cells - nucleus,
cell membrane, mitochondria
and ribosomes
(b) plant cells - nucleus, cell
membrane, cell wall,
chloroplasts, mitochondria
and ribosomes
...
Demonstrate an
understanding of size and
scale in relation to
microscopy, including
magnification calculations
Produce labelled scientific
drawings from observations
of biological specimens using
microscopes
1) Write the word
'adaptation' on the
board. Write down
adaptations of three
animal species. Reinforce
the link between
adaptation and
environment to show the
purpose of the
adaptation. Explain that
different kinds of cell
have different forms and
different functions. This
leads to the idea that the
form of different kinds of
cells is adapted to their
function.
Students study prepared slides
of some specialised human
cells. Students identify
adaptations within the cells.
Equipment: Prepared and
labelled slides of human cells
and tissues (Suitable slides
include: human sperm cells,
human egg cell, ciliated cells
lining the oviduct, microvillar
epithelial tissue of small
intestine.); light microscope
and light source, transparent
ruler or graticule.
2) Challenge students to
sketch the main features
of different kinds of cells
that have different
functions related to cell
structures with which
they are familiar.
Students should annotate
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Work with student to
think up a simple
mnemonic that will help
with remembering the
difference between
haploid and diploid,
such as HAploid cells
have HAlf the normal
chromosome number.
Using two sizes of sieve
with the same mesh to
show how quickly the
same amount of powder
(e.g. flour) can be
sieved through it. Make
the link between
surface area and rate of
absorption.
Digital: To follow
5
Biology
Spec points covered
Starter options
Practical activity
Teacher-led activity
Students examine live yoghurt
cultures to look for bacteria.
Even at the highest
magnifications, bacteria will
appear very small.
Write up A × 10n on the
board and explain how
standard form works.
Use arrows to illustrate
how the unit moves by
the number of times
shown by the power of
ten, both to the left and
right for positive and
negative powers.
their sketches to identify
the features that are
adaptations to their
function.
CB1d Inside
Bacteria
B1.1
B1.5
B1e Enzymes
and nutrition
B1.12
Explain how the sub-cellular
structures of eukaryotic and
prokaryotic cells are related
to their functions, including:
...
(c) bacteria - chromosomal
DNA, plasmid DNA, cell
membrane, ribosomes and
flagella.
Demonstrate an
understanding of the
relationship between
quantitative units, including
(a) milli (10-3), micro (10-6),
nano (10-9), pico (10-12)
Explain the importance of
enzymes as biological
1) Write the word
‘bacteria’ on the board.
Discuss with students the
sub-cellular structures
that they would expect to
find in bacterial cells.
2) Remind students that
both plant and animal
cells are described as
being eukaryotic because
they have nuclei.
Establish the idea that
eukaryotic cells contain
nuclei but prokaryotic
cells do not.
1) Show students a piece
of fruit that has started
Students should draw outlines
of any bacteria they can see.
Equipment: Live yoghurt
(liquid varieties are more
useful), sterile
toothpicks/cocktail sticks,
access to beaker of 1% Virkon
in which to dispose of used
toothpicks, light microscope,
microscope slide, coverslip,
water or methylene blue stain,
paper towel, gloves, pipette.
Optional: microscope with
×100 oil-immersion objective,
video camera and display,
non-live yoghurts.
Students investigate the action
on starch solution of amylase
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Digital resource: Cell
parts and functions
interactive
Demonstrate to
students how starch can
6
Biology
Spec points covered
catalysts in the synthesis of
carbohydrates, proteins and
lipids and their breakdown
into sugars, amino acids and
fatty acids and glycerol
B1.5
…
(b) calculations with numbers
written in standard form
Starter options
Practical activity
Teacher-led activity
to go soft due to decay
by a mould fungus.
Explain that the fungus is
growing through the fruit
with microscopic fungal
threads and 'eating' it.
Try to link the idea of
softness to digestion in
order to absorb small
food molecules, as in the
human gut.
from their own saliva or with
prepared amylase solution,
using the iodine test.
be synthesised from a
potato.
2) Ask students to work
in pairs or small groups
to write down as many
processes and reactions
as they can remember
that happen in living
organisms. Then ask
them to try to identify
those processes or
reactions where smaller
units are joined to make
something large, and
those that show where
something large is
broken down into smaller
units.
The starch/amylase mixture
with the iodine solution should
cause a change in colour from
yellow to blue-black. This
indicates the presence of
starch. As the amylase starts
to break down the starch, the
change in colour should reduce
until all the starch is broken
down and the colour of the
iodine returns to yellow.
Equipment: test tube
containing 5 cm3 1% starch
suspension, test tube
containing 1 cm3 1% amylase
solution (or 0.5% pancreatin
solution) or saliva collected
by student (see instructions
above), water bath at 30 °C
(or refer to instructions on
packaging if using bacterial
amylase), 5 cm3 syringe or
pipette, beaker of water for
washing pipette, eye
protection, iodine solution,
well tray (spotting tile).
Optional: if using saliva –
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Equipment: Mediumsized potato, knife,
pestle and mortar or
blender, bench
centrifuge and tubes,
water, iodine solution,
pipettes, 5 cm3 1%
glucose-1-phosphate
solution (prepared just
before the lesson and
stored in a fridge till
used), water bath at
25 °C, test tubes and
rack, well tray
(spotting tile).
Digital resource:
Starch and amylase
Presentation
7
Biology
Spec points covered
Starter options
Practical activity
Teacher-led activity
hypochlorite (bleach) solution
or 1% Virkon solution for
disinfection of equipment and
benches, small beaker or
other container for collecting
saliva, Benedict's solution,
water bath at 70 °C,
additional syringe or pipette.
B1f Enzyme
action
B1.7
Explain the mechanism of
enzyme action including the
active site and enzyme
specificity
B1.8
Explain how enzymes can be
denatured due to changes in
the shape of the active site
1) Explain that an egg
white is made up of
proteins. Boil an egg
white in a boiling tube.
Remove the solidified
white from the tube with
a spatula. Remind
students that enzymes
are proteins, and ask
them to suggest how
enzymes might be
affected by heat.
Equipment: Fresh egg,
boiling tube, boiling
water bath , tongs,
spatula.
