Physics in England, and where every proposed lecture fits

EN-U1 · Energy stores and transfers

8463 §§4.1.1.1 / 8464 §§6.1.1.1

EN-01 · EN-U1 · Planned

Where energy is stored

ScopeShared
Difficulty1 / 4 · proposed
Time20–25 min · estimated
StatusPlanned

Learning objectives

Identify the stores that change in five situations; define a system and justify its boundary.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.1.

Needs firstPreflight P0

Explanation

Choose a system before naming stores. A lifted load and Earth interact gravitationally; a moving cart has kinetic energy. A battery supplies energy from its chemical store. The same object can participate in several stores, and only changes matter in a transfer account.

Concepts, equations and units: Chemical, kinetic, thermal/internal, gravitational, elastic, magnetic, electrostatic and nuclear stores; energy E in J. No new equation.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict which stores change when a weight rises, cart moves, spring stretches or battery powers a heater; reveal before/after diagrams.

Planned learner game exercise

Inspect weights, carts, springs and batteries; place store labels on the relevant object or interacting system.

Independent practice

Explain a kettle and upward-thrown ball with before/after store diagrams.

Original practice example · Shared

A battery powers a lamp. Name a store that decreases and two places energy ends up.

Show working and model answer

Working / reasoning

The battery chemical store decreases; energy transfers electrically to the lamp and then by radiation/heating to surroundings.

Answer

Battery chemical energy decreases; lamp and surroundings gain internal energy, with radiation transferring energy outward.

Exit check and success criteria

Correct four of five store assignments and state a defensible system boundary.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Electricity, light and sound are not energy stores; energy is not a material fluid.

Practical preparation

Optional low-risk demonstrations; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.1.1.1,4.1.2.1 / 8464 §§6.1.1.1,6.1.2.1

EN-02 · EN-U1 · Planned

Transfer pathways

ScopeShared
Difficulty1 / 4 · proposed
Time20–25 min · estimated
StatusPlanned

Learning objectives

Distinguish storage from transfer; trace two complete transfers through a device.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6,4.1.

Needs firstEN-01

Explanation

Stores describe how energy is associated with a system before and after a change. Pathways describe how it crosses between systems. A motor does mechanical work on a load; a circuit does electrical work on a heater. Radiation transfers energy from an emitting source to an absorber.

Concepts, equations and units: Mechanical work, electrical work, heating and radiation pathways; J. Sound can transfer energy by waves.

Prediction, demonstration and game exercise

Predict, observe, explain

Show a lift, lamp and heater; add arrows only while transfer occurs; explain heating as transfer caused by temperature difference.

Planned learner game exercise

Connect labelled arrows between stores through a lift, lamp and heater; include surroundings.

Independent practice

Write two short causal explanations and identify where the battery chemical store decreases.

Original practice example · Shared

A battery drives a motor lifting a load. Trace the useful transfer.

Show working and model answer

Working / reasoning

Chemical store of battery → electrical work to motor → mechanical work → gravitational store of load–Earth system.

Answer

The useful endpoint is an increased gravitational energy store; surroundings also gain dissipated energy.

Exit check and success criteria

Two accurate transfer chains with both endpoints and a valid pathway.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

A lamp does not store light energy; energy transfer is not charge transfer.

Practical preparation

Optional battery lamp/heater observation; safe school equipment.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.1.2.1 / 8464 §§6.1.2.1

EN-03 · EN-U1 · Planned

Conservation and dissipation

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Account for total energy in a closed system; explain dissipation and lubrication.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.2,3.6; MS1c.

Needs firstEN-02

Explanation

A complete closed-system account includes the track and surrounding air, not just the cart. Friction reduces the cart’s mechanical energy while increasing internal energy elsewhere. Dissipation spreads energy into less useful stores; it does not violate conservation.

Concepts, equations and units: Energy balance in J; E_before = E_after for the specified closed system; dissipated energy remains stored less usefully.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict a frictionless/frictional ramp comparison; reveal cart plus track plus surroundings accounting.

Planned learner game exercise

Run carts on selectable surfaces; complete a 100 J ledger for kinetic, thermal and other transfers.

Independent practice

Repair an incomplete Sankey-style diagram; explain the effect of lubrication.

Original practice example · Shared

A cart starts with 100 J of GPE and ends with 65 J of KE. Account for the difference in a closed cart–track–surroundings system.

Show working and model answer

Working / reasoning

100 − 65 = 35 J. Include internal energy and any other outgoing pathway destinations inside the chosen system.

Answer

35 J is redistributed into other stores, chiefly internal energy in this model; total remains 100 J.

Exit check and success criteria

Ledger totals balance and explanation names the surroundings rather than destroying energy.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Wasted energy disappears; a stopped cart has no energy; conservation guarantees useful recovery.

Practical preparation

Optional ramp comparison; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

EN-U2 · Measuring energy and power

8463 §§4.1.1.2 / 8464 §§6.1.1.2

EN-04 · EN-U2 · Planned

Gravitational potential energy

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate changes in GPE; predict proportional effects of mass and vertical height.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS4.3–4.6; MS1c,3b,3c,4c.

Needs firstEN-03; P0 mass/units

Explanation

GPE change depends on vertical height change and the local gravitational field. Two paths to the same height give the same gravitational energy change, although friction may require additional input work on the longer path.

Concepts, equations and units: ΔE_p = mgΔh; E in J, m in kg, g in N/kg, vertical h in m; g supplied.

Prediction, demonstration and game exercise

Predict, observe, explain

Lift equal and unequal masses on two routes ending at the same height; compare the energy changes.

Planned learner game exercise

Set load mass and lift height to deliver a target GPE gain; choose a reference level.

Independent practice

Solve three conversions/rearrangements; graph E_p against h at fixed m and g.

Original practice example · Shared

A 2 kg load rises 3 m. Use g = 10 N/kg. Find its GPE gain.

Show working and model answer

Working / reasoning

ΔE_p = mgΔh = 2 × 10 × 3.

Answer

60 J.

Exit check and success criteria

At least two of three calculations correct with units and use vertical height.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

GPE belongs only to the object; ramp length replaces vertical height; g is mass.

Practical preparation

Optional ramp/lifting energy investigation, AT1.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.1.1.2 / 8464 §§6.1.1.2

EN-05 · EN-U2 · Planned

Kinetic energy

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate KE and infer square-law speed effects; explain energy changes in acceleration and impact.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.5; MS3b,3c,4a.

Needs firstEN-04; P0 squares

Explanation

Kinetic energy grows linearly with mass but with the square of speed. If speed doubles while mass stays fixed, KE becomes four times greater. In braking, this energy transfers into the internal energy of brakes and surroundings.

Concepts, equations and units: E_k = ½mv²; J, kg, m/s.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare carts at v and 2v with equal mass; measure model speed and reveal energies.

Planned learner game exercise

Tune mass and speed to a target energy; stop the cart in an absorber and account for the transfer.

Independent practice

Three KE questions, one solving for speed; compare E_k–v and E_k–v² plots.

Original practice example · Shared

A 4 kg cart travels at 3 m/s. Find its KE, then its KE at 6 m/s.

Show working and model answer

Working / reasoning

½ × 4 × 3² = 18 J; ½ × 4 × 6² = 72 J.

Answer

18 J and 72 J; doubling speed gives fourfold KE.

Exit check and success criteria

Two numerical answers correct and doubling speed identified as fourfold KE.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Doubling speed doubles KE; an impact destroys energy.

Practical preparation

Optional cart/light-gate data, AT1,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.1.1.2,4.5.3 / 8464 §§6.1.1.2,6.5.3

EN-06 · EN-U2 · Planned

Elastic energy

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate elastic energy within the proportional range; distinguish extension from total spring length.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.5; MS3c.

Needs firstEN-05; P0 squares

Explanation

Extension is the change from the spring’s unloaded length. The elastic-energy equation used here assumes the proportional range, so a spring cannot be treated as an unlimited energy store obeying the same rule at every stretch.

Concepts, equations and units: E_e = ½ke²; J; k in N/m, e in m. Equation conditional on proportional behaviour.

Prediction, demonstration and game exercise

Predict, observe, explain

Stretch/compress springs with different stiffness; mark original length and linear limit.

Planned learner game exercise

Choose k and extension to store a safe target energy; reject model settings beyond the stated validity range.

Independent practice

Calculate three energies and predict the effect of doubling extension; connect to force data later in FM-05.

Original practice example · Shared

A spring has k = 200 N/m and extension 0.10 m within its proportional range. Find stored energy.

Show working and model answer

Working / reasoning

E_e = ½ke² = ½ × 200 × 0.10².

Answer

1.0 J.

Exit check and success criteria

Two calculations correct, extension measured correctly and validity condition stated.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Use total length; all springs obey the formula for every extension.

Practical preparation

Preparation bridge to RP-P6/RP-C18 in FM-05; not completion here.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.1.1.4,4.5.2 / 8464 §§6.1.1.4,6.5.2

EN-07 · EN-U2 · Planned

Work and power

ScopeShared
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate mechanical work and power; compare machines doing equal work in different times.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS4.2–4.6; MS3b,3c.

Needs firstEN-04–06

Explanation

Work is energy transferred when a force causes displacement along its line of action. Power compares the rate of transfer. Two motors can do equal work while having different powers if their operating times differ.

Concepts, equations and units: W_work = Fs along force direction; P=E/t=W_work/t; J, N, m, s, W; 1 W=1 J/s.

Prediction, demonstration and game exercise

Predict, observe, explain

Two machines lift the same load; predict which is more powerful before timing them.

Planned learner game exercise

Configure a lifting machine to meet energy and time targets; maintain a ledger including friction.

Independent practice

Three work/power questions, including a rearrangement; explain why holding a stationary load does no mechanical work on it.

Original practice example · Shared

A motor lifts against 50 N through 2 m in 4 s. Find work and useful power.

Show working and model answer

Working / reasoning

W_work = Fs = 50 × 2 = 100 J; P = W_work/t = 100/4.

Answer

100 J and 25 W.

Exit check and success criteria

Two calculations with units and a correct equal-work/different-time comparison.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Power means total energy; weight W and work W have the same meaning; effort without displacement is work on the load.

Practical preparation

Optional load-lifting measurements, AT1,2,5.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

EN-U3 · Heating and efficiency

8463 §§4.1.1.3,4.3.2.2 / 8464 §§6.1.1.3,6.3.2.2

EN-08 · EN-U3 · Planned

Specific heat capacity

ScopeShared
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Calculate thermal energy changes; design and evaluate a method for estimating c.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS2.1–2.7,3.1–3.8; MS2a,2b,3b,3c.

Needs firstEN-07

Explanation

Specific heat capacity compares the energy needed for equal mass and temperature change. A heater’s total supplied energy may partly warm the apparatus or escape to the surroundings. Treating all input as sample heating can bias an estimate of c upward.

Concepts, equations and units: ΔE=mcΔθ; J, kg, c in J/(kg °C), Δθ in °C; E_input=Pt for heater input, with possible losses.

Prediction, demonstration and game exercise

Predict, observe, explain

Heat equal masses with equal model input; show temperature traces, sensor resolution and heat loss.

Planned learner game exercise

Select heater, balance, thermometer and timer; collect repeated datasets and estimate c.

Independent practice

Calculate c; plot temperature rise against supplied energy; identify a systematic overestimate from heat loss.

Original practice example · Shared

A 0.50 kg sample gains 4000 J and warms by 20 °C without changing state. Find c.

Show working and model answer

Working / reasoning

c = ΔE/(mΔθ) = 4000/(0.50 × 20).

Answer

400 J/(kg °C).

Exit check and success criteria

Correct c with units plus one control variable and one justified method improvement.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Same temperature implies same internal energy; all electrical input heats the sample.

Practical preparation

RP-P1/RP-C14 preparation and analysis; AT1,5.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.1.2.1;8.2.2 / 8464 §§6.1.2.1

EN-09 · EN-U3 · Planned

Insulation and cooling

ScopeShared + Separate Physics practical
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain how conductivity and wall thickness affect cooling; compare insulators using controlled measurements.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS2.2,2.6,2.7,3.5,3.7; MS4a,4c.

Needs firstEN-08

Explanation

Insulation slows transfer rather than making energy. To compare cooling fairly, start samples at the same temperature and control their size, exposed area, surrounding conditions and measurement interval. Lower conductivity or greater wall thickness reduces conduction in the model.

Concepts, equations and units: Conduction and convection qualitatively; temperature °C, time s; cooling rate from data, no conductivity formula required.

Prediction, demonstration and game exercise

Predict, observe, explain

Cool equal model buildings; change wall thickness or material one variable at a time.

Planned learner game exercise

Design a fair cooling comparison; select sensor positions, repeats and a fixed comparison interval.

Independent practice

Plot cooling curves; compare like initial temperatures; distinguish lower final temperature from higher cooling rate.

Original practice example · Shared

Two otherwise identical samples start at 80 °C. After 10 minutes, A is 60 °C and B is 70 °C. Which retained more thermal energy if their masses and c are equal?

Show working and model answer

Working / reasoning

A fell 20 °C; B fell 10 °C. Under the stated equal-mass/equal-c conditions, B transferred less energy outward.

Answer

B; the data support better retention in this controlled comparison, not zero heat loss.

Exit check and success criteria

Valid fair-test plan, labelled graph and conclusion citing two measurements.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Insulation creates heat or stops all transfers; thicker walls always eliminate losses.

Practical preparation

RP-P2 only: thermal-insulation investigation. Shared theory; no corresponding Trilogy RP. AT1,5.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.1.2.2 / 8464 §§6.1.2.2

EN-10 · EN-U3 · Planned

Efficiency

ScopeShared + Higher extension
Difficulty2 (H 3) / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate efficiency as fraction or percentage; H: justify a change increasing intended useful transfer.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.4,3.6; MS1c,3b,3c.

Needs firstEN-03,EN-07–09

Explanation

Efficiency compares the useful output for a stated purpose with total input. Thermal transfer may be useful for a room heater but unwanted for a lifting motor. Define the purpose and boundary before calculating the ratio.

Concepts, equations and units: η=E_useful/E_input=P_useful/P_input; dimensionless or %; system boundary and useful purpose specified.

Prediction, demonstration and game exercise

Predict, observe, explain

Measure useful lift output and input; separate dissipated energy from measurement discrepancy.

Planned learner game exercise

Compare machines for one declared purpose; H: choose lubrication/insulation improvements and predict consequences.

Independent practice

Calculate missing input/output and efficiency; explain why a heater can be useful despite thermal transfer.

Original practice example · Shared

A lifting system receives 200 J and raises the load’s GPE by 150 J. Find efficiency.

Show working and model answer

Working / reasoning

η = 150/200 = 0.75; percentage = 0.75 × 100.

Answer

0.75 or 75%.

Exit check and success criteria

Two ratios correct and output never exceeds input in the stated closed accounting; H justification passes.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Efficiency equals power; thermal energy is always wasted; a percentage greater than 100 is plausible here.

Practical preparation

Optional efficiency investigation; revisits RP-P1/P2 data, not a new RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

EN-U4 · Energy resources

8463 §§4.1.3 / 8464 §§6.1.3

EN-11 · EN-U4 · Planned

Comparing energy resources

ScopeShared
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Classify all listed resources; compare reliability, uses and environmental impacts; interpret trends.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.3–1.6,3.5; MS1c,2c,4a.

Needs firstEN-10

Explanation

A renewable resource is replenished as it is used. Reliability and environmental effects depend on the resource, location and use. Nuclear fuel is non-renewable, while wind is renewable but varies with weather; neither label alone settles a community decision.

Concepts, equations and units: Coal/oil/gas, nuclear, biofuel, wind, hydro, geothermal, tidal, solar and wave; transport, heating and electricity uses. J, kWh as labelled context.

Prediction, demonstration and game exercise

Predict, observe, explain

Show dated or explicitly fictional supply profiles; explain renewable replenishment and evidence versus policy choice.

Planned learner game exercise

Sort resource cards then choose suitable supplies for transport, heating and an electricity demand curve.

Independent practice

Interpret trend bars; compare two resources in a four-point explanation using supplied evidence.

Original practice example · Shared

A fictional site has variable wind and steady electricity demand. Name one advantage and one limitation of wind.

