Objective: To Learn about Energy resources and issues surrounding their usage. Learning outcome: Core: level 4 List some environmental problems associated with burning fossil fuels. Identify the waste products of fossil fuels and nuclear fuel. Describe simple advantages and disadvantages of a variety of renewable energy resources. Challenge: level 6 Describe the effects of acid rain and climate change. Describe techniques to reduce the harmful products of burning fossil fuels. Compare a wide range of energy resources in terms of advantages and disadvantages.. Aspire: level 8 Evaluate methods of reducing damage caused by waste products of fossil fuels and nuclear fuels. Discuss in detail the problems associated with nuclear accidents and the public perception of nuclear safety. Evaluate the suitability of an energy resource for a range of scenarios, taking into account a wide range of factors.

Lesson Objective: To learn about energy stores, how changes can occur in these energy stores and the effect on the energy stores. Lesson Outcomes Core Level 4 State some examples of energy stores. State the processes that can transfer energy from one store to another. Identify changes in some energy stores using simple examples. Challenge Level 6 Describe a wide range of energy stores in different contexts. Describe changes in energy stores in terms of the process that causes the change. Use quantitative descriptions of changes in energy stores Aspire level 8 Describe the nature of energy stores in detail including the relationship between objects. Explain factors that affect the size of changes in energy stores. Represent energy changes graphically, accounting for changes in all stores.

Objective: To gain confidence in drawing distance VS time graphs Learning outcomes Core Level 4 Draw easy distance time graphs Challenge Level 6 Construct and interpret distance–time graphs Aspire Level 8 Calculate the speed from a distance vs time graph .

Core: level 4 Label the constituents of an atom (proton, neutron, and electron) on a diagram. Describe the interactions between positively and negatively charged objects. State that objects can become electrically charged by the action of frictional forces. Challenge: level 6 Compare the electrical properties of protons, neutrons, electrons, and ions. Use the concept of electric fields to explain why charged objects interact. Describe how objects become charged in terms of electron transfer. Aspire: level 8 Describe the shape of the field and lines of force around a point charge or charged sphere. Apply the concept of electric fields to explain in detail why the force between charged objects decreases with increasing distance. Explain why sparks can be produced

Objective: To learn bout power and how power lint to all that we have learnt about energy Learning Outcomes: Core: level 4 State the unit of power as the watt and kilowatt. With support, rank electrical appliances in order of power. Identify ‘wasted’ and ‘useful’ energy transfers in electrical devices. Challenge: level 6 Calculate the energy transferred by an electrical device. Calculate the efficiency of a device from power ratings. Find the wasted power of a device. Aspire: level 8 Compare the power ratings of devices using standard form. Apply the efficiency equation in a range of situations, including rearrangement of the equation. Combine the electrical power equation with other equations to solve complex problems.

Objective: To learn about energy required in every day life and where it comes from. Learning outcomes: Core: level 4 Identify which fuels are renewable and which are non-renewable. Identify activities that require large energy transfers. Describe biofuels as carbon neutral whereas fossil fuels are not.. Challenge: level 6 Outline the operation of a fossil fuel burning power station. Outline the operation of a nuclear power station. Explain why biofuels are considered carbon neutral. Aspire: level 8 Compare energy use from different sources and different societies from available data. Compare fossil fuels and nuclear fuels in terms of energy provided, waste, and pollution. Discuss some of the problems associated with biofuel use and production.

Objective: To learn about Path difference and Coherence. Learning Outcomes: Core: Distinguish between fringe patterns from monochromatic and white light Challenge: Explain path difference and coherence Aspire: Describe Youngs double slit experiment and calculate fringe spacing using data

Objective: To learn about Kinetic energy and elastic stores and what factors effect it. Learning Outcomes Core: level 4 State the factors that affect the size of a kinetic energy store of an object. State the factors that affect the elastic potential energy store of a spring. Describe energy changes involving elastic potential energy and kinetic energy stores. Challenge: level 6 Calculate the kinetic energy store of an object. Calculate the elastic potential energy store of a stretched spring. Investigate the relationship between the energy stored in a spring and the kinetic energy store of an object launched from it. Aspire: level 8 Perform calculations involving the rearrangement of the kinetic energy equation. Perform calculations involving the rearrangement of the elastic potential energy equation. Perform a wide range of calculations involving transfer of energy

Objective: To learn about Efficiency and how to improve it. Learning outcome Core: level 4 Describe an efficient transfer as one that transfers more energy by a useful process. State that the efficiency of an energy transfer is always less than 100%. Calculate the efficiency of a simple energy transfer. Challenge: level 6 Calculate the efficiency of a range of energy transfers. Use the law of conservation of energy to explain why efficiency can never be greater than 100%. Investigate the efficiency of a motor. Aspire: level 8 Use a wide range of energy stores and physical processes to decide on wasted and useful energy transfers. Apply the concept of energy dissipation in a wide range of scenarios. Evaluate in detail an experiment to measure the frictional forces acting on an object.