2) Students work in
groups to write a 'story'
that will describe the role
of enzymes in digestion,
Students investigate the effect
of temperature on the time
taken for amylase to digest
starch.
The length of time for the
reaction to reach completion
(as indicated by the iodine
solution remaining yellow)
should change with
temperature.
Equipment: For each
temperature tested: test tube
containing 5 cm3 1% starch
suspension, test tube
containing 1 cm3 1% amylase
solution (or 0.5% pancreatin
solution) or saliva collected
by student, water bath at
appropriate temperature, 5
cm3 syringe or pipette,
beaker of water for washing
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Demonstrate that
enzymes are specific to
particular substrates by
testing a range of
enzymes on a range of
substrates. This could
be done by using the
separate enzymes found
in laundry detergents
(available from the
NCBE) on a range of
clothes 'stains' made
with a particular
substrate (e.g. cooking
oil (lipid), egg white
(protein), ketchup
(carbohydrate)) on a
piece of clean old cotton
fabric such as sheeting.
Equipment: cloths of
old white sheeting or
8
Biology
Spec points covered
Starter options
Practical activity
Teacher-led activity
such as 'Enzymes are
essential for the digestion
of food.'
pipette, eye protection, iodine
solution, well tray (spotting
tile).
similar, stained with a
range of substrates that
contain only one kind of
biological molecule
(each cloth should have
the same range of
stains, and there should
be one cloth for each
type of enzyme to be
used), range of
enzymes that have
different substrates
Optional: if using saliva –
hypochlorite (bleach) solution
or 1% Virkon solution for
disinfection of equipment and
benches, small beaker or
other container for collecting
saliva.
Digital resource:
Enzymes animation
B1g Enzymes
activity
B1.9
Explain the effects of
temperature, substrate
concentration and pH on
enzyme activity
B1.11
Demonstrate an
understanding of rate
calculations for enzyme
activity
B1.10
Investigate the factors that
affect enzyme activity
1) Cut an apple or pear
in half (slices of celeriac
also work well), and
sprinkle lemon juice over
the cut surface of one
half. Explain that cutting
the fruit breaks open
cells, releasing enzymes
that were inside. Ask
students to describe the
changes they see
happening, and try to
suggest a reason for any
differences between the
two halves
This practical investigates the
effect of pH on amylase, the
enzyme that catalyses the
breakdown of starch to smaller
sugar molecules. The iodine
test identifies the presence of
starch, but does not react with
sugar molecules
The optimum pH for human
salivary amylase is pH7. Other
amylases may vary from this
value, but there should be one
pH that clearly allows greater
enzyme activity than the
others.
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Use a suitable enzyme
and substrate such as
using catalase/hydrogen
peroxide and measure
the volume of oxygen
collected every 30 s for
5 minutes. Measure and
record the pH of the
enzyme/substrate
solution at the start of
the experiment.Record
the cumulative gas
volume over time, and
plot the values on a
graph of gas volume
against time
9
Biology
Spec points covered
Starter options
2) Ask how you would
tell from the results of
two experiments using
starch and amylase
which had the faster
rate. Students consider
what they would need to
know in order to
calculate the rate of the
reaction.
Practical activity
Teacher-led activity
Equipment: For each pH
tested: test tube containing 5
cm3 freshly made 1% starch
suspension (mix 5 g soluble
starch with a little cold water,
pour into 500 cm3 of boiling
water and stir well, then boil
until you have a clear
solution), test tube containing
1 cm3 1% amylase solution (or
0.5% pancreatin solution) or
saliva collected by student,
water bath at optimum
temperature for the enzyme
(e.g. 37 °C), buffer solution at
a set pH (see table above), 5
cm3 syringe or pipette, beaker
of water for washing pipette,
eye protection, 0.01 mol dm-3
iodine solution, well tray
(spotting tile).
Students should make
the link between the
rate of reaction slowing
down and the amount
of substrate left in the
solution decreasing.
Optional: if using saliva –
hypochlorite (bleach) solution
or 1% Virkon solution for
disinfection of equipment and
benches, small beaker or
other container for collecting
saliva.
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Equipment: hydrogen
peroxide solution (using
one of following
concentrations: 10, 15,
20, 25, 30 vol) in clean
brown bottle, 2-holed
bung with delivery tube
in one hole connected
to rubber tubing,
conical flask, large
syringe (at least 20
cm3), trough containing
water, 2 cm3 syringe,
50 cm3 or 100 cm3
measuring cylinder,
clamp stand and boss,
stopclock or stopwatch,
eye protection.
Digital: Substrate
concentration
presentation
10
Biology
Spec points covered
Starter options
Practical activity
Teacher-led activity
B1h
Transporting
substances
B1.15
Explain how substances are
transported by diffusion,
osmosis and active transport.
Calculate percentage gain
and loss of mass in osmosis
B1.16
Investigate osmosis in
potatoes
Students measures the
percentage change in mass of
strips of potato placed in
different concentrations of
solution. Using a coloured
sugar syrup, such as
blackcurrant squash, makes it
easier for students to see that
the solutions are of different
concentrations.
Demonstrate diffusion
and osmosis in the
small intestine using a
Visking tubing bag.
B1.17
Show students the
diffusion of potassium
manganate(VII) in water
by placing a crystal at
the bottom of a large
beaker of water. Ask
students to work in pairs
to discuss why the colour
disperses through the
water. Ask where in the
water the manganate is
most concentrated at the
start, and how
concentration of
manganate at any
particular point in the
water changes over time.
Use this to lead to a
definition of diffusion, as
the overall movement of
particles from where
there are more of them
(higher concentration) to
where there are fewer (a
lower concentration).
Equipment: Large
beaker of water,
potassium
manganate(VII) crystal,
tongs – alternatively
video of diffusion of
Students should find that the
potato strip in pure water
gains mass, while the rest lose
mass in relation to how much
water was in the solution (i.e.
the potato in the solution with
least water [100% solution]
loses most mass).
Equipment: Per group: 4
potato strips of identical size,
accurate balance, 4 boiling
tubes and rack (or beakers),
waterproof pen, 4 labelled
solutions containing different
amounts of water, forceps,
paper towels.