Show working and model answer

Working / reasoning

Wind is replenished and does not require fuel combustion during generation; output varies with wind conditions, so the demand may need complementary provision.

Answer

Renewable supply is an advantage; variable output limits reliability without complementary supply or storage.

Exit check and success criteria

All resource groups recognised and comparison covers reliability plus environmental impact without unsupported absolutes.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Renewable means impact-free; nuclear fuel is renewable; resources equal stores; detailed power-station engineering is required here.

Practical preparation

No RP; source/data appraisal.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.1.1.4,4.1.2.2,4.1.3 / 8464 §§6.1.1.4,6.1.2.2,6.1.3

EN-12 · EN-U4 · Planned

Powering a community

ScopeShared + Higher extension
Difficulty3 / 4 · proposed
Time40–45 min · estimated
StatusPlanned

Learning objectives

Justify an energy mix against demand and constraints; account for transfers, power and efficiency in one system.

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.3,1.4,3.6–3.8; MS1c,3c,4a.

Needs firstEN-01–11

Explanation

A community plan must compare demand with supply over time, not only add installed power ratings. Scientific evidence helps quantify energy, reliability and impacts; budgets and political priorities remain decisions that physics alone cannot settle.

Concepts, equations and units: P=E/t and η ratios; J, W, s; kWh conversion provided; resource data labelled fictional scenario.

Prediction, demonstration and game exercise

Predict, observe, explain

Model a decision with competing cost, reliability and environmental aims; identify which conclusions are scientific.

Planned learner game exercise

Build a community plan for winter and summer; test a low-wind day and revise with evidence.

Independent practice

Write a recommendation with two calculations, a demand graph and a limitation; H: justify efficiency upgrade.

Original practice example · Shared

A fictional clinic requires 2 kW continuously for 5 h. How much energy must the plan supply?

Show working and model answer

Working / reasoning

E = Pt = 2000 × (5 × 3600) = 36,000,000 J; equivalently 2 × 5 = 10 kWh.

Answer

36 MJ or 10 kWh, before any stated transmission/storage losses.

Exit check and success criteria

Meet supplied demand in both scenarios, balance energy accounting and defend one trade-off using data.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

A single best resource exists for every community; money is a physical unit of energy.

Practical preparation

Area capstone; practical-method critique drawn from EN-08/09.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Forces and motion

FM-U1 · Interactions and resultants

8463 §§4.5.1.1–4.5.1.2 / 8464 §§6.5.1.1–6.5.1.2

FM-01 · FM-U1 · Planned

Interactions, scalars and vectors

ScopeShared
Difficulty1 / 4 · proposed
Time20–25 min · estimated
StatusPlanned

Learning objectives

Classify quantities and forces; identify both objects in an interaction.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.1; MS5b.

Needs firstP0; EN-02 helpful

Explanation

A vector needs direction as well as magnitude. Forces describe interactions between bodies, including non-contact interactions through fields. Draw arrows for forces on the chosen object; a separate interaction-pair description identifies the other body.

Concepts, equations and units: Scalar magnitude; vector magnitude/direction; force N; contact/non-contact forces.

Prediction, demonstration and game exercise

Predict, observe, explain

Show rope, cart, magnet and Earth interactions; draw scaled arrows without implying motion direction.

Planned learner game exercise

Annotate forces on a cart in three settings and match interaction partners.

Independent practice

Explain friction, normal force, tension, gravity, electrostatics and magnetism.

Original practice example · Shared

Classify speed and velocity, then name a contact and a non-contact force.

Show working and model answer

Working / reasoning

Speed has magnitude only; velocity adds direction. Friction is contact; gravity is non-contact.

Answer

Speed scalar; velocity vector; friction/contact and gravity/non-contact are valid examples.

Exit check and success criteria

Five of six classifications correct and two valid interaction pairs.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Forces require contact; force arrows show velocity; equal opposite forces always act on one object.

Practical preparation

Optional force/magnet observations, AT2.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.5.1.3 / 8464 §§6.5.1.3

FM-02 · FM-U1 · Planned

Mass, weight and gravity

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate weight with supplied g; measure it using a newtonmeter; locate a model centre of mass.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS4.2,4.3; MS3a,3b,3c,4d.

Needs firstFM-01,EN-04

Explanation

Mass measures the amount represented by the inertial/gravitational mass parameter; weight is a force caused by gravity. A fixed object has the same mass in different supplied fields but different weight. A newtonmeter measures force, not kilograms directly.

Concepts, equations and units: W_weight=mg; weight N, mass kg, g N/kg; W_weight distinct from work.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare the same mass on Earth and a different supplied gravitational field; calibrate the balance scale.

Planned learner game exercise

Carry a fixed-mass cargo between model worlds and choose the appropriate measuring instrument.

Independent practice

Three weight problems; graph weight against mass and interpret the gradient.

Original practice example · Shared

A 3 kg object is in a field of 8 N/kg. Find its weight.

Show working and model answer

Working / reasoning

W_weight = mg = 3 × 8.

Answer

24 N.

Exit check and success criteria

Two correct numerical answers and explicit mass/weight distinction.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Mass changes when g changes; weight is measured in kilograms.

Practical preparation

Optional newtonmeter measurement, AT1,2.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.5.1.4 / 8464 §§6.5.1.4

FM-03 · FM-U1 · Planned

Resultants on a line

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate a signed resultant; identify balanced forces on one object.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2; MS1c,3c.

Needs firstFM-01

Explanation

The resultant combines all forces on one chosen body. Equal opposing forces on that body give zero resultant. This tells us its velocity does not change; it does not say the body must be stationary or that no forces act.

Concepts, equations and units: Force N; choose a positive direction; add/subtract collinear vectors.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict a tug/cart outcome from force readings; demonstrate zero and nonzero resultants.

Planned learner game exercise

Set opposite thrusters to achieve target net forces while retaining individual arrows.

Independent practice

Four signed-resultant problems and one explanation of zero resultant.

Original practice example · Shared

A cart has 12 N right and 7 N left. Find resultant magnitude and direction.

Show working and model answer

Working / reasoning

Choose right positive: 12 − 7 = 5.

Answer

5 N to the right.

Exit check and success criteria

Three of four resultants correct including direction; balanced forces distinguished from absent forces.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Zero resultant means no forces; largest force alone decides the resultant.

Practical preparation

Optional force board/cart, AT2.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.5.1.4 / 8464 §§6.5.1.4

FM-04 · FM-U1 · Planned

Free-body diagrams and vector resolution

ScopeShared Higher
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Draw free-body diagrams; find angled resultants and components by scale drawing.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2; MS4a,5a,5b.

Needs firstFM-03; P0 scale diagrams

Explanation

Resolving a vector replaces it with components that together have the same effect. It does not add extra physical interactions. Use a consistent scale drawing to determine components or a resultant, measuring angles and lengths from the diagram.

Concepts, equations and units: N; vector scale, perpendicular components, equilibrium; no trigonometric calculation required.

Prediction, demonstration and game exercise

Predict, observe, explain

Resolve a diagonal tow force with a scale diagram; isolate one object before drawing forces.

Planned learner game exercise

Align ropes for an equilibrium cargo platform; construct the vector polygon on a grid.

Independent practice

Two scale-diagram tasks giving magnitude and direction; explain component equivalence.

Original practice example · Shared Higher

A scale drawing gives perpendicular resultant components of 3 cm right and 4 cm upward, with 1 cm = 2 N. Measure the resultant and angle.

Show working and model answer

Working / reasoning

The diagonal measures 5 cm; its angle is about 53° above right. Multiply the length by 2 N/cm.

Answer

10 N at approximately 53° above the rightward horizontal, obtained by scale drawing.

Exit check and success criteria

Correct diagram convention and both answers within declared drawing tolerance.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Components are extra forces; use sine/cosine as a required GCSE method; third-law pairs belong on one free-body diagram.

Practical preparation

Optional force-table preparation; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

FM-U2 · Work and elasticity

8463 §§4.5.3 / 8464 §§6.5.3

FM-05 · FM-U2 · Planned

Elasticity and the spring investigation

ScopeShared
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Use force–extension data to estimate k; distinguish elastic/inelastic deformation and the proportionality limit.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS2.2–2.7,3.5,3.7; MS3c,4c,4d.

Needs firstEN-06,FM-02

Explanation

A spring follows F = ke only over its proportional range. Its graph can depart from a straight line before or without the same behaviour as permanent deformation. Measure extension from unloaded length and examine what happens after unloading.

Concepts, equations and units: F=ke; N, N/m, m; E_e=½ke² in proportional range; extension=loaded−original length.

Prediction, demonstration and game exercise

Predict, observe, explain

Load/unload a spring; demonstrate two forces needed to distort a stationary object and nonlinear behaviour.

Planned learner game exercise

Choose increments and repeats, collect extension data, protect the eye-line and identify a model limit.

Independent practice

Plot F against e, calculate gradient k and stored energy for a valid data point.

Original practice example · Shared

A spring extends 0.020 m under 4.0 N in its linear range. Find k.

Show working and model answer

Working / reasoning

k = F/e = 4.0/0.020.

Answer

200 N/m.

Exit check and success criteria

Correct k with units, valid range marked and justified control/improvement.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

One force alone distorts a stationary spring; elastic limit and proportionality limit necessarily coincide.

Practical preparation

RP-P6/RP-C18; AT1,2; hands-on required at school.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.5.2 / 8464 §§6.5.2

FM-06 · FM-U2 · Planned

Work against friction

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate work along the force direction; link frictional work to thermal changes.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS3.6,4.5; MS3b,3c.

Needs firstEN-07,FM-03

Explanation

A pulling force can do work even when speed is steady. At steady speed its force may balance resistance, while energy continues to transfer into internal energy through friction. Zero net force does not imply zero work by each individual force.

Concepts, equations and units: W_work=Fs; J=N m; F in N, s in m; constant force along displacement.

Prediction, demonstration and game exercise

Predict, observe, explain

Pull a crate at steady speed; compare force and thermal-energy ledgers on two surfaces.

Planned learner game exercise

Move a crate a fixed distance using a force meter; tune lubrication and reconcile the energy difference.

Independent practice

Three work calculations and an explanation of steady-speed energy transfer.

Original practice example · Shared

A constant 15 N pulling force moves a crate 4 m along the force direction. Find work done by the pull.

Show working and model answer

Working / reasoning

W_work = Fs = 15 × 4.

Answer

60 J; at steady speed this can be matched by work against resistance.

Exit check and success criteria

Two calculations correct and thermal destination named; distinguish balanced forces from zero transfer.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Steady speed means no work done by the pulling force; friction destroys energy.

Practical preparation

Optional friction/work study, AT2,5.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

FM-U3 · Describing motion

8463 §§4.5.6.1.1–4.5.6.1.3 / 8464 §§6.5.4.1.1–6.5.4.1.3

FM-07 · FM-U3 · Planned

Distance, displacement, speed and velocity

ScopeShared + Higher extension
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate average speed and displacement; distinguish velocity; H: explain constant-speed circular velocity change.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS2.6,4.5; MS1c,2f,3c.

Needs firstFM-01; P0 rates

Explanation

Distance counts the full route; displacement is the straight-line change of position with direction. Average speed uses total distance divided by total time. Circular motion can have constant speed but changing velocity because its direction changes.

Concepts, equations and units: s=vt at constant speed; average speed=total distance/time; m, s, m/s; typical walking 1.5, running 3, cycling 6, sound about 330 m/s.

Prediction, demonstration and game exercise

Predict, observe, explain

Walk a loop and straight route; use clocks and positions; discuss varied wind/transport speeds.

Planned learner game exercise

Plan a delivery route, predict odometer and displacement arrow, then measure and compare.

Independent practice

Three rates with unit conversions; H: label velocities at four circle positions.

Original practice example · Shared

A learner walks 30 m out and 30 m back in 40 s. Find distance, displacement and average speed.

Show working and model answer

Working / reasoning

Distance = 60 m; final position equals start; average speed = 60/40.

Answer

60 m; 0 m displacement; 1.5 m/s average speed.

Exit check and success criteria

Two calculations correct and closed-loop zero displacement distinguished from distance.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Average speed is average of arbitrary speed readings; speed and velocity are interchangeable.

Practical preparation

Optional distance/time measurements, AT1,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.5.6.1.4 / 8464 §§6.5.4.1.4

FM-08 · FM-U3 · Planned

Distance–time graphs

ScopeShared + Higher extension
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Translate motion into a distance–time graph; calculate straight-line gradients; H: estimate instantaneous speed using a tangent.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS3.1,3.2; MS4a–4e.

Needs firstFM-07

Explanation

A distance–time gradient gives speed. A horizontal segment means no additional distance is travelled. A tangent estimates the instantaneous speed on a curved trace; that tangent skill is Higher-only here.

Concepts, equations and units: Gradient=Δdistance/Δtime in m/s; axes m and s; tangent only H.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict graph segments for rest and changing speed; replay position data against the graph.

Planned learner game exercise

Drive a cart to match three graph segments; H: place a tangent on a curve.

Independent practice

Plot measurements, find two gradients and explain a horizontal section.

Original practice example · Shared

A straight distance–time segment goes from 4 s, 8 m to 10 s, 26 m. Find speed.

Show working and model answer

Working / reasoning

Gradient = (26 − 8)/(10 − 4) = 18/6.

Answer

3 m/s.

Exit check and success criteria

Labelled graph and two correct gradients; H tangent uses a sensible large triangle.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Graph depicts the physical hill; steeper means greater acceleration on every graph; distance graph decreases on return.

Practical preparation

Optional motion measurements, AT1,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.5.6.1.5 / 8464 §§6.5.4.1.5

FM-09 · FM-U3 · Planned

Acceleration and velocity–time graphs

ScopeShared + Higher extension
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Calculate acceleration and interpret velocity–time gradients; H: obtain displacement from signed areas.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS3.3; MS3b,3c,4a–4f.

Needs firstFM-08

Explanation

Acceleration is change in velocity per second, so it comes from the gradient of a velocity–time graph. Area under that graph gives displacement on the Higher route. The squared-speed equation requires uniform acceleration; it is not restricted to Higher content.

Concepts, equations and units: a=Δv/t; m/s²; v²−u²=2as only uniform acceleration, all-tier content; H area under v–t in m.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare constant velocity, acceleration and braking traces; draw area tiles for H.

Planned learner game exercise

Program a cart through a target velocity trace; H: count squares/triangles to find displacement.

Independent practice

Three acceleration or uniform-acceleration calculations; plot v–t; H area task.

Original practice example · Shared

A cart’s velocity rises from 2 to 10 m/s in 4 s. Find average acceleration.

Show working and model answer

Working / reasoning

a = (10 − 2)/4.

Answer

2 m/s².

Exit check and success criteria

Two correct numerical answers and interpretation of gradient; H distinguishes displacement from total distance if negative velocity used.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Horizontal v–t means stationary; v²−u²=2as is H-only; acceleration is measured in m/s.

Practical preparation

RP-P7/RP-C19 data preparation; AT3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.5.6.1.5 / 8464 §§6.5.4.1.5

FM-10 · FM-U3 · Planned

Free fall and terminal velocity

ScopeShared + Separate Physics extension
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain free fall and terminal speed; P: draw and interpret changing-force/velocity traces.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.3,3.5; MS4a.

Needs firstFM-09,FM-03

Explanation

Freely falling near Earth means gravity is the only force considered in the ideal model. With drag, increasing speed increases resistance until it balances weight. At terminal speed, acceleration is zero but the object is still moving.

Concepts, equations and units: Near-Earth free-fall a≈9.8 m/s²; weight/drag N; terminal velocity when resultant=0.

Prediction, demonstration and game exercise

Predict, observe, explain

Drop an ideal body then a model parachute; label forces as speed changes.

Planned learner game exercise

Alter parachute area and payload, predict initial acceleration and terminal speed, compare model traces.

Independent practice

Explain the stages; P: sketch and annotate v–t for parachute opening.

Original practice example · Shared

A falling object has weight 20 N and upward drag 20 N. State its resultant and acceleration.

Show working and model answer

Working / reasoning

Opposite equal forces cancel; F_resultant = 0, so F = ma gives a = 0.

Answer

0 N and 0 m/s²; it may continue at terminal velocity.

Exit check and success criteria

Correct force balance at terminal speed and distinction between free fall and falling with drag; P trace consistent.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Terminal velocity means stopped; all falling objects have constant acceleration; shared content includes every separate-P graph requirement.

