The Science department at Bishop Justus aims to ensure every child is able to understand and critically evaluate any scientific problem they may be faced with in an ever-changing, modern world. Through the courses that we offer, we seek to provide an inspiring range of experiences both in and outside the classroom. The goal of these experiences is to spark interest in pursuing Science further, both in education and life.
Updated VCM details will be available from 18/01/24
Year 11
Term 1
What?
- Define and describes difference between transverse and longitudinal waves links to energy stores/transfers from year 9. Challenge – describe wave motion in terms of amplitude, wavelength, frequency and period; including diagram/graphical interpretation.
- Calculating the period, frequency, wavelength, and speed of a wave using problem solving and maths skills to apply and rearrange equations. Challenge – rearranging and combining use of equations to solve 5/6 mark questions. Deriving the wave speed equation by linking definitions to speed, distance and time calculations from the Forces topic studied previously.
- Required practical for wave speed; make observations to identify the suitability of apparatus to measure the frequency, wavelength and speed of waves in a ripple tank and waves in a solid and take appropriate measurements Challenge – use of specific terminology to answer 6-mark method questions.
- Required practical for infrared radiation; investigating how the amount absorbed or radiated by a surface depends on the nature of that surface, previously visited within the Energy topic whereby radiation is stated as a transfer of energy that can take place in a vacuum. Challenge – linking surface area to explanations on increased rates of absorption/emission with matt surfaces.
- Give examples that illustrate the transfer of energy by electromagnetic waves, with brief explanations why each type of electromagnetic wave is suitable for the practical application. Links back to hazards of radiation exposure and production of gamma rays from Atomic Structure unit studied in year 10. Challenge – describing how radio waves are produced and absorbed. Draw conclusions from given data about the risks and consequences of exposure to radiation.
- Construct ray diagrams to illustrate the refraction of a wave at the boundary between two different media, links to previous units (Particle Model and Forces) with regards to understanding of terms density and speed/velocity. Challenge – use wave front diagrams to explain refraction in terms of the change of speed that happens when a wave travels from one medium to a different medium.
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Why?
- Understanding the key features of waves prepares students for studying triple physics content within the Space Physics topic in year 11, as students must appreciate how changes in wavelength and frequency of a light emitted from galaxies can be used as evidence for the Big Bang Theory, via the phenomena of red shift.
- Students must be aware of how and why refraction occurs at a boundary between different media before they study optics in year 12 and the use of lenses within telescopes as part of the Astrophysics unit in year 13.
- Whilst waves could be taught earlier in the course, to stretch the most able it’s useful to teach after Forces so students can make connections between their previous work on speed, distance and time when relating to new terminology such as wave speed, wavelength and frequency.
- Practise rearranging equations step by step will help re-enforce key skills learned in maths and prepare students for continued application of this within all subsequent physics units (apart from Space Physics).
Wave behaviour is common in both natural and man-made systems. Waves carry energy from one place to another and can also carry information. Designing comfortable and safe structures such as bridges, houses and music performance halls requires an understanding of mechanical waves. Modern technologies such as imaging and communication systems show how we can make the most of electromagnetic waves.
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How?
Core knowledge:
- Define and state examples of transverse and longitudinal waves.
- Explain refraction in terms of changes in wave speed at a boundary.
- Explain why dark matt surfaces are better absorbers/radiators of infrared radiation.
- Perform various calculations; rearranging and applying equations for wave speed and time period.
- Identify in order of increasing/decreasing frequency or wavelength the 7 parts of the electromagnetic spectrum stating examples of their applications and the hazards associated with ionising radiation i.e. UV, X-rays and gamma radiation.
Lessons to be differentiated in terms of level of challenge in order to support/stretch pupils including those with SEND. Use of structured worksheets for calculations when delivering equation-based lessons and extension questions provided. Pupil pairing for completion of practical work, making use of seating plan and checklists to support learners with additional needs.
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How well?
Because they can… identify and categorise different types of wave including those belonging to the electromagnetic spectrum. Understand definitions so that they can determine the amplitude, period, frequency, wavelength and speed of a wave from diagrams/graphs.
What should they be able to know?
How waves behave at boundaries between different media and how to illustrate this with (and interpret) ray diagrams.
What should they be able to do?
Learning checkpoints and assessment:
Mid-topic test and end of unit assessment. 1-10 quizzes used regularly to improve recall. Diagnostic multiple-choice quiz given prior to end of unit test to support planning of a targeted revision lesson. Seneca assignment set for revision.
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Where next?
The fundamental principles covered within this topic are explored further when triple physics students study the Doppler effect and red shift in Space Physics, at the end of year 11. This topic also feeds directly into the year 12 waves topic including optics studied in year 12 whereby stationary waves on a string and refraction are explored in greater detail. In more general terms, the principle of oscillations helps prepare students for year 13 content on Simple Harmonic Motion and interpretation of waves represented graphically within a variety of topics including Magnetic Fields and Astrophysics.