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Explain to students that
glucose and water
molecules are small
enough to cross the
membrane, but that
starch molecules are
not. Ask students to
work in pairs and use
that information to help
them predict whether
diffusion and osmosis
will occur over that
time, and in which
direction.
Digital: Osmosis
animation
11
Biology
Spec points covered
Starter options
Practical activity
potassium
manganate(VII) in water.
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Teacher-led activity
12
Chemistry
Spec points covered
Starter options
Practical activity
Teacher-led activity
C1a States of
matter
C2.1
In pairs, using paper or
mini-whiteboards,
students draw and write
what they already know
about the particles in the
three states of matter.
Groups feedback one or
more of their answers to
the class.
Students record the
temperature and appearance of
a molten test substance. The
temperature should decrease
rapidly until the substance
begins to solidify, at which
point the temperature should
remain constant. When the
substance has solidified, its
temperature should begin to
decrease again.
Demonstrate the
sublimation and
deposition of iodine.
Describe the arrangement,
movement and the relative
energy of particles in each of
the three states of matter:
solid, liquid and gas
C2.2
Recall the names used for the
interconversions between the
three states of matter,
recognising that these are
physical changes
C2.3
Explain the changes in
arrangement, movement and
energy of particles during
these interconversions
C2.4
Equipment: Eye protection,
stop clock, test tube rack.
Boiling tube containing the
molten test substance with a
thermometer.
Predict the physical state of a
substance under specified
conditions, given suitable data
(links to a Maths statement).
Boiling water is not hot
enough to melt or boil
the iodine, so why does
a vapour form and
crystals re-form?
Discuss the changes in
arrangement, closeness
and movement of the
particles in the two
state changes.
Equipment Eye
protection, iodine
(maximum 0.25 g),
stand, boss, clamp,
round-bottomed flask,
boiling tube, crushed
ice, mineral wool, large
beaker, kettle for hot
water.
Digital Changes of
state animation
C2a Mixtures
C3.1
Explain the differences
between a pure substance and
a mixture
1) Begin by displaying a
scanning tunnelling
electron microscope
Students record the melting
temperature of ice over time
and compare this with the
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Ensure that students
fully understand the
differences between
13
Chemistry
Spec points covered
C3.2
Interpret melting point data to
distinguish between pure
substances which have a sharp
melting point and mixtures
which melt over a range of
temperatures
Starter options
Practical activity
Teacher-led activity
image of some atoms as
students come in.
Challenge students to
write one sentence
indicating whether they
think the image shows a
pure substance or a
mixture, and explaining
how they can tell.
melting temperature of an ice–
salt mixture. Students should
observe that the temperature of
pure ice does not change as the
ice is melting, but the
temperature of the impure ice
does.
pure substances and
mixtures before moving
on to look at their
melting points.
2) Ask students to match
four materials (diamond,
nitrogen, ice and gold)
with their melting points
in °C (3550, -210, 0,
1063).
C2b Filtration
and crystalisation
C3.3
Explain the experimental
techniques for separation of
mixtures by
...
c
filtration
d
crystallisation
...
C0.6
Evaluate the risks in a practical
procedure and suggest suitable
precautions for a range of
practicals including those
mentioned in the specification
1) Hold up pieces of
apparatus and ask what
each one is. Ask students
to explain or show how
they would draw each
one as part of a diagram.
2) Find some examples
of pictures illustrating
filtration on the internet.
Pictures could include
filter feeders, chemical
filtration equipment and
Equipment: 250 cm3 beaker,
5 ice cubes, 100 g salt (NaCl),
thermometer or thermocouple
(ideally with a lower range to
−20°C), stop clock, mass
balance
Discuss with the class
what happens to the
physical arrangement
of particles during
melting. A reasonable
focus might be the
ordering of particles
and their separation.
Digital: Pure
substances and
mixtures video
The aim of the investigation is
to identify which of three
samples of rock salt contains
the largest quantity of salt.
Students should submit their
plan for approval before
carrying it out.
Equipment: Should include:
conical flask (250 cm3), filter
paper, filter funnel, beaker,
stirring rod, distilled water,
mortar and pestle, mass
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Demonstrate how to
heat to dryness safely.
Use the demonstration
to compare the crystal
sizes produced when
forming crystals quickly
using a Bunsen burner,
and those produced by
slow evaporation. To
demonstrate crystals
that have formed very
slowly you could use a
14
Chemistry
C2c Paper
chromatography
Spec points covered
Starter options
Practical activity
Teacher-led activity
vacuum filters. Challenge
students to spot the link
between the photos.
balance, rock salt, Bunsen
burner, tripod, evaporating
basin, gauze, tongs. Note only
one source of rock salt is
required (although if supplies
from different locations are
available they may be used). If
only one source of rock salt is
available grit may be added to
the source material in different
amounts, creating a range of
start rock salt materials.
pre-prepared sample
that has been left out
to evaporate
Using a crime scenario students
test different pens to see if one
of them could have been used
to write a 'poison pen' letter
and compare against
a chromatogram supposedly
made from ink extracted from
the letter.
Demonstrate to
students how to use
chromatography to
analyse mixtures of
amino acids.
C3.3
Explain the experimental
techniques for separation of
mixtures by
...
e
paper chromatography
1) Show a chromatogram
to the students and ask
them for keywords to
help describe how this
has been created.
C3.5
Describe paper
chromatography as the
separation of mixtures of
soluble substances by running
a solvent (mobile phase)
through the mixture on the
paper (the paper contains the
stationary phase), which
causes the substances to move
at different rates over the
paper
Equipment: Preprepared chromatogram
(made using filter paper,
scissors, small beaker,
water, coloured
sweet/ink/food colouring)
2) Show the students a
short video clip about the
use of chromatography in
identifying a forgery
(search for ‘CSI
Equipment: 250 ml beaker,
chromatography paper cut to
fit beaker and stapled to a
splint or attached to a pencil
or glass rod using paper clips,
four different black felt pens or
water-soluble marker pens,
labelled A to D. Selection of
four or more pens of one
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Digital: Sea salt
production video
Equipment: samples
of individual amino
acids; mixture of the
individual samples;
chromatography paper;
sticky tape; pencil;
melting point tubes (1
for each sample);
beaker with lid (large
enough to hold rolled
chromatography
paper); solvent
15
Chemistry
Spec points covered
Starter options
Practical activity
Teacher-led activity
C2.6
Interpret a paper
chromatogram
a
to distinguish between
pure and impure substances
b
to identify substances
by comparison with known
substances
c
to identify substances
by calculation and the use of rf
values (links to a Maths
statement).
chromatography’ on the
internet)
colour (blue or black) with
different combinations of dyes
in the ink, labelled Suspect 1,
Suspect 2 etc; pre-prepared
chromatogram made using
one of the pens, using the
same paper that students will
use; suitable solvent (see
above) if the pens to be tested
have permanent inks.