Practical preparation

Optional parachute investigation, AT1,2,3; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

FM-U4 · Newton’s laws and stopping

8463 §§4.5.6.2.1,4.5.6.2.3 / 8464 §§6.5.4.2.1,6.5.4.2.3

FM-11 · FM-U4 · Planned

Newton’s first and third laws

ScopeShared + Higher vocabulary
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Apply first-law motion rules; identify third-law pairs acting on different objects; H: explain inertia.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6.

Needs firstFM-03,FM-07

Explanation

Newton’s first law concerns forces on one body and unchanged velocity when their resultant is zero. Third-law pairs act on different bodies, so they do not cancel each other in a free-body diagram for a single object.

Concepts, equations and units: Zero resultant → unchanged velocity; interaction forces equal/opposite on different bodies; N.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict a low-friction cart continuing after a push; compare book–table interaction with forces on the book.

Planned learner game exercise

Sort force-pair cards and remove an erroneous arrow from a selected free-body diagram.

Independent practice

Explain three equilibrium/motion cases including a steady-moving cart.

Original practice example · Shared

A book rests on a table. Is the book’s weight and the table’s force on the book a third-law pair?

Show working and model answer

Working / reasoning

Both act on the book. The partner of table-on-book is book-on-table; the partner of Earth-on-book is book-on-Earth.

Answer

No. Each third-law pair acts on two different bodies.

Exit check and success criteria

Two accurate cases plus a third-law pair on distinct bodies; H vocabulary used meaningfully.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

A continuing force is required for steady velocity; weight and normal force on a book are a third-law pair.

Practical preparation

Optional cart and force-sensor demonstrations.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.5.6.2.2 / 8464 §§6.5.4.2.2

FM-12 · FM-U4 · Planned

Newton’s second law: acceleration investigation

ScopeShared + Higher extension
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Use F=ma; design force and mass comparisons; H: explain inertial mass as F/a.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS2.1–2.7,3.5,3.7; MS3a–3c,4c.

Needs firstFM-09,FM-11

Explanation

Acceleration depends on the resultant force and the total accelerating mass. In a controlled test, vary only force or mass and track the full system. Friction and changing hanging mass can otherwise invalidate a claimed fixed-mass comparison.

Concepts, equations and units: F=ma; N, kg, m/s²; a∝F at fixed mass, a∝1/m at fixed F; inertial mass H.

Prediction, demonstration and game exercise

Predict, observe, explain

Show light gates/trolley/hanging-mass arrangement; include accelerating total mass and friction controls.

Planned learner game exercise

Plan two investigations varying resultant force or total mass; collect repeated accelerations.

Independent practice

Calculate three values, graph a–F and a–1/m, evaluate friction bias.

Original practice example · Shared

A 2 kg trolley system has resultant force 6 N. Find acceleration.

Show working and model answer

Working / reasoning

a = F/m = 6/2.

Answer

3 m/s².

Exit check and success criteria

Two calculations correct plus a controlled plan for both comparisons; H ratio explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Use driving force rather than resultant; changing hanging mass without tracking total mass is a fair fixed-mass test.

Practical preparation

RP-P7/RP-C19; AT1,2,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.5.6.3.1–4.5.6.3.4 / 8464 §§6.5.4.3.1–6.5.4.3.4

FM-13 · FM-U4 · Planned

Reaction time and safe stopping

ScopeShared + Higher extension + Separate Physics stopping graphs
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Separate thinking/braking distance; explain road, tyres, brakes and human factors; H: estimate deceleration forces.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.5,2.2,3.4,3.7; MS2b,2c,2f,2h,3c.

Needs firstFM-09,FM-12,EN-05

Explanation

Thinking distance is travel before braking starts; braking distance is travel while the brakes reduce kinetic energy. Human factors change reaction time; road and vehicle condition change braking. A fixed-braking-force model makes braking distance grow with speed squared.

Concepts, equations and units: Stopping distance=thinking+braking; thinking distance≈v t_reaction; typical reaction times 0.2–0.9 s; KE and work models; H force estimate.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare identical speeds with different reaction times and surfaces; expose simulated human delay rather than measuring network lag.

Planned learner game exercise

Test a virtual road safety plan with distraction, tiredness, weather and tyre-condition cards; propose a ruler-drop method.

Independent practice

Summarise reaction-time repeats with mean/mode/median and histogram; plan representative participant sampling; calculate stopping distances. P: interpret speed–stopping-distance graphs for multiple vehicle types and estimate emergency-stop distances for a typical speed range. H: estimate forces.

Original practice example · Shared

At 15 m/s with reaction time 0.40 s and braking distance 18 m, find total stopping distance.

Show working and model answer

Working / reasoning

Thinking = vt = 15 × 0.40 = 6 m; stopping = 6 + 18.

Answer

24 m.

Exit check and success criteria

Two correct distances plus two causal factors and one data limitation; H estimate states assumptions.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Wet roads slow reactions; doubling speed only doubles braking distance under a fixed braking-force model.

Practical preparation

Optional teacher-supervised reaction-time study; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

FM-U5 · Momentum

8463 §§4.5.7.1–4.5.7.2 / 8464 §§6.5.5.1–6.5.5.2

FM-14 · FM-U5 · Planned

Momentum and closed-system collisions

ScopeShared Higher + Separate Physics Higher calculations
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate momentum; explain conservation when external resultant is negligible; P-H: calculate collision outcomes.

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.5; MS3b,3c.

Needs firstFM-07,FM-12

Explanation

Momentum uses signed velocity and is conserved when external resultant force is negligible during the event. Kinetic energy need not be conserved in an inelastic collision. Separate Higher adds collision-outcome calculations beyond the shared conservation explanation.

Concepts, equations and units: p=mv; kg m/s; signed total momentum conserved for closed system. Collision-outcome calculations P-H only.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare carts before and after a collision; separately track KE to show it need not be conserved.

Planned learner game exercise

Choose masses and velocities, predict direction and conserved total; P-H solve coupled-cart final speed.

Independent practice

C-H calculate individual momenta and explain conservation; P-H two event calculations.

Original practice example · Shared Higher

A 2 kg cart travels right at 3 m/s. Find momentum.

Show working and model answer

Working / reasoning

Choose right positive: p = mv = 2 × 3.

Answer

6 kg m/s to the right.

Exit check and success criteria

Correct signed momenta and conservation explanation; P-H correct final speed with stated closed-system assumption.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Momentum equals energy; conservation requires equal masses; all collisions conserve KE.

Practical preparation

Optional trolley collision measurements, AT1,2,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

FM-15 · FM-U5 · Planned

Momentum change and protection

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate average force from momentum change; explain crumple zones, helmets and airbags.

8463 §§4.5.7.3 / No Trilogy counterpart

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.4,1.5,3.6; MS3b,3c.

Needs firstFM-14

Explanation

The same momentum change spread over a longer stopping time produces a smaller average force. This is why a buffer can reduce force without changing the cart’s initial momentum. Average force is distinct from peak force.

Concepts, equations and units: F_average=Δp/Δt=mΔv/Δt for fixed mass; N, kg, m/s, s; signed change.

Prediction, demonstration and game exercise

Predict, observe, explain

Stop equal-momentum carts with hard and padded barriers; compare impulse time traces.

Planned learner game exercise

Design a buffer with fixed stopping change; lengthen stopping time and inspect force.

Independent practice

Two average-force calculations and a causal protection explanation, including constraints.

Original practice example · Separate Physics Higher

A 2 kg cart slows from 5 m/s to rest in 0.50 s. Find average stopping-force magnitude.

Show working and model answer

Working / reasoning

Magnitude = mΔv/Δt = 2 × 5/0.50.

Answer

20 N opposite its initial motion.

Exit check and success criteria

Both calculations within rounding tolerance and explicit same Δp/longer time/smaller average force chain.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Padding reduces initial momentum automatically; the displayed force is necessarily peak force.

Practical preparation

Optional toy-cart/force-data analysis; no human impact trials.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

FM-U6 · Moments and fluids

FM-16 · FM-U6 · Planned

Moments, levers and gears

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate moments and balanced loads; explain levers and gears as transmitting turning effects.

8463 §§4.5.4 / No Trilogy counterpart

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4; MS3b,3c,5a.

Needs firstFM-02,FM-03

Explanation

A moment depends on perpendicular distance from the pivot to the force’s line of action. Balanced clockwise and anticlockwise totals give rotational equilibrium. Levers and gears transmit turning effects; they cannot multiply energy.

Concepts, equations and units: M=Fd_perpendicular; N m; clockwise total=anticlockwise total at rotational equilibrium.

Prediction, demonstration and game exercise

Predict, observe, explain

Balance a beam, vary perpendicular distance and compare two gear trains; make clear no energy multiplication.

Planned learner game exercise

Position weights on a crane arm; select a lever/gear arrangement to meet a torque requirement.

Independent practice

Three moment/balance problems and one gears explanation; no advanced torque-speed equation required.

Original practice example · Separate Physics

A 20 N force acts 0.30 m perpendicular from a pivot. Find its moment.

Show working and model answer

Working / reasoning

M = Fd = 20 × 0.30.

Answer

6.0 N m.

Exit check and success criteria

Two correct balances, perpendicular lever arm identified and gear transmission explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Use distance along a sloping handle; moment measured in J because dimensions match work; gears create energy.

Practical preparation

Optional moments investigation, AT1,2.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

FM-17 · FM-U6 · Planned

Fluid and atmospheric pressure

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Calculate normal-force pressure; explain atmospheric-pressure change with altitude.

8463 §§4.5.5.1.1,4.5.5.2 / No Trilogy counterpart

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.5; MS3b,3c,5c.

Needs firstFM-02; PM-01,PM-05 before this branch

Explanation

Fluid pressure produces forces normal to surfaces. Atmospheric pressure comes from air-particle collisions and decreases with altitude as there is less air above and lower density. Area conversions need squared units.

Concepts, equations and units: p=F/A; Pa=N/m²; F normal in N; A in m²; atmosphere particle model.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare contact areas and pressure gauges in a gas/liquid; ascend a model atmosphere with density labels.

Planned learner game exercise

Choose support-foot areas for a load; match altitude measurements to a particle explanation.

Independent practice

Three area-conversion pressure problems and a four-step altitude explanation.

Original practice example · Separate Physics

A normal force of 100 N acts over 0.020 m². Find pressure.

Show working and model answer

Working / reasoning

p = F/A = 100/0.020.

Answer

5000 Pa.

Exit check and success criteria

Two correct calculations and lower pressure linked to fewer particles/less air above.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Pressure acts only downwards; air has no mass; convert cm² as if it were cm.

Practical preparation

Optional pressure demonstrations, AT1,2; no pressure-vessel handling in game instructions.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

FM-18 · FM-U6 · Planned

Liquid depth, upthrust, floating and sinking

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Calculate liquid pressure changes; explain upthrust and buoyancy using pressure differences.

8463 §§4.5.5.1.2 / No Trilogy counterpart

DfE single-science pp.35–37 / Combined pp.30–32. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6; MS3b,3c,4a.

Needs firstFM-17,PM-01

Explanation

Greater liquid depth means a taller liquid column above a point. A submerged body therefore has greater pressure beneath than above, producing upthrust. Floating equilibrium requires upthrust to balance weight; it does not remove gravity.

Concepts, equations and units: p=hρg for pressure due to liquid column; Pa, m, kg/m³, N/kg; upthrust N; total pressure may include atmosphere.

Prediction, demonstration and game exercise

Predict, observe, explain

Place pressure sensors at several depths and on upper/lower faces of a block.

Planned learner game exercise

Choose a vessel and cargo density to float; reconcile upward/downward forces and depth data.

Independent practice

Two pressure-difference calculations and annotated floating/sinking explanations.

Original practice example · Separate Physics Higher

Find water-column pressure 2.0 m deep using ρ = 1000 kg/m³ and g = 10 N/kg, excluding atmosphere.

Show working and model answer

Working / reasoning

p = hρg = 2.0 × 1000 × 10.

Answer

20,000 Pa due to the water column.

Exit check and success criteria

Both values correct and upward resultant linked to greater pressure below; floating force balance correct.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Use total pressure as liquid-only contribution; floating requires no weight; larger density always means larger upthrust independent of displaced volume.

Practical preparation

Optional flotation/pressure-column demonstration.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Electricity

EL-U1 · Charge, circuits and resistance

8463 §§4.2.1.1–4.2.1.2 / 8464 §§6.2.1.1–6.2.1.2

EL-01 · EL-U1 · Planned

Circuit language and charge flow

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Use standard symbols; calculate charge flow; explain closed-loop current and current conservation at junctions.

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.3; MS3b,3c.

Needs firstP0; EN-02

Explanation

Current is the rate of charge flow, while energy transfer is accounted for separately. A complete circuit allows charge already present in conductors to move. An ammeter goes in series so it measures the same charge flow as the branch.

Concepts, equations and units: Q=It; Q in C, I in A, t in s; conventional current direction distinguished from electron motion.

Prediction, demonstration and game exercise

Predict, observe, explain

Translate real circuit to standard schematic; demonstrate ammeter in series and a broken circuit.

Planned learner game exercise

Assemble low-voltage circuits from cells/battery, switch, resistor, variable resistor, lamp, diode, LED, fuse and meter cards; inspect thermistor/LDR symbols.

Independent practice

Three Q/I/t calculations and a symbol-recognition check.

Original practice example · Shared

A current of 0.30 A flows for 20 s. Find charge flow.

Show working and model answer

Working / reasoning

Q = It = 0.30 × 20.

Answer

6.0 C.

Exit check and success criteria

Two calculations correct and all core symbols correctly used in a closed circuit.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Current is used up; charge comes from nowhere when switch closes; current and energy are the same.

Practical preparation

Optional low-voltage circuit construction, AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.2.1.3 / 8464 §§6.2.1.3

EL-02 · EL-U1 · Planned

Potential difference and resistance

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Relate current, resistance and p.d.; place a voltmeter correctly and calculate unknowns.

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS2.3,4.2; MS3b,3c.

Needs firstEL-01

Explanation

Potential difference describes energy transferred per unit charge between two points. Resistance relates p.d. and current at an operating point. A voltmeter compares two points across a component, so it belongs in parallel.

Concepts, equations and units: V=IR; V in V, I in A, R in Ω; p.d. energy per charge elaborated in EL-08.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict current for different resistors at fixed p.d.; connect voltmeter in parallel.

Planned learner game exercise

Diagnose wrongly wired meters and choose a resistance giving a target current.

Independent practice

Three V/I/R questions and a qualitative comparison.

Original practice example · Shared

A resistor has 6.0 V across it and current 0.20 A. Find resistance.

Show working and model answer

Working / reasoning

R = V/I = 6.0/0.20.

Answer

30 Ω.

Exit check and success criteria

Two calculations correct and both meter connections justified.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Resistance slows charge until it piles up indefinitely; p.d. is measured through a component in series.

Practical preparation

Preparation for RP-P3/P4 and RP-C15/C16; AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.2.1.3;8.2.3 / 8464 §§6.2.1.3;10.2.15

EL-03 · EL-U1 · Planned

Investigating resistance

ScopeShared
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Plan both wire-length resistance and series/parallel resistor comparisons; evaluate heating and measurement limits.

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS2.1–2.7,3.4–3.7; MS2a,2b,3c,4c,4d.

Needs firstEL-02

Explanation

A longer uniform wire has greater resistance when material, cross-section and temperature stay fixed. Measurement leads and contacts can add an offset. Resistance practical preparation must also test resistor combinations in series and parallel, not only wire length.

Concepts, equations and units: R=V/I; Ω; wire length m; fixed material, cross-section and temperature; equivalent resistance.

Prediction, demonstration and game exercise

Predict, observe, explain

Use a ruler, wire, meters and controlled low current; compare series/parallel fixed resistors.

Planned learner game exercise

Collect repeated resistance-versus-length readings then test resistor combinations with a checked schematic.

Independent practice

Graph R–length, find gradient/intercept, explain contact/lead resistance and heating bias.

Original practice example · Shared

Wire readings are 0.50 V and 0.10 A. Find resistance. Name a control for comparing lengths.

Show working and model answer

Working / reasoning

R = 0.50/0.10 = 5.0 Ω. Keep temperature, material and cross-sectional area fixed.