Objective: To learn about the principle of superposition of waves and the formation of stationary waves Core: Explain what is meant by a stationary wave. Describe the formation of a stationary wave by two waves of the same frequency travelling in opposite directions. Challenge: Use graphs to demonstrate the formation of standing waves. Define the terms node and antinode. Aspire: Calculate the frequency of the first harmonic produced by a stationary wave on a string. Describe the formation of standing waves produced by microwaves and sound waves

Objective: To learn more about Simple harmonic motion (SHM) and how it is represented Graphically Core: Recall the condition for SHM a ∝ − x Analysis of characteristics of simple harmonic motion (SHM). Aspire: Solve problems using the equations of SHM graphically and algebraically

Objective: To learn more about Simple harmonic Systems like the pendulum and the mass spring system and their link to Circular motion Core: Recall the condition for SHM a ∝ − x Analysis of characteristics of simple harmonic motion (SHM). Evaluate graphically the graphs of displacement, velocity and acceleration of SHM Challenge: Compare and contrast the motion of a pendulum and Mass spring to that of circular motion and SHM Aspire: Solve problems using the equations of SHM graphically and algebraically

Lesson Objective To learn about Simple harmonic motion (SHM) and its link to circular motion Lesson Outcomes Core: Recall the condition for SHM a ∝ − x Challenge: Analysis of characteristics of simple harmonic motion (SHM). Aspire: Solve problems using the equations of SHM

Lesson Objective To learn about transverse waves and polarisation Lesson Outcome Core: Recall that all EM Waves are transverse waves. And that they travel at the same speed in a vacuum. Challenge: Describe the polarisation of light Aspire: Describe applications of the polarisation of light

Objective: To learn about the principle of superposition of waves and the formation of stationary waves Core: Explain what is meant by a stationary wave. Describe the formation of a stationary wave by two waves of the same frequency travelling in opposite directions. Challenge: Use graphs to demonstrate the formation of standing waves. Define the terms node and antinode. Aspire: Calculate the frequency of the first harmonic produced by a stationary wave on a string. Describe the formation of standing waves produced by microwaves and sound waves

Objective: To learn about distance time graphs and how to interpret them. Lesson outcomes Core Level 4 Explain the difference between speed and velocity Challenge Level 6 Construct and interpret distance–time graphs for an object moving in a straight line when the body is stationary or moving with a constant speed. Aspire Level 8 Use the equation to calculate acceleration and retrieve information from the graph

Objective: To learn about Gravitational potential energy and what factors effect it. Core: level 4 State the factors that affect the change in the gravitational potential energy store of a system. Calculate the gravitational potential energy store of a system using the weight of an object and its height. Measure the gravitational potential energy store changes in a system with a simple practical activity. Challenge: level 6 Describe the effect of a different gravitational field strength on the gravitational potential energy store changes of a system. Calculate the gravitational potential energy store of a system using the mass, gravitational field strength, and height. Describe energy changes that involve a heating effect as opposed to movement of an object. Aspire: level 8 Perform calculations using rearrangements of the gravitational potential energy store equations. Apply the gravitational potential energy store equations in a wide range of contexts. Account for all changes of energy during falls or increases in height, including heating effects..

Objective: To learn about how forces occur in pairs and the effects they have on objects Core Describe how forces occur in pairs, acting on different objects. Challenge Explain the term ‘resultant force’ and be able to determine the result of opposite or parallel forces acting in a straight line Aspire Explain the effect of the resultant force acting on both stationary objects and moving objects

Objective: To learn about energy changes in closed systems and that energy can not be created or destroyed on transferred. Lesson Outcomes Core Level 4 State that energy is conserved in any transfer. State that energy is dissipated (is no longer useful) when it heats the environment. Investigate the energy transfers in a pendulum and a bungee. Challenge Level 6 Apply the law of conservation of energy in straightforward situations. Describe the changes in energy stores explaining why energy ceases to be useful. Describe the energy changes in a range of experiments and account for energy dissipation to the surroundings. Aspire Level 8 Apply the law of conservation of energy to explain why forces cause heating effects. Describe closed systems and the changes to energy stores within them using the principle of conservation energy. Evaluate in detail experiments to investigate energy changes.

Lesson Objectives Objective: To learn the basic structure of waves, the associated equations and terminology Lesson Outcomes Core: Define the terms frequency, period, amplitude and wavelength of a wave. Challenge: Explain what is meant by phase and phase difference. Aspire: Use the equation c= fL in calculations