C3.7
Investigate the composition of
inks using simple … paper
chromatography
(mixture of butan-1-ol,
ethanoic acid and water
in the ratio 4:1:2 by
volume), ninhyrdin
spray (2% ninhydrin in
butan-1-ol), eye
protection, access to
fume cupboard, preprepared
chromatogram, preprepared
chromatogram sprayed
with ninhydrin and
baked.
NB The practical can be run
without the ‘poison pen’
scenario
Digital: to follow
C2d Distillation
C3.3
Explain the experimental
techniques for separation of
mixtures by
a simple distillation
b fractional distillation (links
to a Maths statement).
C0.6
Evaluate the risks in a practical
procedure and suggest suitable
precautions for a range of
practicals including those
mentioned in the specification
To follow
To follow
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To follow
16
Chemistry
C2e Drinking
water
Spec points covered
C3.7
Investigate the composition of
inks using simple distillation…
C3.4
Describe an appropriate
experimental technique to
separate a mixture, knowing
the properties of the
components of the mixture
C0.6
Evaluate the risks in a practical
procedure and suggest suitable
precautions for a range of
practicals including those
mentioned in the specification
C3.8
Describe how
a waste and ground water
can be made potable, including
the need for sedimentation,
filtration and chlorination
b sea water can be made
potable by using distillation
c water used in analysis must
not contain any dissolved salts
Starter options
Practical activity
Teacher-led activity
1) Students write down
ways in which tap water
is used.
Students use alum and filters to
clean dirty water.
Demonstrate a simple
solar still.
The water will become clearer
as particles form a sediment.
Ask students to identify
the hazards presented
by the simple
distillation of water and
how to control the
risks. Demonstrate
adding silver nitrate
solution to distilled
water, and to water
containing chloride
ions, to show the effect
of dissolved salts.
Discuss the reasons
why water used for
analysis should not
contain dissolved salts.
2) Show the class a
beaker (or photo) of
discoloured water, with
suspended fine particles
and pieces of floating
leaf. Students discuss
which separation
techniques they could
use to separate water
from the mixture, or to
remove contaminating
substances from the
water.
Equipment: Eye protection;
beaker, stirring rod, scissors,
plastic fizzy drinks bottle;
coarse gravel, fine gravel,
sharp sand; alum (aluminium
potassium sulfate(VI)-12water), spatula; dirty water,
e.g. produced by mixing soil
with water.
Equipment: Beaker of
discoloured water,
produced by mixing
some soil and leaves with
water.
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Equipment: eye
protection, 0.05 mol
dm–3 silver nitrate
solution, deionised
water, sodium chloride
solution, 2 × beakers.
Washing up bowl,
beaker, cling film, small
17
Chemistry
Spec points covered
Starter options
Practical activity
Teacher-led activity
weight, salty water.
Digital: Water
treatment interactive
C3a Atomic
structure
C1.1
Describe how the Dalton model
of an atom has changed
because of the discovery of
subatomic particles
C1.2
Describe the structure of an
atom as a nucleus containing
protons and neutrons,
surrounded by electrons in
shells
C1.3
C1.4
C1.5
Recall the relative charge and
relative mass of (links to a
Maths statement).
a a proton
b a neutron
c an electron
Write the word ‘atoms’ in
the centre of the board,
then write the words
'matter’, ‘elements’,
‘compounds’, ‘particles’,
‘structure’ and ‘John
Dalton’, around them in a
rough circle. Ask
students to write down
as many links as they
can between the term
‘atoms’ and the words
around it.
Ask students to use a variety of
resources to make an atomic
model. The model should be
three-dimensional and show the
arrangement of the subatomic
particles. Each group of
students should be asked to
produce models of a specific
element.
Students produce a range of
models representing the
nuclear atom and use it to
describe how Dalton’s atomic
model has changed.
Explain why atoms contain
equal numbers of protons and
electrons (links to a Maths
statement).
Describe the nucleus of an
atom as very small compared
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The following ideas
should be highlighted to
students:
The mass and charge of
the subatomic particles
are too small for
everyday use, so we
use relative masses and
charges.
The nucleus of an atom
is very small relative to
the atom, which is
mostly empty space.
Digital: Inside the
atom animation
18
Chemistry
Spec points covered
Starter options
Practical activity
Teacher-led activity
1) Students brainstorm
everything they know
about ‘elements and the
periodic table’
Students weigh samples, of
different elements, made up so
the masses of the samples will
be in the same proportions as
the masses of the atoms.
Display the nuclide
notation (AZSymbol)
for some simple atoms
on the board, and
initiate a class
discussion on how
models of the nuclei of
these atoms could be
made. Demonstrate
how the nuclei of some
of the atoms described
on the board can be
constructed using
polystyrene balls of
different colours (e.g.
red for protons and
green for neutrons) and
adhesive putty.
to the overall size of the atom
C3b Atomic mass
and numbers
C1.6
Recall that most of the mass of
an atom is concentrated in the
nucleus
C1.7
Recall the meaning of the term
mass number of an atom
(links to a Maths statement).
C1.8
C1.1
0
Describe atoms of a given
element as having the same
number of protons in the
nucleus and that this number
is unique to that element
Calculate the numbers of
protons, neutrons and
electrons in atoms given the
atomic number and mass
number (links to a Maths
statement).
2) Challenge students to
think up ways of telling
different atoms apart.
Students then use the data, for
carbon and magnesium, to
work out the ratios of the mass
numbers, and the masses of
samples, in their simplest form.
Students should conclude that
the ratios of the mass numbers
of the atoms of elements are
the same as the ratios of the
masses of their atoms.