Answer

5.0 Ω; temperature is one valid control.

Exit check and success criteria

Valid plans for both specified parts, correct R values and one justified improvement for each.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

The practical requires only wire length; low resistance means safe at arbitrary current; repeat readings remove systematic error.

Practical preparation

RP-P3/RP-C15, both (a) wire length and (b) series/parallel resistor circuits; AT1,6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.2.1.4 / 8464 §§6.2.1.4

EL-04 · EL-U1 · Planned

Component characteristics and I–V investigation

ScopeShared
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Compare resistor, lamp and diode I–V characteristics; explain temperature dependence; describe LDR/thermistor responses.

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS2.2–2.7,3.5; MS4c,4d,4e.

Needs firstEL-02,EL-03

Explanation

An ohmic resistor has a straight I–V relation at constant temperature. A filament lamp warms as current increases, increasing resistance. A diode conducts mainly in one direction. Thermistor and LDR resistance responds to temperature and light respectively.

Concepts, equations and units: Ohmic resistor at constant temperature; lamp resistance rises with temperature; diode direction; thermistor R falls as temperature rises, LDR R falls as light rises.

Prediction, demonstration and game exercise

Predict, observe, explain

Sweep positive/negative p.d. safely in a model; compare three graphs and explain nonlinear lamp heating.

Planned learner game exercise

Build each circuit; choose p.d. steps and repeats; add separate temperature/light sensor demonstrations.

Independent practice

Plot three I–V graphs, calculate resistance at stated operating points and choose a sensor application.

Original practice example · Shared

A lamp has 3 V across it and current 0.25 A at one operating point. Find its resistance there.

Show working and model answer

Working / reasoning

R = 3/0.25; this does not imply constant R at other voltages.

Answer

12 Ω at that operating point.

Exit check and success criteria

All graph types identified, diode direction correct and one heating/control limitation explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Lamp obeys constant R; diode has identical resistance in either direction; sensors create charge.

Practical preparation

RP-P4/RP-C16: resistor, filament lamp and diode. LDR/thermistor demonstrations supplement the RP. AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

EL-U2 · Circuit networks

8463 §§4.2.2 / 8464 §§6.2.2

EL-05 · EL-U2 · Planned

Series circuits

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Use equal series current, shared p.d. and summed resistance to solve simple circuits.

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6; MS3c,3d.

Needs firstEL-04

Explanation

A series circuit has one current path. The same current flows through its components, supply p.d. is shared, and resistor values add. Charge is not consumed as it passes through a lamp.

Concepts, equations and units: R_total=R1+R2; V_supply=sum component p.d.; V=IR; A,V,Ω.

Prediction, demonstration and game exercise

Predict, observe, explain

Add one resistor and predict changed current; measure each p.d. and current.

Planned learner game exercise

Wire a series lamp/resistor circuit to meet a supplied meter target.

Independent practice

Three two-resistor circuit problems and an explanation of removing one lamp.

Original practice example · Shared

A 4 Ω and an 8 Ω resistor are in series across 6 V. Find total R and current.

Show working and model answer

Working / reasoning

R_total = 4 + 8 = 12 Ω; I = 6/12.

Answer

12 Ω and 0.50 A.

Exit check and success criteria

Two correct solutions with consistent current and p.d. accounting.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Each resistor gets full supply p.d.; charge is consumed by first lamp.

Practical preparation

RP-P3/RP-C15 series part reinforcement; AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.2.2 / 8464 §§6.2.2

EL-06 · EL-U2 · Planned

Parallel circuits

ScopeShared
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Use equal branch p.d. and total current; explain reduced total resistance as branches are added.

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4; MS3c,3d.

Needs firstEL-05

Explanation

Parallel branches share the same supply p.d. Their currents depend on branch resistance and add at junctions. Adding an extra branch increases total current at fixed supply p.d., so equivalent resistance decreases.

Concepts, equations and units: I_total=sum branch currents; each branch V=V_supply; equivalent R=V/I_total; no reciprocal formula required.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare series and parallel lamps; remove one branch and measure remaining current.

Planned learner game exercise

Build a two-branch lighting system and diagnose a broken branch from meter data.

Independent practice

Calculate branch and total currents then equivalent resistance; explain domestic circuit advantages.

Original practice example · Shared

A 6 Ω and a 3 Ω resistor are in parallel across 6 V. Find branch currents, total current and equivalent R.

Show working and model answer

Working / reasoning

I1 = 6/6 = 1 A; I2 = 6/3 = 2 A; total = 3 A; R_eq = 6/3.

Answer

1 A and 2 A; total 3 A; equivalent 2 Ω.

Exit check and success criteria

Two correct calculations and correct independent-branch explanation.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Parallel branches share current equally regardless of resistance; adding parallel resistance increases total R.

Practical preparation

RP-P3/RP-C15 parallel part; AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

EL-U3 · Domestic supply and electrical energy

8463 §§4.2.3.1–4.2.3.2 / 8464 §§6.2.3.1–6.2.3.2

EL-07 · EL-U3 · Planned

AC, mains and electrical safety

ScopeShared
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Distinguish AC/DC; explain live, neutral, earth and hazard protections in a supplied diagram.

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.5,3.6,4.1; MS4a.

Needs firstEL-06

Explanation

AC repeatedly reverses polarity; DC maintains one direction. Mains live conductors are dangerous relative to earth. In an earthed metal appliance, a live-to-case fault can drive a large fault current that operates protection. Diagram knowledge is not permission to handle mains.

Concepts, equations and units: UK mains about 230 V, 50 Hz AC; brown live, blue neutral, green/yellow earth; earth/neutral about 0 V; fuse and earthing.

Prediction, demonstration and game exercise

Predict, observe, explain

Use labelled diagrams and AC traces; show a live conductor can remain dangerous with a switch off.

Planned learner game exercise

Audit simulated appliances for insulation, correct wiring and earth connection; explain fault-current/fuse sequence.

Independent practice

Compare AC/DC traces and write three causal safety explanations.

Original practice example · Shared

Identify live, neutral and earth by the standard UK wire colours.

Show working and model answer

Working / reasoning

Live brown; neutral blue; earth green/yellow.

Answer

Brown live, blue neutral, green/yellow earth.

Exit check and success criteria

Three wires identified and both electric-shock and live-to-earth fault paths accurately explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Earth normally carries operating current; neutral can always be touched; a switched-off appliance is necessarily safe.

Practical preparation

Diagram-only mains activity; hands-on circuits use approved low voltage, AT7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.2.4.1–4.2.4.2 / 8464 §§6.2.4.1–6.2.4.2

EL-08 · EL-U3 · Planned

Electrical work, power and appliances

ScopeShared
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Calculate appliance energy and power; explain p.d. as work per charge and connect chemical/electrical/thermal transfers.

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.5; MS1c,3b,3c.

Needs firstEL-02,EN-07,EN-10

Explanation

Electrical power gives energy transfer rate. Energy depends on both power and duration; charge-flow energy also depends on p.d. A battery decreases its chemical store while electrical work transfers energy to components and surroundings.

Concepts, equations and units: P=VI=I²R; E=Pt=QV; W, V, A, Ω, J, C, s; optional kWh billing context with conversion.

Prediction, demonstration and game exercise

Predict, observe, explain

Run two rated heaters for specified times; track charge flow and energy separately.

Planned learner game exercise

Select appliances and usage durations for an energy budget; calculate useful/wasted transfers.

Independent practice

Four mixed calculations including time conversion; explain battery versus mains source transfers.

Original practice example · Shared

A 12 V heater draws 2 A for 60 s. Find power and transferred energy.

Show working and model answer

Working / reasoning

P = VI = 12 × 2 = 24 W; E = Pt = 24 × 60.

Answer

24 W and 1440 J.

Exit check and success criteria

Three calculations correct and valid stores/pathways explanation for one appliance.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

kW and kWh interchangeable; more powerful always more energy regardless of time; electron movement is the energy store.

Practical preparation

Links heater data to RP-P1/RP-C14; optional low-voltage energy measurement AT5,6.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.2.4.3 / 8464 §§6.2.4.3

EL-09 · EL-U3 · Planned

The National Grid

ScopeShared
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain Grid structure and qualitative roles of step-up/down transformers; connect high p.d. to reduced transfer losses.

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.4,3.6; MS3c.

Needs firstEL-08,EN-11

Explanation

The Grid links generators and consumers through cables and transformers. At the same transmitted power, higher p.d. permits lower current, reducing cable heating. Quantitative transformer ratios are a separate Physics Higher branch, while the qualitative Grid role is shared.

Concepts, equations and units: Grid: cables and transformers; high V enables lower I for same P; cable heating linked to I²R qualitatively; numerical transformer ratios reserved MG-09 P-H.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare model transmission routes for fixed delivered power; distinguish distribution from energy resource.

Planned learner game exercise

Choose transformer locations and transmission p.d.; complete a system transfer map.

Independent practice

Calculate two cable powers using supplied I,R and give a three-link explanation.

Original practice example · Shared

Compare cable losses at 10 A and 5 A through the same 2 Ω cable.

Show working and model answer

Working / reasoning

P_loss = I²R: 10² × 2 = 200 W; 5² × 2 = 50 W.

Answer

200 W versus 50 W; halving current quarters loss.

Exit check and success criteria

Correct topology and high V → lower I → less heating explanation; no claim transformers create energy.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

High voltage means more power automatically; every transformer topic is Combined Higher content.

Practical preparation

No RP; optional safe transformer demonstration by teacher.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

EL-U4 · Electrostatics

EL-10 · EL-U4 · Planned

Static charge and electric fields

ScopeSeparate Physics
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain charging by electron transfer, sparks and non-contact electric forces; sketch fields.

8463 §§4.2.5.1–4.2.5.2 / No Trilogy counterpart

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.5,3.6; MS5b.

Needs firstEL-01,AT-01 before microscopic explanation

Explanation

Rubbing insulating materials transfers electrons rather than creating charge. An object losing electrons becomes positive and one gaining them becomes negative. An electric field describes the force on a positive test charge; field arrows are a model.

Concepts, equations and units: Positive/negative charge; electrons move between insulating materials; field direction is force on positive test charge; no new equation.

Prediction, demonstration and game exercise

Predict, observe, explain

Rub two model insulators; conserve charge; show field weakening with distance and a spark from large p.d.

Planned learner game exercise

Transfer electron tokens between objects, predict attraction/repulsion, and place test-charge arrows around an isolated charge.

Independent practice

Explain three charging/spark cases and draw positive/negative radial fields.

Original practice example · Separate Physics

An initially neutral insulator loses electrons. What charge does it acquire, and which way do its radial field arrows point?

Show working and model answer

Working / reasoning

It has an excess of positive charge relative to electrons; a positive test charge is repelled.

Answer

Positive; arrows outward.

Exit check and success criteria

Charge conserved, signs correct and two field directions correct.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Friction creates electrons; protons move between rubbed objects; fields are physical lines; charged objects attract only.

Practical preparation

Optional safe static demonstrations; no RP and no learner high-voltage apparatus instructions.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Particle model of matter

PM-U1 · Density and states

8463 §§4.3.1.1 / 8464 §§6.3.1.1

PM-01 · PM-U1 · Planned

Density and particle arrangements

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Calculate density and explain state differences using arrangements/separations without changing particle size.

DfE single-science pp.42–43 / Combined pp.35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.5; MS3b,3c,5c.

Needs firstP0

Explanation

Density compares mass with occupied volume. State models describe particle arrangements and spacing; changes in bulk density need not mean particles change size. A large object can have low density even if its total mass is high.

Concepts, equations and units: ρ=m/V; kg/m³; mass kg, volume m³; solid/liquid/gas models.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare equal-volume solids and equal-mass objects; reveal annotated particle spacing.

Planned learner game exercise

Choose a material for a target mass/volume and classify three particle diagrams.

Independent practice

Three density problems with cm³ conversions and a model limitation explanation.

Original practice example · Shared

A sample has mass 0.20 kg and volume 0.00010 m³. Find density.

Show working and model answer

Working / reasoning

ρ = m/V = 0.20/0.00010.

Answer

2000 kg/m³.

Exit check and success criteria

Two correct calculations with units and correct three state diagrams.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Particles expand when material expands; denser always means larger particles; density and mass are identical.

Practical preparation

Preparation for RP-P5/RP-C17, AT1.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.3.1.1;8.2.5 / 8464 §§6.3.1.1;10.2.17

PM-02 · PM-U1 · Planned

Measuring density: solids and liquids

ScopeShared
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Select methods for regular solids, irregular solids and liquids; evaluate volume/mass errors.

DfE single-science pp.42–43 / Combined pp.35. Evidence checked 30 September–1 October 2026. Skills: WS2.3–2.7,3.4,3.7; MS2a,2b,3c,5c.

Needs firstPM-01

Explanation

Regular solids can use dimensions; irregular solids can use displaced volume if the method is suitable. A liquid needs its mass without the container and a measured volume. Tare, meniscus and trapped-air errors affect the result.

Concepts, equations and units: ρ=m/V; cube/cuboid volume from lengths; displacement volume; tare/subtraction for liquid mass; kg/m³ or g/cm³ converted explicitly.

Prediction, demonstration and game exercise

Predict, observe, explain

Use balance, ruler and displacement vessel; show meniscus/parallax and trapped air errors.

Planned learner game exercise

Measure all three sample types virtually; reject unsuitable methods and collect repeats.

Independent practice

Three density estimates, uncertainty comparisons and a method improvement.

Original practice example · Shared

A container weighs 50 g empty and 130 g with 100 cm³ of liquid. Find liquid density.

Show working and model answer

Working / reasoning

Liquid mass = 130 − 50 = 80 g; ρ = 80/100 = 0.80 g/cm³.

Answer

0.80 g/cm³, equivalent to 800 kg/m³.

Exit check and success criteria

Correct methods for every sample type plus two valid densities and one quantified uncertainty estimate.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Liquid density uses container mass; displacement volume is total water volume; repeat readings correct a mis-zeroed balance.

Practical preparation

RP-P5/RP-C17; regular/irregular solids and liquids; AT1.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

PM-U2 · Internal energy and state changes

8463 §§4.3.2.1–4.3.2.2 / 8464 §§6.3.2.1–6.3.2.2

PM-03 · PM-U2 · Planned

Internal energy, temperature and heating

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Distinguish internal energy and temperature; relate heating to kinetic/potential particle energy changes.

DfE single-science pp.42–43 / Combined pp.35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6; MS3b,3c.

Needs firstEN-08,PM-01

Explanation

Internal energy includes the kinetic and potential energies of all particles. Temperature relates to particle motion but does not measure the total internal energy of a sample. Equal temperature does not imply equal energy when masses or materials differ.

Concepts, equations and units: Internal energy=sum particle kinetic and potential energies; ΔE=mcΔθ for temperature change without phase change; J,kg,J/(kg °C),°C.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare samples at equal temperature but different mass; interpret particle animation as a model.

Planned learner game exercise

Give equal thermal inputs to selectable samples; predict temperature change then annotate particle changes.

Independent practice

Two ΔE calculations and an explanation of equal temperature/different internal energy.

Original practice example · Shared

Two samples of the same material are at the same temperature, but one has twice the mass. Must their internal energies be equal?

Show working and model answer

Working / reasoning

No: temperature is not total internal energy, and the larger sample contains more particles under comparable conditions.

Answer

No; the larger sample has a greater total internal energy under the stated comparable conditions.

Exit check and success criteria

Both calculations correct and internal energy includes both particle contributions.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Temperature measures total energy; heat is contained as a substance; particles get bigger when heated.

Practical preparation

RP-P1/RP-C14 conceptual revisit; no additional RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.3.1.2,4.3.2.3 / 8464 §§6.3.1.2,6.3.2.3

PM-04 · PM-U2 · Planned

Changes of state and latent heat

ScopeShared
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain reversible state changes and mass conservation; calculate latent energy; interpret heating/cooling plateaux.

DfE single-science pp.42–43 / Combined pp.35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.5; MS3c,3d,4a.

Needs firstPM-03

Explanation

During a state change, energy changes particle separation/interaction potential energy while temperature can remain constant. Specific latent heat is energy per kilogram for that change. In ordinary reversible state changes, total mass is conserved.

