Year 10 Physics Learning Cycle 3 Overview
How objects behave can always be predicted
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1
Hypothesis 2
How do objects fall?
Falling objects travel with a constant velocity
An objects terminal velocity is dependent on its weight
Line of enquiry 2:
Hypothesis 3
Hypothesis 4
How do objects stretch?
Forces can only change the velocity of objects
A springs stretch is dependent on the force applied
Line of enquiry 3:
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
How can forces and energy be linked?
Work done is a measure of energy
Gravitational potential energy is easily destroyed
Momentum makes objects easier to stop
Momentum is conserved
Week 1
Week 1
Week 1/2
Year 10 Physics | Learning Cycle 2 | Medium Term Plan | Science 2015/16
How objects behave can always be predicted
Line of enquiry two: How are waves different to each other?
Intentions for learning from AQA GCSE specification:
In this line of enquiry pupils should understand that:

Waves transfer energy.

Waves may be either transverse or longitudinal.

All types of electromagnetic waves travel at the same speed
through a vacuum (space).

Electromagnetic waves form a continuous spectrum.

The order of electromagnetic radiation

Longitudinal waves show areas of compression and rarefaction

Waves can be reflected, refracted and diffracted.

The terms frequency, wavelength and amplitude.

All waves obey the wave equation

Radio waves, microwaves, infrared and visible light can be used
for communication.

The normal is a construction line perpendicular to the
reflecting surface at the point of incidence.

The angle of incidence is equal to the angle of reflection.

The image produced in a plane mirror is virtual.

Sound waves are longitudinal waves and cause vibrations in a
medium, which are detected as sound.

The pitch of a sound is determined by its frequency and
loudness by its amplitude.

Echoes are reflections of sounds.
Lesson 3: All waves can be bounced back
Lesson 1: All waves are the same
Lesson 2: Electromagnetic waves all travel at the same speed
Key words: longitudinal, transverse, wavelength, frequency
Key words: vacuum
Learning Intentions:
Students should develop an understanding that:
 There are two types of wave which both carry energy
 All waves can be measured using ideas of frequency and
wavelength to calculate wave speed
Learning Intentions:
Students should develop an understanding that:
 Electromagnetic waves are transverse waves
 Electromagnetic waves increase in energy and frequency as
you go along the spectrum
Success Criteria:
 Recall the two types of wave
 Describe the differences between the two types of wave
 Measure wavelength, and frequency for different waves
 Calculate the speed of a wave using the wave equation
Success Criteria:
 Recall the names of the electromagnetic spectrum in order
 Describe what each part of the electromagnetic spectrum
could be used for
 Describe how electromagnetic waves are different to each
other
 Describe how electromagnetic waves are similar to each other
Lesson 4: Virtual reality exists in mirrors
Lesson 5: Sound can’t be reflected
Key words: reflection, refraction, diffraction
Key words: normal, incidence, reflection, virtual
Key words: longitudinal, amplitude, frequency, pitch, volume
Learning Intentions:
Students should develop an understanding that:
 All waves can reflect, refract and diffract
Learning Intentions:
Students should develop an understanding that:
 Reflection follows specific laws to do with angles
 Reflected images in mirrors are virtual
Learning Intentions:
Students should develop an understanding that:
 Sounds are controlled by a combination of frequency and
amplitude
 Echoes are just reflections of sound
Success Criteria:
 Recall what the three terms mean
 Describe when diffraction is maximised
 Investigate how waves refract
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details: Peer assessed exam questions
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details: Peer assessed calculations & diagrams
Success Criteria:
 Measure the angles of incidence and reflection accurately
 Describe how the angle of reflection and incidence are related
mathematically
 Explain what is meant by virtual image
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details: Peer assessed practical skills
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details: Teacher assessed exam questions
Success Criteria:
 Describe how sound waves travel differently to light waves
 Recall the meaning of amplitude
 Explain how sound waves can be changed in pitch
 Explain how sound waves can be changed in volume
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details: Teacher assessed exam question
Year 10 Physics | Learning Cycle 2 | Medium Term Plan | Science 2015/16
How objects behave can always be predicted
Line of enquiry two: How do waves change at speed?
Intentions for learning from AQA GCSE specification:
In this line of enquiry pupils:

If a wave source is moving relative to an observer there will be
a change in the observed wavelength and frequency. This is
known as the Doppler effect.

There is an observed increase in the wavelength of light from
most distant galaxies. The further away the galaxies are, the
faster they are moving, and the bigger the observed increase in
wavelength. This effect is called red-shift.

How the observed red-shift provides evidence that the
universe is expanding and supports the ‘Big Bang’ theory (that
the universe began from a very small initial point).

Cosmic microwave background radiation (CMBR) is a form of
electromagnetic radiation filling the universe. It comes from
radiation that was present shortly after the beginning of the
universe.

The ‘Big Bang’ theory is currently the only theory that can
explain the existence of CMBR.
Lesson 8: There is lots of evidence for the ‘Big Bang’ theory
Key words: big bang, CMBR,
Learning Intentions:
Students should develop an understanding that:
 There are two bits of evidence for the big bang
Success Criteria:
 Recall what the big bang theory is
 Explain how redshift provides evidence for the big bang theory
 Explain how CMBR provides evidence for the big bang theory
 Evaluate why scientists believe the big bang theory to be true
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Teacher assessed exam questions
Lesson 6: Cars change pitch based on direction
Lesson 7: Galaxies moving towards the Milkyway appear blue
Key words: Doppler effect
Key words: redshift
Learning Intentions:
Students should develop an understanding that:
 Wavelength changes when wave sources are moving
Learning Intentions:
Students should develop an understanding that:
 Redshift causes galaxies to appear red
Success Criteria:
 Recall how wavelengths are stretched out when objects move
away from you
 Recall how wavelengths are compressed when objects move
towards you
 Describe how these changes in wavelength affect both sound
and light
Success Criteria:
 Explain why all galaxies appear red
 Evaluate why some galaxies may appear more red than others
 Explain why galaxies furthest away are the most red
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Peer assessment of Doppler effect explanations
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Teacher assessed exam questions