Equipment: electronic balance
(at least accurate to +/- 0.1 g),
labelled containers, with sealed
lids, containing samples of four
elements: carbon (4.5g),
magnesium (9g), sulfur (12g)
and copper (24g)
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Equipment: coloured
polystyrene balls and
adhesive putty and
some prepared nuclei.
Digital: Protons,
neutrons and electrons
interactive activity
19
Chemistry
Spec points covered
Starter options
Practical activity
Teacher-led activity
C3c Isotopes
C1.9
Describe isotopes as different
atoms of the same element
containing the same number of
protons but different numbers
of neutrons in their nuclei
Calculate the numbers of
protons, neutrons and
electrons in atoms given the
atomic number and mass
number (links to a Maths
statement).
Give students six boxes
containing a set number of
heavy gauge washers (e.g. 1
box containing 2 washers, 3
boxes containing 4 washers and
2 boxes containing 6 washers).
Tell students the mass of the
empty boxes. Working in
groups, students measure the
masses of the boxes and work
out the mass of their contents.
Students then carry out
calculations on the relative
masses of the contents of the
boxes.
Using polystyrene balls
and sticky pads
demonstrate the
structure of the nuclei
of different isotopes of
lithium (6Li and 7Li).
C1.1
0
1) Write the following
terms on the board:
element, atom, nucleus,
protons, neutrons,
electrons and electron
shells. Ask students to
work in pairs to write one
sentence that contains all
the terms.
C1.1
1
C1.1
2
Explain how the existence of
isotopes results in some
relative atomic masses of
some elements not being
whole numbers
Calculate the relative atomic
mass of an element from the
relative masses and
abundances of its isotopes
(links to a Maths statement).
2) Show the students
five boxes, labelled with
different masses, in easy
whole numbers. E.g. box
A = 2 kg; box B = 4 kg;
box C = 6 kg; box D =
10 kg and box E = 15 kg.
Discuss the idea of
relative amounts with
students and how we can
calculate how much
greater or smaller one
thing is compared with
another.
Equipment: (per group)
electronic balance, 6 opaque
boxes, which are sealed but can
be opened, each containing a
set number of heavy gauge
washers (e.g. 1 box containing
2 washers, 3 boxes containing
4 washers and 2 boxes
containing 6 washers
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Using a balance
demonstrate to the
students that isotopes
of the same element
have different masses.
(Discuss why electrons
are removed/omitted
from the models)
Define the term
‘isotope’ and discuss
why they are still atoms
of the same element.
Digital: to follow
20
Physics
Spec points covered
Starter options
Practical activity
Teacher-led activity
P1a Vectors
and scalars
P1.1
1) Ask students to work
in groups to list 5 or 10
things we measure in
physics, e.g. time, length,
area, weight, speed. You
could also ask them to
identify the units for the
different quantities. Then
ask them to divide their
lists into quantities that
have a direction and
those that do not.
Students to build a 'marble run'
using Plasticine® on a ramp
and to measure the time it
takes for a marble to run down
different tracks. They are then
asked to consider the
differences between distance
and displacement, and between
speed and velocity.
2) Introduce the scenario
where Runner A starts at
one end of a 100 m track
and Runner B starts at
the opposite end. They
run towards each other.
Runner A covers 50 m in
10 seconds. Runner B
covers 50 m in 7
seconds. Explain that
movement has a direction
as well as a speed and
that quantities with a
direction as well as a size
are called vectors.
Equipment: ramp; clamp and
stand; Plasticine®; stopclock;
metre rule; string or tape
measure; marble
Place a small 50 ml
beaker inside a large
beaker (4 l) and fill the
large beaker with water
to near the top. Then
drop coins into the
small beaker. Some
coins will fall directly
into it downwards,
others will tumble or
follow curved paths
through the water and
miss the small beaker.
Elicit statements about
scalar and vector
quantities, and how
they can tell if one coin
is falling faster than
another.
P1.2
P1.3
P1.10
Explain the difference
between vector and scalar
quantities
Recall vector and scalar
quantities including:
(a) displacement / distance
(b) velocity / speed
(c) acceleration
(d) force
(e) weight / mass
(f) momentum
(g) energy
Recall that velocity is speed in
a stated direction
Recall some typical speeds
encountered in everyday
experience for wind and
sound, and for walking,
running, cycling and other
transportation systems
The marble will take longer to
run down a curved track.
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Equipment: 50 ml
beaker; large beaker
(e.g. 4 litres); water;
coins or counters that
will sink
Digital: Vector and
scalar video
21
Physics
Spec points covered
Starter options
Practical activity
Teacher-led activity
P1b
Distance/Time
graphs and
speed
P1.4
Recall and use the equations:
(a) (average) speed (metre
per second, m/s) = distance
(metre, m) / time (s)
(b) distance travelled
(metre, m) = average speed
(metre per second, m/s) x
time (s)
Students use stopwatches and
measuring tapes to investigate
their walking and running
speeds, use the echo method to
measure the speed of sound in
air, and use sensors and
dataloggers to measure the
speeds of sound in air and in a
solid.
P1.5
Analyse distance/time graphs
including determination of
speed from the gradient
Set up a ramp with a
small slope such that a
dynamics trolley will
accelerate down it, with
light gates at the top
and bottom. Fix a piece
of card vertically on a
dynamics trolley so that
it breaks the beam as it
passes through the
light gates.
P1.9
Describe a range of laboratory
methods for determining the
speeds of objects such as the
use of light gates
Draw a set of axes on the
board with time on the
horizontal axis and
distance on the vertical
axis. Tell students that a
car is moving at a
constant speed, and goes
'this far' (marked on the
graph) in 10 seconds. Ask
them how far it will go in
the next 10 seconds,
eliciting the idea that a
constant speed means
the same distance
covered in successive
time intervals. Ask them
to suggest where to plot
the next point on the
graph. Build up a
distance/time graph in
this way.
The speed of sound varies
should be approximately 340
m/s. The speed of sound in a
solid will depend on the
material used. For wood, the
speed will be between 3000 m/s
and 4000 m/s, depending on
the type of wood.
Equipment: Walking and
running: access to sports
hall/playground; measuring
tape; chalk or playground
cones/markers; stopwatch.