Concepts, equations and units: E=mL; J,kg,L in J/kg; latent fusion/vaporisation; constant-temperature phase change at stated pressure.

Prediction, demonstration and game exercise

Predict, observe, explain

Heat a fixed mass through melting and boiling; reveal energy input with constant-temperature intervals.

Planned learner game exercise

Allocate energy to a sample across states; label solid, liquid, gas and mixed-phase intervals.

Independent practice

Three latent-heat calculations and a temperature–time graph explanation, including cooling.

Original practice example · Shared

Melt 0.20 kg of a solid with latent heat 100,000 J/kg at its melting point. Find energy required.

Show working and model answer

Working / reasoning

E = mL = 0.20 × 100,000.

Answer

20,000 J.

Exit check and success criteria

Two values correct, plateau linked to potential-energy change and mass conserved.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Temperature always rises when heating; particles vanish on evaporation; latent heat means no energy transfer.

Practical preparation

Optional teacher-supervised heating/cooling demonstration; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

PM-U3 · Gas motion and pressure

8463 §§4.3.3.1 / 8464 §§6.3.3.1

PM-05 · PM-U3 · Planned

Gas motion, temperature and pressure

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Explain pressure from random particle collisions; predict pressure rise when fixed-volume gas warms.

DfE single-science pp.42–43 / Combined pp.35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.5,3.6; MS4a.

Needs firstPM-03

Explanation

Gas particles move randomly and exert forces through collisions with walls. At fixed volume, heating increases average kinetic energy, increasing pressure through more frequent and stronger collisions. A pressure–temperature proportionality must not use Celsius as though zero Celsius meant zero particle motion.

Concepts, equations and units: Gas pressure Pa; temperature °C used qualitatively; average kinetic energy rises with temperature; fixed mass/volume conditions.

Prediction, demonstration and game exercise

Predict, observe, explain

Warm a sealed fixed-volume model gas; count wall collision impulses with animation slowed and labelled.

Planned learner game exercise

Choose warmer/cooler settings and compare pressure readings; explain constraints of particle representation.

Independent practice

Interpret pressure–temperature data qualitatively and write a collision-based explanation.

Original practice example · Shared

A sealed rigid gas container warms. Explain the pressure change without changing particle size.

Show working and model answer

Working / reasoning

Average kinetic energy/speed increases; collisions with the wall are more frequent and forceful, increasing force per unit area.

Answer

Pressure rises at fixed mass and volume because wall-collision forces increase.

Exit check and success criteria

Explain higher average speed/more forceful and frequent wall collisions at fixed volume; avoid unsupported proportionality in °C.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Gas pressure is caused by particles pressing without motion; pressure rises because particles expand; p∝temperature in °C.

Practical preparation

Optional teacher-led pressure/temperature demonstration; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

PM-06 · PM-U3 · Planned

Gas pressure and volume

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Use fixed-mass constant-temperature gas data to calculate pressure/volume changes; explain the inverse relation.

8463 §§4.3.3.2 / No Trilogy counterpart

DfE single-science pp.42–43 / Combined pp.35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.2; MS3b,3c,4a.

Needs firstPM-05

Explanation

The pV relation requires a fixed amount of gas at constant temperature. Reducing volume raises collision frequency at the walls and increases pressure. If the gas also warms, the same fixed pV model does not apply.

Concepts, equations and units: pV=constant, p1V1=p2V2; Pa,m³; mass and temperature held fixed.

Prediction, demonstration and game exercise

Predict, observe, explain

Compress a model slowly while heat exchange holds temperature fixed; compare collision frequency.

Planned learner game exercise

Set syringe volume for a target pressure and select only constant-temperature datasets.

Independent practice

Three p/V problems and a p–V graph; optional p–1/V straight line.

Original practice example · Separate Physics

A gas at 100 kPa occupies 0.002 m³. It compresses to 0.001 m³ at constant temperature. Find pressure.

Show working and model answer

Working / reasoning

p2 = p1V1/V2 = 100 × 0.002/0.001 kPa.

Answer

200 kPa.

Exit check and success criteria

Two values correct and both validity conditions stated.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

pV remains constant while temperature changes; volume halves so pressure halves.

Practical preparation

Optional teacher-supervised syringe/data investigation; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

PM-07 · PM-U3 · Planned

Work done on a gas

ScopeSeparate Physics Higher
Difficulty3 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Explain why rapid compression can heat gas; distinguish this from the constant-temperature pV model.

8463 §§4.3.3.3 / No Trilogy counterpart

DfE single-science pp.42–43 / Combined pp.35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6,3.7.

Needs firstPM-06,EN-07

Explanation

Compressing gas does mechanical work on it. If transfer to surroundings is too slow to remove that added energy, internal energy and temperature increase. This is different from a slow constant-temperature compression model.

Concepts, equations and units: Mechanical work increases internal energy; J,Pa,°C; no pΔV calculation required.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare slow isothermal and fast model pump strokes; trace transfer pathway and temperature change.

Planned learner game exercise

Select compression and heat-exchange conditions, predict final temperature direction and justify observed data.

Independent practice

Write a bicycle-pump explanation and critique use of pV=constant across unequal temperatures.

Original practice example · Separate Physics Higher

Why can rapid use of a bicycle pump warm its enclosed gas?

Show working and model answer

Working / reasoning

A force does work compressing the gas, transferring energy into its internal energy before it can fully transfer out.

Answer

Work increases internal energy and can increase temperature; pV need not stay constant.

Exit check and success criteria

Causal work → internal energy → temperature explanation and correct rejection of isothermal equation in rapid-heating case.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Compression always keeps temperature constant; hotter pump proves energy creation.

Practical preparation

Optional teacher-led bicycle-pump demonstration; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Waves

WA-U1 · Measuring mechanical waves

8463 §§4.6.1.1 / 8464 §§6.6.1.1

WA-01 · WA-U1 · Planned

Waves transfer energy

ScopeShared
Difficulty1 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Distinguish transverse/longitudinal waves; use a tracer to show energy propagation without bulk matter transport.

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.2,3.6; MS5b.

Needs firstEN-02; PM-01

Explanation

A travelling disturbance can carry energy while particles oscillate about their positions. Transverse motion is perpendicular to propagation; longitudinal motion is parallel, producing compressions and rarefactions. A water-surface model is a simplified transverse description, not a claim about every actual particle trajectory.

Concepts, equations and units: Oscillation perpendicular/parallel to propagation; compressions/rarefactions; water surface is GCSE transverse approximation.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict a floating marker trajectory and a slinky disturbance; contrast marker motion with travelling pattern.

Planned learner game exercise

Launch pulses through rope, water and air models; track a marked particle and select the direction relationship.

Independent practice

Draw both wave types and explain energy transport with stationary-average marker data.

Original practice example · Shared

An air sound wave travels right. In which direction do air particles oscillate?

Show working and model answer

Working / reasoning

Longitudinal particle oscillation is parallel to the travel direction.

Answer

Back and forth along the left–right direction, without bulk travel with the wave.

Exit check and success criteria

Both classifications correct and explanation distinguishes oscillating particles from propagation.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Particles travel the whole distance with the wave; all waves need matter; water particles move only vertically in reality.

Practical preparation

RP-P8/RP-C20 preparation; rope/slinky/ripple observation, AT4.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.6.1.2 / 8464 §§6.6.1.2

WA-02 · WA-U1 · Planned

Wave measurements and equations

ScopeShared
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Measure amplitude, wavelength, period and frequency; calculate wave speed.

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS4.2,4.5; MS1c,3b,3c,4a.

Needs firstWA-01; P0 rates

Explanation

Wavelength is separation between equivalent points on successive waves, while period is time for one cycle. Frequency counts cycles per second. Keep time traces distinct from spatial snapshots; their horizontal axes have different units.

Concepts, equations and units: v=fλ; T=1/f; v m/s, f Hz, λ m, T s; amplitude m; time trace versus spatial trace.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare snapshots and time traces; count cycles over several periods and measure several wavelengths.

Planned learner game exercise

Tune a wave maker to a target wavelength/speed; choose the correct measurement axes.

Independent practice

Four equation/conversion questions and diagram labels; distinguish wavelength from crest height.

Original practice example · Shared

A wave has f = 5 Hz and λ = 0.40 m. Find speed and period.

Show working and model answer

Working / reasoning

v = fλ = 5 × 0.40 = 2 m/s; T = 1/f = 1/5.

Answer

2.0 m/s and 0.20 s.

Exit check and success criteria

Three calculations correct plus correct amplitude/wavelength labels.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Frequency equals wave speed; wavelength measured from crest to trough; amplitude is peak-to-peak.

Practical preparation

RP-P8/RP-C20 preparation; AT1,4.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.6.1.2;8.2.8 / 8464 §§6.6.1.2;10.2.20

WA-03 · WA-U1 · Planned

Wave-speed investigations

ScopeShared
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Choose suitable apparatus and methods for ripple-tank and solid waves; explain a method for sound speed in air.

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS2.3–2.7,3.1,3.5; MS2a,2b,3c.

Needs firstWA-02

Explanation

Measure several wavelengths or cycles to reduce relative reading uncertainty, then divide appropriately. A ripple tank and a vibrating solid need suitable separate methods. For an echo, the measured time includes travel to the reflector and back.

Concepts, equations and units: v=fλ or distance/time; m/s,Hz,m,s; multiple cycles/wavelengths reduce relative measurement error.

Prediction, demonstration and game exercise

Predict, observe, explain

Demonstrate ripple tank and vibrating string/solid apparatus plus sound timing/echo or microphone method.

Planned learner game exercise

Measure frequency/wavelength/speed in both required apparatus types; choose timing separation for sound.

Independent practice

Analyse repeat readings, compare methods and quantify one uncertainty; echo distance requires two-way path.

Original practice example · Shared

An echo returns in 0.40 s from a wall 66 m away. Find sound speed.

Show working and model answer

Working / reasoning

Total distance = 2 × 66 = 132 m; v = 132/0.40.

Answer

330 m/s.

Exit check and success criteria

Both RP apparatus contexts addressed with valid methods/data and a justified sound-speed method.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Only a ripple tank fulfils the RP; frame rate is actual wave frequency; echo travels only one way.

Practical preparation

RP-P8/RP-C20: waves in ripple tank AND solid. Sound-speed method is additional specified theory/practical knowledge; AT4.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

WA-U2 · Interfaces and sound

WA-04 · WA-U2 · Planned

Reflection and material interfaces

ScopeSeparate Physics
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Draw reflection rays and normal; distinguish reflected, transmitted and absorbed energy.

8463 §§4.6.1.3 / No Trilogy counterpart

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.6; MS5a,5c.

Needs firstWA-01,WA-02

Explanation

The normal is perpendicular to the surface at the point of incidence. Reflection angles are measured from that normal. At a material boundary, incident energy may be divided between reflection, transmission and absorption rather than all reflected.

Concepts, equations and units: Angles from normal in degrees; incidence angle=reflection angle; ray and wavefront representations differ.

Prediction, demonstration and game exercise

Predict, observe, explain

Send waves to a boundary and compare smooth/rough surfaces; annotate energy partitions.

Planned learner game exercise

Orient mirrors to send a beam to a receiver; compare reflective and absorbing materials.

Independent practice

Two ray-diagram problems and an interface explanation; record angles in a table.

Original practice example · Separate Physics

A ray arrives at 35° to the normal of a mirror. State its reflection angle.

Show working and model answer

Working / reasoning

For reflection, angle of incidence equals angle of reflection, both measured from the normal.

Answer

35° to the normal.

Exit check and success criteria

Both ray constructions within 2° target tolerance and all three outcomes distinguished.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Angles measured from surface; every boundary reflects all incident energy; diffuse reflection breaks reflection law.

Practical preparation

RP-P9 reflection part; AT4,8.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.6.2.2;8.2.9 / 8464 §§6.6.2.2

WA-05 · WA-U2 · Planned

Refraction and wavefronts

ScopeShared + Higher explanation; Separate Physics practical
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Draw refraction rays at a boundary; H: explain bending using speed change and wavefronts.

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.6; MS5a,5b.

Needs firstWA-02; WA-04 for P

Explanation

A refracted ray changes direction when it crosses obliquely into a medium with different wave speed. Toward-normal bending occurs on slowing; away-normal on speeding. Frequency remains set by the source. Higher explanation relates the turning wavefront to different speeds at the boundary.

Concepts, equations and units: Ray angles from normal; frequency unchanged across boundary; v=fλ; speed/wavelength change; no Snell-law calculation required.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict air-to-glass bending, including normal incidence; H: turn wavefronts as speed changes.

Planned learner game exercise

Place blocks/prisms and trace beams; H: select a consistent speed/wavelength wavefront model.

Independent practice

Two ray diagrams; H explanation; P compare reflection/refraction measurements from different substances.

Original practice example · Shared

Light enters slower glass from air at an oblique angle. Describe bending and the frequency change.

Show working and model answer

Working / reasoning

Slower propagation makes the ray bend toward the normal; frequency remains the same while wavelength decreases.

Answer

Toward normal; unchanged frequency.

Exit check and success criteria

Correct toward/away-normal rays for supplied speed changes; H preserves frequency and explains bending.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

All refraction bends toward normal; frequency changes at boundary; refraction absent from Combined Science.

Practical preparation

RP-P9 refraction part only. Shared refraction theory has no equivalent Trilogy optics RP; AT4,8 for P.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

WA-06 · WA-U2 · Planned

Sound, hearing and transmission

ScopeSeparate Physics + Separate Physics Higher hearing
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Relate sound speed, frequency and wavelength across media; H: explain sound-to-solid vibration and hearing limits.

8463 §§4.6.1.2,4.6.1.4 / No Trilogy counterpart

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6; MS1c,3c.

Needs firstWA-01–03

Explanation

Sound needs a material whose disturbances can propagate. At a boundary, source frequency is preserved but speed and wavelength can change. On the separate Higher route, hearing is explained by sound causing vibrations in solids in the ear over a limited frequency range.

Concepts, equations and units: v=fλ; m/s,Hz,m; frequency fixed by source; H normal human hearing about 20 Hz–20 kHz.

Prediction, demonstration and game exercise

Predict, observe, explain

Transmit a model tone into another medium; H: show eardrum vibration within a limited response range.

Planned learner game exercise

Match source-frequency and wavelength cards in two media; H: classify audible/ultrasound tones using numbers, not real loud audio.

Independent practice

Two wavelength comparisons; H explain ear response and why sound needs matter.

Original practice example · Separate Physics

A 1000 Hz sound wave travels at 1500 m/s in a supplied medium. Find wavelength.

Show working and model answer

Working / reasoning

λ = v/f = 1500/1000.

Answer

1.5 m.

Exit check and success criteria

Frequency preserved with correct wavelength changes; H correct hearing range and vibration chain.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Pitch always changes between media; humans hear every frequency; animation scale is a real ear motion measurement.

Practical preparation

Optional sound transmission demonstration; AT4,8; no required practical specific to hearing.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

WA-07 · WA-U2 · Planned

Ultrasound, sonar and seismic evidence

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Explain reflection-based hidden-structure imaging; use P/S-wave evidence for Earth’s structure.

8463 §§4.6.1.5 / No Trilogy counterpart

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.1,1.2,1.4,3.6; MS3c,4a.

Needs firstWA-06

Explanation

Reflections from internal boundaries can locate hidden structures using round-trip travel time. P and S seismic waves give different evidence: P waves traverse solids and liquids, while S waves cannot traverse liquids. Inferences depend on combining observations, not simply drawing a cutaway.

Concepts, equations and units: Round-trip distance=vt/2 as application of speed relation; ultrasound above human hearing; P longitudinal, S transverse; S cannot traverse liquid.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare boundary echoes and seismic paths; separate observation from inference.

Planned learner game exercise

Locate a hidden flaw or seabed from echo times; choose an Earth model consistent with a supplied seismic dataset.

Independent practice

Two echo-distance calculations and a written P/S evidence argument.

Original practice example · Separate Physics Higher

A pulse travels at 1500 m/s and returns after 0.020 s. Find reflector distance.

Show working and model answer

Working / reasoning

One-way distance = vt/2 = 1500 × 0.020/2.

Answer

15 m.

Exit check and success criteria

Correct round-trip factor and inference consistent with both wave types; uncertainty acknowledged.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Ultrasound is electromagnetic; S-waves travel through liquids; images are photographs directly seen inside objects.

Practical preparation

Optional echo/supplied-data analysis; no medical diagnosis exercise or RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

WA-U3 · Electromagnetic waves

8463 §§4.6.2.1 / 8464 §§6.6.2.1

WA-08 · WA-U3 · Planned

Electromagnetic spectrum

ScopeShared
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Order EM groups by wavelength/frequency; explain energy transfer and common vacuum speed.

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.4; MS1b,3c.

Needs firstWA-02,EN-02

Explanation

The electromagnetic spectrum is continuous; named bands group wavelengths and frequencies. All groups travel at the same speed in a vacuum, so higher frequency corresponds to shorter wavelength there. Visible colours label only the band eyes can detect.

Concepts, equations and units: Radio, microwave, IR, visible red→violet, UV, X-ray, gamma; transverse; v=fλ; vacuum c≈3×10⁸ m/s supplied for calculation.

Prediction, demonstration and game exercise

Predict, observe, explain

Sweep an annotated spectrum and show common vacuum travel time; label visible as a small range.

Planned learner game exercise

Sort spectrum bands and match source-to-absorber transfer cards; compare waves on the same distance.

Independent practice

Three frequency/wavelength calculations with standard form; identify inverse trend.

Original practice example · Shared

An EM wave has frequency 1.0 × 10⁸ Hz. Use c = 3.0 × 10⁸ m/s. Find wavelength.

Show working and model answer

Working / reasoning

λ = c/f = (3.0 × 10⁸)/(1.0 × 10⁸).

Answer

3.0 m.

Exit check and success criteria

All seven bands ordered and two calculations correct.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Gamma travels faster than radio in vacuum; EM waves require air; coloured spectrum labels are actual colours of invisible radiation.

Practical preparation

No RP; cross-link WA-11 infrared.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.6.2.3–4.6.2.4 / 8464 §§6.6.2.3–6.6.2.4

WA-09 · WA-U3 · Planned

Applications, hazards and dose evidence

ScopeShared + Higher suitability explanations
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Match every specified EM group to applications; evaluate supplied exposure data; H: explain suitability.

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.4,1.5,3.5; MS1c,2c.

Needs firstWA-08; AT-03 for nuclear link

Explanation

Applications exploit how waves interact with matter. Exposure risk depends on radiation type and dose; ionising radiation can damage cells. A given dataset supports a specific comparison, not a universal safety conclusion or a clinical recommendation.

Concepts, equations and units: Radio broadcast; microwave communications/cooking; IR heaters/cameras; visible fibre optics; UV lamps/tanning; X/gamma imaging/treatment; Sv/mSv supplied units, not recall requirement.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare penetration/absorption in schematic materials and model exposure data; identify gamma nuclear origin.

Planned learner game exercise

Design a communications/imaging toolkit and reject unsafe exposure choices using provided evidence.

Independent practice

Three risk-data questions and two application explanations; H links physical property to use.

Original practice example · Shared

A supplied exposure table lists 0.002 Sv. Convert it to mSv.

Show working and model answer

Working / reasoning

1 Sv = 1000 mSv; 0.002 × 1000.

Answer

2 mSv. The dose unit is supplied for interpretation, not a recall requirement here.

Exit check and success criteria

At least one accurate use per band, consistent dose conversion and evidence-based risk comparison.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

All radiation is radioactive; non-ionising means harmless at every dose; dose and activity are the same quantity.

Practical preparation

Source-based risk analysis; no learner exposure experiments.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.6.2.2–4.6.2.3 / 8464 §§6.6.2.2–6.6.2.3

WA-10 · WA-U3 · Planned

Radio production, absorption and selective interactions

ScopeShared Higher
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain oscillating circuits producing radio waves and induced oscillations on reception; compare wavelength-dependent material interactions.

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,3.5; MS4a.

Needs firstWA-08,EL-07

Explanation

Oscillating electrical circuits can emit radio waves. When a receiving circuit absorbs a radio wave, it can develop electrical oscillations at the wave’s frequency. Material interactions depend on wavelength, so a route transparent to one band may absorb another.

Concepts, equations and units: AC frequency Hz; transmitter/receiver frequencies correspond; materials selectively absorb/transmit/reflect/refract; no antenna engineering formulas.

Prediction, demonstration and game exercise

Predict, observe, explain

Animate an oscillating circuit and receiving current at the same frequency; show model material response.

Planned learner game exercise

Tune transmitter/receiver frequency and choose a material route based on supplied response graphs.

Independent practice

Explain a reception failure and interpret two transmission/absorption curves.

Original practice example · Shared Higher

A radio wave of 2 MHz is received in the model circuit. What is the induced oscillation frequency?

Show working and model answer

Working / reasoning

The absorbing circuit’s oscillations correspond to the radio-wave frequency in this model.

Answer

2 MHz.

Exit check and success criteria

Frequency correspondence correct and explanation uses wavelength-dependent interaction evidence.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Radio waves transport current through empty space; all materials behave identically for every wavelength.

Practical preparation

Optional teacher demonstration/supplied circuit signals; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.6.2.2;8.2.10 / 8464 §§6.6.2.2;10.2.21

WA-11 · WA-U3 · Planned

Infrared surfaces investigation

ScopeShared
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Plan comparisons of absorption/emission for different surfaces; control geometry and temperature.

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS2.1–2.7,3.4,3.7; MS2b,2c,4c.

Needs firstEN-09,WA-08

Explanation

A surface comparison needs equal geometry, distance and relevant starting temperatures. Good infrared absorbers are also good emitters. Compare like measurements and state whether the detector measures radiation directly or whether temperature change provides indirect evidence.

Concepts, equations and units: Infrared transfer; temperature °C, time s, detector signal in labelled units; dark matt versus light shiny surfaces; no Stefan–Boltzmann equation.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare model detector readings from equally hot surfaces and warming rates under equal irradiation.

Planned learner game exercise

Select detector distance, initial temperature, surface finish and repeats; collect both absorption/emission evidence.

Independent practice

Plot results with uncertainty; distinguish temperature readings from direct radiation measurements.

Original practice example · Shared

Equally hot surfaces at the same distance give repeated detector signals: matt A = 18, 19, 20; shiny B = 6, 7, 8 arbitrary units. Compare means.

Show working and model answer

Working / reasoning

Mean A = 57/3 = 19; mean B = 21/3 = 7. A’s emitted detector signal is larger under the stated controls.

Answer

19 and 7 units; A emits a larger measured IR signal in this setup.

Exit check and success criteria

Controlled comparison with labelled data and a conclusion limited to the tested surfaces.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Black surfaces only absorb and never emit; visible colour alone determines every radiation property.

Practical preparation

RP-P10/RP-C21; AT1,4.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

WA-U4 · Optics and radiation

WA-12 · WA-U4 · Planned

Lenses and image formation

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Construct convex/concave lens ray diagrams; distinguish real/virtual images; calculate magnification.

8463 §§4.6.2.5 / No Trilogy counterpart

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.2; MS3b,3c,5a,5c.

Needs firstWA-05

Explanation

A lens changes ray direction through refraction. Convex lenses can form real or virtual images depending on object position; a concave lens forms a virtual image. Magnification is a ratio, so object and image heights use the same units and the answer has no unit.

Concepts, equations and units: Magnification=image height/object height, no unit; both heights same units; principal focus, focal length m; convex real or virtual, concave virtual.

Prediction, demonstration and game exercise

Predict, observe, explain

Move an object through focal positions and show screen capture versus virtual viewing.

Planned learner game exercise

Position lenses to make a specified image; place principal rays and predict size/orientation before reveal.

Independent practice

Three ray-diagram cases and two magnification calculations.

Original practice example · Separate Physics

An image is 30 mm high and its object is 10 mm high. Find magnification.

Show working and model answer

Working / reasoning

Magnification = image height/object height = 30/10.

Answer

3, with no unit.

Exit check and success criteria

Correct image type/orientation for two cases and both ratios correct without units.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

All lens images can be caught on a screen; magnification is measured in cm; ray lines are physical tracks.

Practical preparation

Optional lens/magnification investigation, AT4,8; not an additional RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

WA-13 · WA-U4 · Planned

Visible colour, filters and reflection

ScopeSeparate Physics
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain opaque colour and filters through selective absorption/reflection/transmission; distinguish specular/diffuse reflection and transparent/translucent.

8463 §§4.6.2.6 / No Trilogy counterpart

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6; MS5b.

Needs firstWA-08,WA-04

Explanation

An opaque object’s appearance depends on incident wavelengths and which it reflects. Filters selectively transmit and absorb; they do not manufacture missing light. Rough surfaces reflect at many local orientations, producing diffuse reflection while each local ray obeys the reflection rule.

Concepts, equations and units: Visible wavelength bands; no new equation; source spectrum matters.

Prediction, demonstration and game exercise

Predict, observe, explain

Illuminate coloured objects with white and single-colour light; show rough/smooth reflected rays.

Planned learner game exercise

Select light/filter combinations to reveal a coded object; predict black appearances when available light is absorbed.

Independent practice

Explain three source–filter–object cases and draw smooth/rough ray patterns.

Original practice example · Separate Physics

An ideal red-reflecting object is lit only by blue light, which it absorbs. How does it appear?

Show working and model answer

Working / reasoning

No red light is incident to reflect, and the supplied blue light is absorbed.

Answer

Black or very dark in the ideal model.

Exit check and success criteria

Two colour predictions correct with wavelength explanation and both reflection patterns consistent.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

A red object always looks red; filters add their colour; diffuse rays violate reflection law.

Practical preparation

Optional colour/filter investigation, AT4,8.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

WA-14 · WA-U4 · Planned

Black bodies and radiation balance

ScopeSeparate Physics + Separate Physics Higher balance
Difficulty3 (H 4) / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Explain emission at all temperatures and temperature-dependent spectrum; H: relate temperature change to absorbed/emitted power, including Earth.

8463 §§4.6.3.1–4.6.3.2 / No Trilogy counterpart

DfE single-science pp.37–39 / Combined pp.32–33. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.3,3.5; MS4a.

Needs firstWA-11,EN-03

Explanation

Every object emits radiation, and emission distribution changes with temperature. A perfect black body absorbs all incident radiation and is the best emitter. The Higher energy-balance branch distinguishes absorbed power from incident/reflected power and links net absorption to temperature change.

Concepts, equations and units: Perfect black body absorbs all incident radiation and is best emitter; spectrum intensity/wavelength vs temperature; H power balance W.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare labelled model spectra; H vary absorption/reflection/emission of Earth–atmosphere model.

Planned learner game exercise

Choose surfaces for a satellite; H adjust incoming/absorbed/emitted power and predict warming/cooling/equilibrium.

Independent practice

Interpret two spectra; H annotate an Earth radiation diagram and identify a model limitation.

Original practice example · Separate Physics Higher

A body absorbs 120 W and emits 100 W, with no other transfers in the stated model. Predict its temperature change.

Show working and model answer

Working / reasoning

Net rate into the body = 120 − 100 = 20 W; internal energy rises.

Answer

It warms; net absorbed power is 20 W.

Exit check and success criteria

Correct hotter-spectrum comparison; H temperature change consistent with net absorbed power and equilibrium rates equal.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Cold objects do not radiate; constant temperature means no transfer; greenhouse model proves exact future temperature.

Practical preparation

RP-P10 data revisit; black-body theory and H balance extend beyond shared RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Magnetism and electromagnetism

MG-U1 · Magnets and current-produced fields

8463 §§4.7.1.1 / 8464 §§6.7.1.1

MG-01 · MG-U1 · Planned

Permanent and induced magnets

ScopeShared
Difficulty1 / 4 · proposed
Time20–25 min · estimated
StatusPlanned

Learning objectives

Predict pole interactions; distinguish permanent and induced magnetism and relevant magnetic materials.

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.2,3.6.

Needs firstFM-01

Explanation

Permanent magnets maintain their field; induced magnetism develops in a magnetic material placed in a field and largely disappears for a soft induced sample when removed. Pole interactions and material attraction are different tests; not all metals are magnetic.

Concepts, equations and units: N/S poles; unlike attract/like repel; induced magnetism attracts; iron,steel,cobalt,nickel; force N qualitatively.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare a permanent magnet with an iron sample in and out of the field.

Planned learner game exercise

Sort materials and test labelled pole configurations; predict induction and loss of magnetism.

Independent practice

Explain three magnet interactions and identify a valid test for a permanent magnet.

Original practice example · Shared

Predict interactions for N–N and N–S poles of permanent magnets.

Show working and model answer

Working / reasoning

Like poles repel; unlike poles attract.

Answer

N–N repels; N–S attracts.

Exit check and success criteria

Three predictions correct and induction explanation does not claim every metal is magnetic.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

All metals are attracted; induced iron repels either pole; breaking a magnet isolates a single pole.

Practical preparation

Optional magnets/material observations; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.7.1.2 / 8464 §§6.7.1.2

MG-02 · MG-U1 · Planned

Mapping magnetic fields

ScopeShared
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Use a compass to plot field direction; interpret line density and Earth’s magnetic field.

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,2.2,2.6; MS5b.

Needs firstMG-01

Explanation

A compass north-seeking end indicates local magnetic field direction. Outside a bar magnet, arrows run from north to south and line density represents strength in the drawing. Lines describe a field model, not visible material threads.

Concepts, equations and units: Field direction defined by force on north test pole; outside bar magnet N→S; strongest near poles; model field lines.

Prediction, demonstration and game exercise

Predict, observe, explain

Plot compass directions point by point; show Earth’s compass alignment as evidence for a magnetic interior.

Planned learner game exercise

Place virtual compass samples, trace field curves and compare strengths at distances.

Independent practice

Draw two annotated field diagrams and explain compass orientation.

Original practice example · Shared

Which way do field arrows run outside a bar magnet, and where are lines most densely drawn?

Show working and model answer

Working / reasoning

The direction is the force on a north test pole; field is strongest near the poles.

Answer

North to south outside; densest near poles.

Exit check and success criteria

Consistent arrows, denser lines near poles and correct direction definition.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Field lines are strings; compass points at the nearest drawn line; magnetic and geographic north are identical concepts.

Practical preparation

Optional compass field plotting; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.7.2.1 / 8464 §§6.7.2.1

MG-03 · MG-U1 · Planned

Current, solenoids and electromagnets

ScopeShared + Separate Physics devices
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Sketch current-produced fields; predict effects of current, distance, coil shape and iron core; P: interpret device diagrams.

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,2.2; MS5b.

Needs firstMG-02,EL-01

Explanation

A current produces a surrounding magnetic field. Shaping the conductor into a solenoid combines effects into a strong interior field; an iron core strengthens it. Reversing current reverses field direction. Device diagrams are an extra separate-Physics requirement.

Concepts, equations and units: A,T when quantified later; straight-wire circular field; solenoid strong approximately uniform interior; core strengthens field.

Prediction, demonstration and game exercise

Predict, observe, explain

Reverse current to reverse directions; compare wire, solenoid and iron-core models.

Planned learner game exercise

Build an electromagnet for a lifting target with labelled current/core choices; P diagnose a relay or bell diagram.

Independent practice

Draw wire/coil fields and explain two strengthening changes; P one device causal chain.

Original practice example · Shared

Name two changes that can strengthen the model solenoid’s magnetic effect.

Show working and model answer

Working / reasoning

Increase current within safe apparatus limits; insert an iron core. The coil arrangement also strengthens the interior effect.

Answer

Greater current and an iron core are valid choices.

Exit check and success criteria

Correct directions for supplied current and explanation identifies current/core; P device explanation complete.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Any coil becomes a permanent magnet; magnetic effect requires motion of the whole wire; detailed device interpretation is shared specification.

Practical preparation

Optional low-voltage electromagnet investigation; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

MG-U2 · Motor effect

8463 §§4.7.2.2 / 8464 §§6.7.2.2

MG-04 · MG-U2 · Planned

Motor effect and Fleming’s left-hand rule

ScopeShared Higher
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Predict conductor-force direction; calculate force for a perpendicular conductor; identify factors controlling magnitude.

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2; MS3b,3c,5b.

Needs firstMG-03,FM-01,EL-02

Explanation

The motor effect is a force on a current-carrying conductor in a magnetic field. Field, conventional current and force directions are mutually perpendicular in the standard setup. The supplied F = BIl relation assumes the conductor is perpendicular to the field.