Speed of sound: access to
outdoor area facing a wall;
measuring tape, stopwatch,
microphone, datalogger,
Optional: clapper from PE
department
Speed of sound in solids: solid
to be tested (a wooden bench
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Start by running the
trolley down the ramp
and using the distance
between the light gates
and the times at which
it passed through them
to calculate the speed.
Then set up the light
gates at different points
down the ramp,
recording the speed at
each point. Elicit the
idea from students that
the speed changes as
the trolley travels down
the ramp, and that the
speed originally
calculated from light
gates at the top and
22
Physics
Spec points covered
Starter options
Practical activity
Teacher-led activity
is ideal, the longer the better);
small metal block (or other
suitable object to make a
sound in the solid); 2
'stethoscope' sound sensors
(such as those available from
Data Harvest)/microphones,
capable of detecting sound in
solids; datalogger. Optional:
pedometer; smartphone with
speed measuring app; GPS.
bottom is the average
speed.
Equipment: Ramp;
books or other objects
to prop up end of
ramp; 2 light gates
and data logger;
trolley with card fixed
vertically on top; block
of wood and G-clamp.
Digital: Motion graphs
animation
P1c
Acceleration
P1.6
P1.7
Recall and use the equation:
acceleration (metre per
second squared, m/s2) =
change in velocity (metre per
second, m/s) / time taken
(second, s)
a = (v-u)/t
Use the equation:
(final velocity )2
((metre/second)2, (m/s)2 –
(initial
velocity)2((metre/second)2,
(m/s)2) = 2 × acceleration
(metre per second squared,
Ask students to work in
groups to think about
how you work out
different quantities that
describe motion and the
units they are measured
in. Draw up a table with
headings ‘Quantity’,
‘Unit’, ‘How to work it
out’, and ‘Is it a vector?’.
Give one of the quantities
‘speed’, ‘velocity’,
‘acceleration’,
‘displacement’ and
‘distance’ to each group.
Students use light gates to
measure the acceleration of a
card in free fall. Students
should obtain a result of
approximately 10 m/s2.
Show students step by
step how to use the
formulas, including the
meaning of negative
values for acceleration.
Equipment: two light gates
(e.g PASCO Smart Timer
Photogate System ME-8932);
data logger; 10 cm long piece
of card weighted with Blutack; metre rule; clamps and
stand.
Digital: Acceleration
calculations
presentation
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23
Physics
Spec points covered
m/s2) × distance (metre, m)
v2 – u2 = 2 × a × x
P1d
Velocity/time
graphs
P1.11
Recall that the acceleration, g,
in free fall is 10 m/s2 and be
able to estimate the
magnitudes of everyday
accelerations
P1.8
Analyse velocity/time graphs
to:
a compare acceleration from
gradients qualitatively
b calculate the acceleration
from the gradient (for uniform
acceleration only)
c determine the distance
travelled using the area
between the graph line and
the time axis (for uniform
acceleration only)
Starter options
Practical activity
They write down how
each is measured or
calculated and its units
and decide if it is a vector
and why.
Optional: strobe light; video
camera/digital camera; golf
ball; metre rule.
On the board sketch two
distance/time graphs,
one with a horizontal line
and one with the line
sloping upwards. Label
the axes of each, and ask
the class what these
show (staying still,
moving at a steady
speed). Now change the
label on the vertical axis
to read ‘Velocity’. Ask
what the horizontal line
now shows. Elicit that this
means moving in a
particular direction at a
steady speed. Ask what
the sloping line now
shows. Elicit that this
Students use ticker timers and
tape to produce velocity/time
graphs for a trolley accelerating
down a ramp for two different
slopes.
Equipment: runway and
support, e.g. wood blocks (the
wooden board should be about
1.0–1.5 m long); dynamics
trolley (check that wheels are
free running); ticker-timer and
power supply (check tape is
under carbon disc if this
method is used); ticker-tape
(lengths of about 2 m or other
length consistent with length
of runway. Students can share
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Teacher-led activity
Explain why the
gradient and area
under a velocity/time
graph give the
acceleration and
distance respectively
Digital: Calculations
from graphs
presentation
24
Physics
P2a Resultant
forces
P2b Newton’s
First law
Spec points covered
P1.12
P1.12
Recall Newton’s first law and
use it in the following
situations:
a where the resultant force on
a body is zero i.e. the body is
moving at a constant velocity
or is at rest
b where the resultant force is
not zero i.e. the speed and/or
direction of the body changes
Recall Newton’s first law and
use it in the following
situations:
a where the resultant force on
a body is zero i.e. the body is
moving at a constant velocity
or is at rest
b where the resultant force is
not zero i.e. the speed and/or
Starter options
Practical activity
shows a steadily
increasing velocity –
acceleration.
runways); sticky tape;
scissors; plain paper; rulers
1) Students work in
groups to write down five
things they remember
about forces and their
effects.
Students investigate forces
acting on objects..
2) Have ready a large
beaker of water and a
foam or soft ball that will
float.Hold the ball in your
hand. Float the ball in the
water. Ask for volunteers
to come to the front of
the class and make a
sketch of the ball with
force arrows (equal and
opposite).
1) Fill a balloon with
helium and tether it to a
weight. Ask students to
work in pairs to describe
the forces on the balloon
while it is tethered, and
to describe what would
happen if the balloon is
released from the weight.
Equipment: wooden block with
hook for force meter; large
sheet of sandpaper; masses
(sufficient to give different
readings on force meter when
the block is dragged along
different surfaces); force meter;
string; large beaker of water;
two objects small enough to fit
in beaker, one of which should
float and one sink
Students work together in
groups of to apply multiple
forces to a block, work out the
resultant and predict its effect
on the movement of the block.
Students should determine that
when the total force on each
side is equal, the resultant is
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Teacher-led activity
Find images of objects
stationary and in
motion on the internet
or in books. Show them
to students, and ask
students to describe the
types of forces acting
on the objects and the
directions in which they
are acting.
Digital: Different forces
presentation
Set up a glider on an
air track with elastic
bands at both ends.