Concepts, equations and units: F=BIl at 90°; N,T,A,m; left-hand field/current/force directions; conventional current.

Prediction, demonstration and game exercise

Predict, observe, explain

Reverse current and field separately; observe force reversal and compare two lengths.

Planned learner game exercise

Set current, field and wire length to move a cargo rail in a specified direction.

Independent practice

Three F/B/I/l calculations and two direction checks.

Original practice example · Shared Higher

A perpendicular wire has B = 0.20 T, I = 3.0 A and length 0.10 m in the field. Find force.

Show working and model answer

Working / reasoning

F = BIl = 0.20 × 3.0 × 0.10.

Answer

0.060 N.

Exit check and success criteria

Two calculations and both orientations correct; applicability condition stated.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Force always along current; use electron flow as conventional-current direction; same formula valid for parallel orientation.

Practical preparation

Optional teacher-led low-voltage motor-effect demo; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.7.2.3 / 8464 §§6.7.2.3

MG-05 · MG-U2 · Planned

Electric motors

ScopeShared Higher
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain coil rotation through forces on opposite sides; connect electrical work to mechanical output.

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,3.6.

Needs firstMG-04

Explanation

Forces on opposite sides of a current-carrying coil form a turning effect. The motor converts electrical work into mechanical output with some dissipation. A simple continuous DC motor reverses the relevant coil current as it turns so the turning effect continues.

Concepts, equations and units: Motor-effect forces and moments; N and N m qualitatively; split-ring role can support explanation but no extra motor design equations.

Prediction, demonstration and game exercise

Predict, observe, explain

Freeze a coil at several orientations and label opposite forces; show reversal for continuing rotation.

Planned learner game exercise

Repair coil polarity/contacts in a model motor then predict rotation on field reversal.

Independent practice

Annotated motor diagram and energy-transfer explanation.

Original practice example · Shared Higher

Why can a current-carrying coil rotate even though forces on opposite sides point oppositely?

Show working and model answer

Working / reasoning

The forces act on different sides of the pivot, so their moments can act in the same rotational direction.

Answer

Opposite forces form a turning effect on the coil rather than simply cancelling rotation.

Exit check and success criteria

Opposite-side forces give consistent turning direction and energy accounting includes surroundings.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Both sides feel the same-direction force; a motor creates energy; every motor turns continuously without commutation.

Practical preparation

Optional safe model motor demonstration; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

MG-06 · MG-U2 · Planned

Loudspeakers and headphones

ScopeSeparate Physics Higher
Difficulty3 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Explain moving-coil conversion from changing current to pressure variations.

8463 §§4.7.2.4 / No Trilogy counterpart

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,3.6; MS4a.

Needs firstMG-04,WA-06,EL-07

Explanation

A changing current in the loudspeaker coil produces a changing force in its magnetic field. The coil and cone vibrate, making pressure variations in air. Pitch follows oscillation frequency; increasing amplitude is a different change.

Concepts, equations and units: Motor effect; AC current A, frequency Hz; coil/cone displacement; no acoustic power formula.

Prediction, demonstration and game exercise

Predict, observe, explain

Show current trace, coil force and cone motion with consistent phase-labelled model.

Planned learner game exercise

Match electrical frequency to cone motion and sound-pressure waveform; diagnose reversed or missing components.

Independent practice

Explain a four-stage current→force→vibration→sound chain and interpret a waveform.

Original practice example · Separate Physics Higher

A loudspeaker is driven by an AC signal at 500 Hz in the model. What frequency is the cone’s driven oscillation?

Show working and model answer

Working / reasoning

The alternating force follows the drive signal; the model cone oscillates at the supplied drive frequency.

Answer

500 Hz.

Exit check and success criteria

All four links correct and sound frequency tied to drive frequency.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Sound carries the electrical current to the ear; loudspeakers use the generator effect; amplitude changes necessarily change pitch.

Practical preparation

Optional low-volume loudspeaker observation; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

MG-U3 · Generator effect and transformers

MG-07 · MG-U3 · Planned

Induced potential and opposing change

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Explain when p.d./current are induced; predict directions and magnitude changes; explain opposition to the causing change.

8463 §§4.7.3.1 / No Trilogy counterpart

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,2.2,3.6.

Needs firstMG-03,EL-02

Explanation

Induced p.d. requires relative motion or changing magnetic field conditions. A closed circuit is needed for induced current. The induced current’s field opposes the change causing it, linking induction to energy conservation and resisting easy energy creation.

Concepts, equations and units: Induction needs changing field through/relative to conductor; p.d. V, I A; closed circuit needed for current; no flux-rate formula required.

Prediction, demonstration and game exercise

Predict, observe, explain

Move magnet into/out of coil then hold it still; compare open/closed circuits and speeds.

Planned learner game exercise

Choose magnet motion, coil turns and field strength for a supplied output; label induced polarity and opposing response.

Independent practice

Four prediction cases and a conservation-based explanation of mechanical resistance.

Original practice example · Separate Physics Higher

A magnet is held still beside a stationary coil with an unchanging field. Is a p.d. continuously induced?

Show working and model answer

Working / reasoning

There is no change in the relevant magnetic field configuration or relative motion.

Answer

No continuous induced p.d. in this stated setup.

Exit check and success criteria

Three predictions correct, stationary case zero and open-circuit p.d. distinguished from current.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Any magnet beside a coil induces current; induced field opposes the field itself rather than its change; current exists in an open circuit.

Practical preparation

Optional magnet–coil–meter investigation; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

MG-08 · MG-U3 · Planned

Generators, alternators and microphones

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Explain alternator AC and dynamo DC outputs; interpret p.d.–time graphs; explain moving-coil microphone.

8463 §§4.7.3.2–4.7.3.3 / No Trilogy counterpart

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.4,3.2,3.6; MS4a.

Needs firstMG-07,MG-06

Explanation

An alternator produces alternating p.d.; a dynamo’s connections give unidirectional output which can still vary in magnitude. A moving-coil microphone uses induction to turn sound-driven mechanical motion into an electrical signal, the reverse conversion direction of a loudspeaker.

Concepts, equations and units: Generated p.d. V against time s; AC alternates sign, dynamo unidirectional pulsing DC; microphone pressure→motion→induction.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare rotating-coil connection models and corresponding traces; reverse microphone conversion chain.

Planned learner game exercise

Select an alternator/dynamo for supplied output requirement and order microphone signal stages.

Independent practice

Draw/interpret two generator traces; write a microphone explanation contrasting loudspeaker.

Original practice example · Separate Physics Higher

A generator trace stays nonnegative but rises and falls repeatedly. Can this be DC?

Show working and model answer

Working / reasoning

DC means unidirectional; it need not be a perfectly constant value.

Answer

Yes: a pulsating unidirectional DC output is possible.

Exit check and success criteria

Correct output signs and complete microphone chain, with energy supplied by mechanical input.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Dynamo DC must be perfectly constant; microphone uses motor effect to create sound; generators create charge.

Practical preparation

Optional safe generator/microphone demonstrations; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

MG-09 · MG-U3 · Planned

Transformers and quantitative transmission

ScopeSeparate Physics Higher
Difficulty4 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Explain AC transformer action; calculate turns/p.d. ratios and ideal power/current changes; connect to Grid losses.

8463 §§4.7.3.4 / No Trilogy counterpart

DfE single-science pp.41–42 / Combined pp.34–35. Evidence checked 30 September–1 October 2026. Skills: WS1.4,3.6; MS1c,3b,3c.

Needs firstMG-07,EL-09

Explanation

Alternating current in a primary coil changes the core field and induces secondary p.d. The turns ratio sets the p.d. ratio. Ideal power equality means stepping voltage up steps current down for the same transferred power; real losses must be stated separately.

Concepts, equations and units: Vp/Vs=np/ns; ideal VpIp=VsIs; V,A,W; alternating core field; actual efficiency separately stated.

Prediction, demonstration and game exercise

Predict, observe, explain

Show two coils on iron core; predict step-up/down voltages, distinguish ideal from measured power.

Planned learner game exercise

Choose turns and current ratings for a model distribution chain; compare cable loss at fixed transmitted power.

Independent practice

Three transformer/ideal-power problems plus a Grid explanation; use I²R from EL-08.

Original practice example · Separate Physics Higher

An ideal transformer has 100 primary turns and 500 secondary turns with 12 V input. Find output p.d.

Show working and model answer

Working / reasoning

Vp/Vs = np/ns; Vs = 12 × 500/100.

Answer

60 V.

Exit check and success criteria

Two calculations correct, step-up implies lower secondary current for ideal fixed power, and AC requirement explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Transformer works continuously on DC; more turns create power; ideal input/output equality asserted for real lossy device.

Practical preparation

Optional approved low-voltage transformer demonstration; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Atomic physics

AT-U1 · Atomic structure and models

8463 §§4.4.1.1–4.4.1.2 / 8464 §§6.4.1.1–6.4.1.2

AT-01 · AT-U1 · Planned

Atoms, ions and isotopes

ScopeShared
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Use atomic notation to count protons/neutrons/electrons; distinguish isotopes/ions; describe electron energy-level changes.

DfE single-science pp.43–44 / Combined pp.35–36. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.4; MS1b,3c.

Needs firstP0 standard form; PM-01

Explanation

Atomic number identifies protons; mass number counts protons plus neutrons. Isotopes differ in neutron count, while ions differ in electron count. Electromagnetic absorption can move an electron to a higher level; emission accompanies movement to a lower level in the GCSE model.

Concepts, equations and units: Atom radius about 10⁻¹⁰ m; nucleus less than 1/10,000 radius; Z protons,A nucleons; electron charge negative; radiation absorption/emission alters levels.

Prediction, demonstration and game exercise

Predict, observe, explain

Build labelled atomic diagrams with scale disclaimer; remove an electron versus change neutron count.

Planned learner game exercise

Assemble three isotope/ion identities and choose whether a transition absorbs or emits radiation.

Independent practice

Four particle-count questions, one size-ratio comparison and an energy-level explanation.

Original practice example · Shared

A neutral atom has Z = 6 and A = 14. Count protons, neutrons and electrons.

Show working and model answer

Working / reasoning

Protons = 6; neutrons = 14 − 6; neutral electrons = protons.

Answer

6 protons, 8 neutrons, 6 electrons.

Exit check and success criteria

Three counts correct, ion/isotope distinction and emission direction correct.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Positive ion gains protons; isotope means charged; electron paths are literal planetary orbits or scale-accurate rings.

Practical preparation

No RP; model and notation exercise.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.4.1.3 / 8464 §§6.4.1.3

AT-02 · AT-U1 · Planned

Evidence and the changing atomic model

ScopeShared
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Use scattering evidence to explain replacement of plum-pudding model; sequence electron, nucleus, Bohr levels, proton and neutron developments.

DfE single-science pp.43–44 / Combined pp.35–36. Evidence checked 30 September–1 October 2026. Skills: WS1.1,1.2,1.6,3.6; MS2c,4a.

Needs firstAT-01

Explanation

The scattering pattern challenged a diffuse positive-charge model. Most particles passed through, supporting mostly empty space; a few strongly deflected, supporting a small dense positive nucleus. Models develop through evidence, comparison and review rather than one perfect picture.

Concepts, equations and units: Models predict observations; most alpha pass, few large deflections; nucleus tiny,dense,positive; Chadwick neutron evidence.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict scattering patterns from two models then reveal an evidence histogram; explain revision and peer scrutiny.

Planned learner game exercise

Choose a model consistent with supplied trajectories and write a revision memo citing observations.

Independent practice

Interpret frequency table/histogram and produce a two-observation argument.

Original practice example · Shared

Why did rare large alpha deflections favour the nuclear model over plum pudding?

Show working and model answer

Working / reasoning

Concentrated positive charge and mass could strongly deflect a small fraction close to the nucleus; diffuse charge could not account for the pattern.

Answer

They supported a small dense positive nucleus, consistent with most alphas passing through.

Exit check and success criteria

Both key observations linked to nuclear structure and historical sequence broadly correct.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Most alpha particles hit nucleus; one diagram proves every model feature; Bohr/Chadwick experimental detail is required.

Practical preparation

No live radiation apparatus; historical-data simulation.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

AT-U2 · Radioactive decay and evidence

8463 §§4.4.2.1 / 8464 §§6.4.2.1

AT-03 · AT-U2 · Planned

Radioactive decay and nuclear emissions

ScopeShared
Difficulty2 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Describe unstable-nucleus decay and activity; compare alpha, beta, gamma and neutron emissions, penetration and ionisation.

DfE single-science pp.43–44 / Combined pp.35–36. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.5,4.2; MS2c.

Needs firstAT-01,WA-08

Explanation

Radioactive decay is a random change of an unstable nucleus. Activity counts decays per second, whereas a detector counts only what it registers. Alpha, beta, gamma and neutron emissions differ in charge, mass and interactions; beta originates in a nuclear process, not from an ordinary electron-shell transition.

Concepts, equations and units: Activity Bq=decays/s; count rate counts/s differs due to detection; alpha helium nucleus, beta electron from nuclear process, gamma EM, neutron uncharged.

Prediction, demonstration and game exercise

Predict, observe, explain

Use stochastic model decay and shielding cards; distinguish emissions from electron-shell events.

Planned learner game exercise

Select shielding/detection for supplied evidence and classify radiation by charge, mass, range and penetration.

Independent practice

Explain decay randomness and interpret three detector/shield cases.

Original practice example · Shared

A source undergoes 300 decays per second. State activity and unit. Must a detector read 300 counts/s?

Show working and model answer

Working / reasoning

Activity is decays/s; detector efficiency, geometry and background affect measured counts.

Answer

300 Bq; no, count rate need not equal activity.

Exit check and success criteria

Alpha/beta/gamma identities and comparisons correct; neutron identified; activity/count rate distinguished.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Beta is an orbital electron ejected by warming; gamma is a massive particle; decay can be timed for one nucleus.

Practical preparation

Simulation/supplied detector data; any school source work follows specialist controls; no RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.4.2.2 / 8464 §§6.4.2.2

AT-04 · AT-U2 · Planned

Balancing nuclear equations

ScopeShared
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Balance A and Z for alpha/beta/gamma decay; explain why gamma changes neither.

DfE single-science pp.43–44 / Combined pp.35–36. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.1; MS1b,3c.

Needs firstAT-03

Explanation

A nuclear equation balances nucleon number and charge/atomic-number bookkeeping. Alpha decay lowers A by four and Z by two. Beta-minus changes a neutron into a proton and emitted electron, raising the daughter’s Z by one without changing A. Gamma changes neither.

Concepts, equations and units: A/Z bookkeeping; alpha ⁴₂He, beta ⁰₋₁e; beta-minus neutron→proton in nucleus; element identity changes when Z changes.

Prediction, demonstration and game exercise

Predict, observe, explain

Demonstrate a worked alpha and beta decay; keep nucleon-number balance separate from electric charge notation.

Planned learner game exercise

Place missing daughter/emission tiles in nuclear equations and verify both balances.

Independent practice

Four equation completions plus one explanation of gamma decay.

Original practice example · Shared

A nucleus with A = 210 and Z = 84 emits an alpha particle. Give daughter A and Z.

Show working and model answer

Working / reasoning

A_daughter = 210 − 4; Z_daughter = 84 − 2.

Answer

A = 206, Z = 82.

Exit check and success criteria

Three equations correct and gamma changes neither A nor Z.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Beta emission lowers daughter Z; atomic mass number means electron count; gamma removes a proton.

Practical preparation

No RP; symbolic practice.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.4.2.3 / 8464 §§6.4.2.3

AT-05 · AT-U2 · Planned

Half-life and random decay data

ScopeShared + Higher net-decline calculations
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Determine half-life from data/graphs; explain aggregate predictability versus individual randomness; H calculate net decline over half-lives.

DfE single-science pp.43–44 / Combined pp.35–36. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.4,3.7; MS1c,3d,4a.

Needs firstAT-03; P0 fractions

Explanation

Half-life is the time for the undecayed population or activity to fall to half its value. It describes aggregate behaviour, not a schedule for one nucleus. Correct measured counts for background before estimating a source half-life. Higher calculations distinguish remaining fraction from net decline.

Concepts, equations and units: Half-life in s or labelled time; corrected count rate after background subtraction; H fractions N=N0(½)^n and decline=N0−N, integer n practice.

Prediction, demonstration and game exercise

Predict, observe, explain

Run repeat stochastic populations then plot count rate; compare large versus small samples.

Planned learner game exercise

Choose a half-life and estimate it from noisy model measurements; separate background from source counts.

Independent practice

Read two half-lives; H two remaining/declined fraction problems; estimate range from repeats.

Original practice example · Shared

A source-only count-rate graph falls from 80 to 40 counts/s in 5 minutes. Estimate half-life.

Show working and model answer

Working / reasoning

A halving interval is 5 minutes; compare another halving interval if the graph permits.

Answer

5 minutes.

Exit check and success criteria

Correct graph interval and randomness explanation; H distinguishes remaining from declined proportion.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

After two half-lives nothing remains; half-life is half the total decay time; every nucleus decays at the half-life.

Practical preparation

No RP; random-decay model/supplied counts.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

8463 §§4.4.2.4 / 8464 §§6.4.2.4

AT-06 · AT-U2 · Planned

Contamination, irradiation and evidence quality

ScopeShared
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Distinguish contamination/irradiation and their hazards; evaluate precautions and the value of peer-reviewed risk evidence.

DfE single-science pp.43–44 / Combined pp.35–36. Evidence checked 30 September–1 October 2026. Skills: WS1.5,1.6,3.7,3.8.

Needs firstAT-03,AT-05

Explanation

Irradiation exposes an object to radiation; contamination means radioactive material is on or inside it. Removing an external source ends that irradiation but does not remove deposited material. Risk conclusions need exposure data and sound methods, not just a dramatic source label.

Concepts, equations and units: Contamination radioactive material present; irradiation exposure to radiation; risk depends on radiation, dose, exposure and location.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare external source removed with deposited source remaining; analyse supplied evidence without medical claims.

Planned learner game exercise

Audit lab-scenario cards for distance,time,shielding and containment choices; critique a flawed public claim.

Independent practice

Write two safety explanations and evaluate a study’s method, sample and publication status.

Original practice example · Shared

An external sealed source is removed with no material transferred to the object. Was it contaminated merely by exposure?

Show working and model answer

Working / reasoning

Exposure alone is irradiation; no radioactive material has been deposited in this scenario.

Answer

No; it was irradiated, not contaminated.

Exit check and success criteria

Both definitions correct, precautions matched to mechanism and a substantive evidence limitation identified.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Irradiation always makes an object radioactive; contamination ends when the external source is switched off.

Practical preparation

No RP; only simulated/source-based radiation safety tasks.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

AT-U3 · Uses and nuclear energy

AT-07 · AT-U3 · Planned

Background radiation, uses and half-life choices

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Identify natural/artificial background sources; justify isotope/radiation choices for tracers and treatment using half-life and penetration.

8463 §§4.4.3.1–4.4.3.3 / No Trilogy counterpart

DfE single-science pp.43–44 / Combined pp.35–36. Evidence checked 30 September–1 October 2026. Skills: WS1.4,1.5,3.5; MS1c,2c.

Needs firstAT-05,AT-06

Explanation

Background has natural and artificial contributions. A suitable tracer or treatment isotope must match the detection/treatment purpose and exposure timescale. Activity and dose differ: dose relates to exposure risk, while Bq measures decay rate. Educational scenarios cannot determine individual medical care.

Concepts, equations and units: Background cosmic/rocks/medical/nuclear sources; dose Sv/mSv supplied; activity Bq; short/long half-life risk and usefulness; tracer versus therapy.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare fictional isotope cards; distinguish diagnostic detection from treatment energy absorption.

Planned learner game exercise

Choose a tracer or treatment card using supplied half-life/penetration data and minimise exposure; choices are educational, not clinical recommendations.

Independent practice

Interpret background/dose data and justify two isotope selections with trade-offs.

Original practice example · Separate Physics

For a fictional short-duration tracer task, why might an excessively long half-life be a disadvantage?

Show working and model answer

Working / reasoning

Radioactive material can remain active long after the task, prolonging potential exposure; suitability also depends on detection and route.

Answer

It can remain radioactive longer than needed, so selection must balance usable detection time and exposure.

Exit check and success criteria

Natural/artificial sources distinguished, two evidence-based selections and risk limitation stated.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Background is entirely man-made; longest half-life always best; activity equals dose.

Practical preparation

No RP; datasets/simulation only.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

AT-08 · AT-U3 · Planned

Fission and controlled chain reactions

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain induced fission, neutron release and chain reactions; identify control roles and energy transfers.

8463 §§4.4.4.1 / No Trilogy counterpart

DfE single-science pp.43–44 / Combined pp.35–36. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4,3.6.

Needs firstAT-03,EN-11

Explanation

Fission of a heavy nucleus releases smaller nuclei, neutrons and energy. Some released neutrons can cause further fissions, giving a chain reaction. Absorbing enough neutrons controls the branching rate; the energy comes from nuclear changes rather than fuel combustion.

Concepts, equations and units: Heavy nucleus splits into two smaller nuclei plus neutrons and radiation; kinetic energy of products; control rods absorb neutrons; no mass-energy equation required.

Prediction, demonstration and game exercise

Predict, observe, explain

Show probabilistic neutron branching with controllable absorption; distinguish controlled reactor and uncontrolled chain reaction.

Planned learner game exercise

Adjust model neutron absorption to maintain a stated reaction rate and explain resulting energy ledger.

Independent practice

Label a reaction diagram and write a four-step chain/control explanation.

Original practice example · Separate Physics

Explain how absorbing neutrons changes a chain reaction.

Show working and model answer

Working / reasoning

Fewer emitted neutrons are available to induce subsequent fissions, reducing the number of new events.

Answer

It reduces subsequent fission events and can control the reaction rate.

Exit check and success criteria

Correct initiating neutron, products and subsequent-neutron chain; control explanation conserves energy.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Fission is burning; rods supply extra neutrons; every emitted neutron causes another fission.

Practical preparation

No RP; abstract model, no reactor-operation instructions.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

AT-09 · AT-U3 · Planned

Fusion and comparison with fission

ScopeSeparate Physics
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Explain fusion of light nuclei and energy release; compare with fission and prepare stellar link.

8463 §§4.4.4.2 / No Trilogy counterpart

DfE single-science pp.43–44 / Combined pp.35–36. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6,4.1.

Needs firstAT-08,EN-01

Explanation

Fusion joins light nuclei into a heavier nucleus and can release energy as a small mass difference becomes energy. It is distinct from chemical burning and from fission’s splitting. Quantitative mass–energy calculations are not required in this mapped GCSE lesson.

Concepts, equations and units: Light nuclei combine into heavier nucleus; some mass becomes energy; qualitative only, no E=mc² calculation requirement.

Prediction, demonstration and game exercise

Predict, observe, explain

Contrast joining/splitting nuclear diagrams; state particle colours and sizes are symbolic.

Planned learner game exercise

Sort reaction cards and complete store/transfer maps for fusion versus fission contexts.

Independent practice

Two reaction explanations and a comparison including nuclear changes and energy source.

Original practice example · Separate Physics

Classify a process in which light nuclei combine into a heavier nucleus with energy release.

Show working and model answer

Working / reasoning

The process joins rather than splits nuclei.

Answer

Nuclear fusion.

Exit check and success criteria

Joining/splitting correctly distinguished and energy source attributed to nuclear processes rather than chemical combustion.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Fusion splits heavy nuclei; Sun burns ordinary fuel; mass conservation in ordinary phase changes forbids nuclear mass-energy release.

Practical preparation

No RP; model only.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Space physics

SP-U1 · Solar system and orbits

SP-01 · SP-U1 · Planned

Solar system and cosmic scale

ScopeSeparate Physics
Difficulty2 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Distinguish star, planet, dwarf planet, moon and artificial satellite; locate solar system within Milky Way.

8463 §§4.8.1.1,4.8.1.3 / No Trilogy counterpart

DfE single-science pp.44–45 · no Combined Space section. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.4; MS1b,2h,5b.

Needs firstFM-02,AT-09

Explanation

The solar system contains the Sun and bodies bound in its gravitational system, including planets, dwarf planets and satellites. It is a small part of the Milky Way. Navigable game models cannot simultaneously preserve realistic size and distance scales without carefully labelled separate views.

Concepts, equations and units: Sun, eight planets, dwarf planets, natural satellites; scale distances in m and standard form; no orbital-period equation required.

Prediction, demonstration and game exercise

Predict, observe, explain

Show nested scale views and flag all compressed distances/oversized planet depictions.

Planned learner game exercise

Place object/category cards and navigate a scale slider; compare orders of magnitude from supplied data.

Independent practice

Classify six objects and calculate two scale ratios; distinguish scale model from navigable scene.

Original practice example · Separate Physics

Is the Moon a planet, a natural satellite, an artificial satellite or a star?

Show working and model answer

Working / reasoning

It orbits Earth and was not built by humans.

Answer

A natural satellite.

Exit check and success criteria

Five classifications and one ratio correct; hierarchy system→galaxy clear.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Solar system equals galaxy; every orbiting object is a planet; rendered distance is physical astronomical distance.

Practical preparation

No RP; observational/model data.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

SP-02 · SP-U1 · Planned

Gravity and stable orbits

ScopeSeparate Physics + Separate Physics Higher explanations
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Describe gravity-maintained planetary/satellite orbits; H explain changing velocity at constant speed and radius change for a different stable speed.

8463 §§4.8.1.3 / No Trilogy counterpart

DfE single-science pp.44–45 · no Combined Space section. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6; MS5b.

Needs firstSP-01,FM-07,FM-11

Explanation

In the circular-orbit approximation, gravity supplies inward force while instantaneous velocity is tangent to the orbit. Higher explanations separate unchanged speed from changing velocity direction and require radius change for a different stable orbital speed in the same system.

Concepts, equations and units: Gravitational force directed inward; circular orbit approximation; H constant speed/changing direction; no centripetal-force/orbital-speed formula requirement.

Prediction, demonstration and game exercise

Predict, observe, explain

Freeze orbit positions and annotate inward force and tangential velocity; H compare two consistent stable orbits.

Planned learner game exercise

Predict motion if inward force removed; H choose model radius consistent with a supplied changed stable speed.

Independent practice

Annotated orbit explanation; H compare radius/speed cases qualitatively using model evidence.

Original practice example · Separate Physics Higher

A satellite moves at constant speed in a circular orbit. Is its velocity constant?

Show working and model answer

Working / reasoning

Its direction changes continuously even when speed stays fixed.

Answer

No; velocity changes direction, requiring inward acceleration/force.

Exit check and success criteria

Force points toward centre, velocity tangent; H changing direction and stable-radius condition correct.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Gravity absent in orbit; inward force points along velocity; any chosen speed remains stable at fixed radius.

Practical preparation

No RP; analytical orbit model required, not Roblox engine default.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

SP-U2 · Stars and elements

SP-03 · SP-U2 · Planned

Star formation and life cycles

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time30–35 min · estimated
StatusPlanned

Learning objectives

Explain gravitational formation and main-sequence balance; sequence Sun-like and much more massive star life cycles.

8463 §§4.8.1.1–4.8.1.2 / No Trilogy counterpart

DfE single-science pp.44–45 · no Combined Space section. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6; MS2h.

Needs firstAT-09,SP-01

Explanation

Stars form when gravity draws gas and dust together, allowing conditions for fusion. During the main sequence, outward pressure sustained by fusion balances gravitational collapse. Later evolution depends on mass: Sun-like and much more massive stars do not have the same final outcomes.

Concepts, equations and units: Nebula→protostar→main sequence; Sun-like red giant→white dwarf→black dwarf theoretical future stage; massive red supergiant→supernova→neutron star/black hole.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare two labelled timelines with time-scale disclaimers; explain gravity inward balanced by outward pressure sustained by fusion.

Planned learner game exercise

Choose stellar mass branch and order stages; repair a model falsely showing Sun as supernova.

Independent practice

Two life-cycle diagrams and a main-sequence stability explanation.

Original practice example · Separate Physics

Does a Sun-like star follow the red-supergiant → supernova → black-hole route in this GCSE model?

Show working and model answer

Working / reasoning

That is a much more massive-star branch. The Sun-like branch goes through red giant and white dwarf.

Answer

No; a Sun-like star becomes a red giant then white dwarf in the mapped model.

Exit check and success criteria

Both branches correct and equilibrium linked to fusion-supported pressure; black dwarfs labelled not observed within current cosmic age.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Every star ends as black hole; Sun will explode as supernova; star stages happen over game-time seconds.

Practical preparation

No RP; observational/model evidence.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

SP-04 · SP-U2 · Planned

Elements from stars

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time25–30 min · estimated
StatusPlanned

Learning objectives

Explain formation/dispersal of elements through stellar processes at GCSE level; distinguish a syllabus model from modern refinements.

8463 §§4.8.1.2 / No Trilogy counterpart

DfE single-science pp.44–45 · no Combined Space section. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.3,3.6.

Needs firstSP-03,AT-09

Explanation

Stellar nuclear processes change elemental identities and enrich later material. AQA’s simplified account links supernovae with heavy-element production and dispersal. Modern observations also show heavy elements from neutron-star mergers, so the GCSE diagram must not claim a complete account of every element’s origin.

Concepts, equations and units: Fusion builds heavier nuclei; AQA model links elements heavier than iron to supernovae; enrichment and dispersal; no quantitative nucleosynthesis.

Prediction, demonstration and game exercise

Predict, observe, explain

Trace labelled nuclei through a simplified massive-star history; state that the full astrophysics includes other formation sites/processes.

Planned learner game exercise

Assemble an evidence-based origin/dispersal narrative for material forming later stars and planets.

Independent practice

Explain new element formation and supernova dispersal in four ordered statements.

Original practice example · Separate Physics

Why does supernova dispersal matter for later planets and stars?

Show working and model answer

Working / reasoning

It spreads enriched material into the surrounding medium, which can become part of later systems.

Answer

It supplies dispersed enriched material for later systems; this is not the only heavy-element formation channel.

Exit check and success criteria

Fusion changes nuclear identity, heavy-element/dispersal account matches GCSE model, and limitation is explicit.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

All elements form by ordinary combustion; every naturally occurring element formed by fusion in a present-day Sun-like star.

Practical preparation

No RP; models and supplied astronomical evidence.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

SP-U3 · Expanding universe

SP-05 · SP-U3 · Planned

Red-shift, expansion and evidence limits

ScopeSeparate Physics
Difficulty3 / 4 · proposed
Time35–40 min · estimated
StatusPlanned

Learning objectives

Explain wavelength red-shift and distance/recession evidence; relate it to Big Bang model; acknowledge dark matter/energy and observational uncertainty.

8463 §§4.8.2 / No Trilogy counterpart

DfE single-science pp.44–45 · no Combined Space section. Evidence checked 30 September–1 October 2026. Skills: WS1.1–1.3,1.6,3.5,3.7; MS2g,4a.

Needs firstWA-08,SP-01,SP-03

Explanation

Red-shift means spectral features are observed at longer wavelengths. The relation between galaxy distance and recession supports expansion and the hot dense early-universe model. Dark matter and dark energy describe different unresolved issues; evidence-led uncertainty is part of science, not proof that nothing is known.

Concepts, equations and units: Red-shift means longer observed wavelength; expansion from hot dense early state; qualitative recession–distance relation, no Hubble-law formula required.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare emitted/observed line spectra and a distance–red-shift scatter plot; separate observations from interpretations.

Planned learner game exercise

Match shifted spectral lines, order galaxies by recession evidence and write a model-evaluation memo.

Independent practice

Interpret three spectra/graph cases; critique one unsupported claim and distinguish dark matter from dark energy.

Original practice example · Separate Physics

A spectral line emitted at 500 nm is observed from a distant galaxy at 550 nm. Is it red-shifted or blue-shifted?

Show working and model answer

Working / reasoning

Observed wavelength is greater: 550 > 500 nm.

Answer

Red-shifted; the example alone is not a complete proof of every cosmological model detail.

Exit check and success criteria

Two spectral comparisons correct plus a supported expansion argument and a substantive unresolved question.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Red-shift means galaxies are red coloured; Big Bang was an explosion into pre-existing empty space; uncertainty invalidates every observation.

Practical preparation

No RP; supplied astronomical datasets.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.