Show students the
apparatus without the
air on and ask them to
predict what will
happen if you push a
glider. Then explain
25
Physics
Spec points covered
Starter options
direction of the body changes
P1.16
P1.17
P2c Mass and
weight
P1.14
Explain that an object
moving in a circular orbit
at constant speed has a
changing velocity
(qualitative only)
Explain that for motion in a
circle there must be a
resultant force known as a
centripetal force that acts
towards the centre of the
circle
Recall and use the equation:
weight (newton, N) = mass
(kilogram, kg) x gravitational
field strength (newton per
kilogram, N/kg), W = m × g
Equipment: balloon
filled with helium; string;
weight
2) Ask students to
imagine that there was
no friction in the world.
Elicit the idea that
moving objects slow
down because of frictional
forces (or air or water
resistance), and without
these forces they would
continue to move at their
original speed.
1) Ask students to think
of as many ways as
possible in which they
could change their
weight. Possible
examples include: going
to the toilet; eating or
drinking; going into
space; going to the
Moon; going up a high
mountain. Elicit ideas
about the factors that
affect their weight.
2) Challenge students to
Practical activity
Teacher-led activity
zero and the block will not
move.
that air is blown out of
the holes in the track
and ask them to predict
the motion of the glider
with the air on.
Demonstrate what
happens, and get
students to explain it in
terms of friction.
Equipment: wooden block
about 10 cm × 10 cm × 2 cm;
6 screw eyes (to be fixed to
the block, 3 each side); 2
metre rules; string; 6
forcemeters (0–10 N) (It may
be necessary to adjust the
forcemeters to read 0 N when
held horizontally); eye
protection
Students are provided with a
selection of objects with their
masses marked on them. They
weigh the objects and draw a
scatter graph of weight against
mass. Students are asked to
draw a line of best fit and then
identify the type of correlation
shown by their graph, and
calculate the value of g from
the gradient of the line.
Equipment: Range of objects
of different masses, labelled
with their masses; balance or
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Equipment: Air track,
glider and blower
Digital: Acceleration
and deceleration video
Find images on the
internet of the Saturn V
rocket that launched
the Apollo spacecraft,
and also of the lunar
module ascent stage
taking off. The Saturn V
had a take-off mass of
nearly 3 million kg with
total engine thrust of
34 000 N on the first
stage. The mass of the
lunar module ascent
stage was
approximately 4700 kg
26
Physics
Spec points covered
Starter options
Practical activity
Teacher-led activity
work in pairs or small
groups to write down two
statements about mass
and weight that are true,
and one that is false.
forcemeter (range suitable for
weighing all the supplied
masses).
with a total thrust of
approximately 16 000
N.
Ask students to think of
as many reasons as
they can why the two
spacecraft are so
different.
Digital: Leaving the
Earth video
P2d
Acceleration
(Newton’s
Second law)
P1.13
P1.18
P1.15
Recall and use Newton's
second law as force (newton,
N) = mass (kilogram, kg) ×
acceleration (metre per
second squared, m/s2) F = m
×a
Explain that inertial mass is a
measure of how difficult it is
to change the velocity of an
object (including from rest)
and know that it is defined as
the ratio of force over
acceleration.
Investigate the relationship
between force, mass and
Demonstrate in front of
students that a heavy
object falls faster than
something light with
greater air resistance,
such as a feather. Ask for
students to suggest
reasons why they fall at
different rates.
Show a clip of the
astronaut Dave Scott
showing that a hammer
and a feather fell at the
same rate on the Moon
(or . Bring out the idea
that although the
Students use light gates to
investigate the effect of mass
on the acceleration of a trolley
Students should find that the
acceleration is inversely
proportional to mass
(encourage students to plot
acceleration against 1/mass to
check for inverse
proportionality). Students
investigating the effects of force
should find that acceleration is
proportional to force if a fixed
total mass is used.
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Use an airtrack setup,
two gliders and some
repelling magnets to
demonstrate F = m × a
and also to recap on
action and reaction
forces.
Using the simple mass
ratio of 2 :1, the glider
with twice the mass
flies off with half the
speed of the lighter
one.
Equipment: airtrack
and blower; 2 gliders; 2
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Physics
Spec points covered
acceleration
Starter options
Practical activity
Teacher-led activity
downwards force is
greater on a more
massive object, that
object also needs a
greater force to give it a
certain acceleration.
If sufficient light gates are not
available, students should mark
a measured length on the ramp
and use a stop clock to time
how long the trolley takes to
travel this distance. The
acceleration can then be
calculated using a = (v – u) / t
pieces of card 5.0 cm
wide; pair of disc
magnets; 2 light gates;
thread and sticky tape;
10 g masses and Blutack® (add masses and
Blu-tack® to one glider
to make its mass twice
that of the other);
means of recording
times through light
gates, e.g. a
millisecond timer or
datalogger plus
software (e.g. the
PASCO smart photogate
timer system); matches
Equipment: ramp and blocks;
pulley and string; stacking
masses and hangar; sticky
tape; card; Blu-tack® or
Plasticine®; 2 light gates; 2
clamps and stands; access to
balance; data logger (set up to
measure velocities from the
light gate readings and the time
between the two readings students will need to enter the
length of the card mounted on
their trolley); box of crumpled
newspaper.
P2e Newton’s
Third law
P1.19
Recall and apply Newton's
third law to equilibrium
situations.
P1.19
[Apply Newton's third law]
Set up a spring in a
clamp and stand with
mass hanging on the end.
Discuss the forces on the
mass (weight and the
Students use forcemeters
adjusted for horizontal use,
some lengths of string and a
mass hanger suspended over a
pulley to investigate forces on
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Find images of
equilibrium situations
from the internet, and
ask students to identify
the forces. Elicit
28
Physics
Spec points covered
to collision interactions
Starter options
Practical activity
Teacher-led activity
upwards force from the
spring) and elicit the idea
that the mass is not
moving because these
forces are balanced. Then
ask students to think
about why the spring is
pulling up – it is pulling
up because the mass is
pulling it down.
Introduce the term
'action-reaction' pairs.
interacting objects in an
equilibrium situation.
descriptions of both
action-reaction pairs
and balanced forces,
and ask students to
explain the difference.
Students should find that the
forces on all forcemeters are
the same. The pull of the 1.0 kg
mass on the forcemeter is 10 N
and the pull of the forcemeter is
also 10 N.
Digital: TBC
Equipment: masses and mass
hanger totalling 1.0 kg; pulley
fastened to the edge of the bench;
lengths of string; 3 forcemeters
(0−10 N) adjusted to read zero when
held horizontally; box of crumpled
newspaper
P2f Momentum
P1.19
[Apply Newton's third law] to
collision interactions and
relate it to the
conservation of momentum
in collisions.
P1.20
Recall and use the
equation: momentum
(kilogram metre per
second, kg m/s) = mass
(kilogram, kg) x velocity
Set up an air track
with two gliders. Show
them what happens
when they collide. Add
some mass to one of
the gliders.
Demonstrate, Add
more mass and
demonstrate again.
Students should be
able to see that the
Students use a runway and
trolley to make
measurements of a variety
of different trolley
movements from which they
calculate the momentum. If
carried out carefully, this
experiment conserves
momentum very accurately.
The similarity in the figures
for momentum before and
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Remind students that
the forces on the
colliding objects are
equal in size and in
opposite directions
(Newton's Third
Law). As the forces
only occur while the
two objects are in
contact, the forces
are also applied for
29
Physics
Spec points covered
(metre per second, m/s)
p=mxv
P1.21
Use Newton's second law
as: force (newton, N) =
change in momentum
(kilogram meter per
second, kg m/s) / time
(second, s) F = (mv –
mu)/t
Starter options
Practical activity
Teacher-led activity
greater the mass of
the second glider, the
more slowly it moves
after the collision.
Repeat the process
using changes in
velocity. Students
should conclude that
the behaviour of
objects after a collision
is linked to both mass
and velocity.
after collision can be
highlighted to show that
momentum is being
conserved in these
collisions.
the same time to
each object. Then
rearrange the
acceleration formula
to show that F × t =
(mv – mu), and as F
× t is the same for
both objects, then
the change in
momentum must be
the same for both.
Equipment: Frictioncompensated runway;
balance; trolley masses; 2
light gates with timers; 2
trolleys that join on
collision (magnets, Blutack®, Velcro®).
Equipment: Air track;
air supply/pump; 2
gliders.
P2g Stopping
distances
P1.22
P1.23
P1.24
Explain methods of measuring
human reaction times and
recall typical results
Recall that the stopping
distance of a vehicle is made
up of the sum of the thinking
distance and the braking
distance.
1) Display the Highway
Code’s chart of increasing
stopping distances with
speed. Ask students to
write down what they
think braking distance
and thinking distance
might be and how each
changes with the speed.
Explain that the stopping
distance of a vehicle is
affected by a range of factors
including:
2) Pose a set of questions
on speed limits for
students to discuss in
groups.
Students test reaction times.
Visual reaction times should be
of the order of about 0.2
seconds.
Equipment: Dropped ruler
method: metre ruler; Circuit
method: Single pole double
throw (SPDT) switch (or push
button switch with long leads);
push button switch; digital
timer (with external circuit
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Digital: Momentum
and Collisions
animation
Look at the Highway
Code stopping distance
chart in more detail.
Students should recall
that the stopping
distance does not
increase linearly with
speed.
You may also wish to
discuss the fact that
speed limits are not set
only on the basis of
stopping distances, but
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Physics
Spec points covered
Starter options
a) the mass of the vehicle
b) the speed of the vehicle
c) the driver's reaction time
d) the state of the vehicle's
brakes
e) the state of the road
f) the amount of friction
between the tyre and the road
surface.
P1.25
P2i Crash
Hazards
Practical activity
Teacher-led activity
connections); light bulb and
holder; battery or power pack;
connecting wires.
also because
pedestrians are far
more likely to survive
low-speed than higherspeed impacts.
Digital: Stopping
distances interactive
Describe the factors affecting
a driver’s reaction time
including drugs and
distractions
P1.26
Explain the dangers caused by
large decelerations…
P1.26
estimate the forces
involved [in large
decelerations] in typical
situations on a public road.
1) Ask students to
suggest different causes
of crashes. Ask them to
then think about what
determines the amount of
damage and what safety
features are built into
cars to mitigate dangers
to people.
2) Show students a video
on the internet showing
the landing of the Mars
Pathfinder probe or the
Spirit and Opportunity
landers. These missions
Students test different designs
of crumple zone on a dynamics
trolley.
The deformation of a piece of
Blu-tack® can be used to
indicate relative force.
However, much better
quantitative data will be
obtained if a force sensor is
used. Alternatively, a
smartphone that includes an
accelerometer can be used.
Students should find that the
presence of some kind of
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Show students two
statements and discuss
which of the two
statements is correct:
● If two vehicles, both
travelling at 60 mph,
collide head-on, the
crash is much worse
than a car travelling at
60 mph hitting a wall.
● It's only worse
because there are two
lots of people to be
injured and two cars to
be damaged. The forces
31
Physics
Spec points covered
Starter options
Practical activity
Teacher-led activity
used airbags to cushion
the final descent of the
probe. Ask students to try
to explain how the
airbags worked.
Encourage them to use
the words force and
acceleration or
momentum, in their
sentences.
crumple zone affects the impact
force.
on the car are just the
same.
Equipment: Model vehicle,
usually a dynamics trolley;
ramp; books or other objects to
prop up one end of the ramp;
barrier fastened to bottom of
ramp (e.g. block of wood and
G-clamp); light gate and data
logger; materials for building a
crumple zone, such as
cardboard or stiff paper, sticky
tape; Blu-tack®, or Plasticine;
eye protection
This question addresses
a common
misconception about
head-on collisions.
Discuss this with
students, and explain
why the second
statement is the correct
one.
There is a MythBusters
demonstration of this
(search for
‘Mythbusters car crash
force’) that can be
found on the internet.
Optional: masses; balance;
force sensor and data logger;
mobile phone with
accelerometer; video camera
or mobile phone with slow
video playback facility
Written by Mark Levesley, Penny Johnson, Sue Kearsey, Iain Brand, Nigel Saunders, John Ling and Steve Gray.
Some content is adapted from existing material originally authored by Ann Fullick, James de Winter, Sue Robilliard, Miles Hudson, and
Peter Ellis. Used with permission.
© Pearson Education Ltd 2015. Copying permitted for registered institution only. This material is not copyright free.