(9630)

Outline Schemes of Work – review version

For teaching from September 2016 onwards
For A2 exams in June 2018 onwards

Copyright © 2015 Oxford International AQA Examinations and its licensors. All rights reserved.
Introduction
This Scheme of Work has been prepared by teachers for teachers. We hope you will find it a
useful starting point for producing your own schemes.

The Scheme of Work is designed to be a flexible medium term plan for the teaching of content
and development of the skills that will be assessed. It covers the needs of the specification for the
International A2 units of Physics 9630.

The teaching of investigative and practical skills is embedded within the specification. We are
producing a Practical Handbook that provides further guidance on this. There are also
opportunities in this scheme of work, such as the inclusion of rich questions.

We have provided links to some resources. These are illustrative and in no way an exhaustive
list. We would encourage teachers to make use of any existing resources, as well as resources
provided by Oxford International AQA Examinations and new textbooks written to support the
specification. Please note there maybe access restrictions to certain websites from certain
countries.

The majority of the prior knowledge listed in this scheme of work will come from the AS units of
the course. Where GCSE prior knowledge is referred to, this comprises knowledge from the
current double science (ie Core and Additional Science) International GCSE specifications.
Students who studied the separate International Science GCSE courses will have this knowledge
but may also have been introduced to other topics which are relevant to the International A-level
content. Topics only found in separate sciences are not included in the prior knowledge section.

We know that teaching times vary from school to school. In this scheme of work we have made
the assumption that it will be taught over about 30 weeks with 4½ to 5 hours of contact time per
week. Teachers will need to fine tune the timings to suite their own students and the time
available. It could also be taught by one teacher or by more than teacher with topics being taught
concurrently.

The assessment opportunities column details AQA past paper questions that have been
mapped to this new Oxford International AQA qualification and are available through the
international Exampro from early 2016. Of course there are also Sample Assessment Materials
for download at oxfordaqaexams.org.uk/9630
Scheme of work
3.6 Circular and periodic motion
3.6.3 Circular Motion
Prior knowledge: Vectors and Scalars. Linear motion. Newton’s Laws of motion.
Learning objective/ Time
taken
Motion in a circular 1 week
path at constant
speed implies there is
an acceleration and
requires a centripetal
force.
Magnitude of angular
speed
ω = v / r = 2πf
Radian measure of
angle.
Direction of angular
velocity will not be
considered.
Learning Outcome Learning activity with opportunity Assessment Resources
to develop skills opportunities
Understand and Discussion and demonstration of Exampro Rich Question:
explain why circular circular motion, for example
motion is an stone/bucket of water on a string, QSP.4A.06
accelerated motion helium balloon in car. QBS04.4.02 What forces do you
and needs a experience when
centripetal force. Student experiment: Verification of travelling round a
the centripetal force experiment with corner at constant
Recall and use a whirling bung. speed?
equations
ω = v / r = 2π f, Rehearse circular motion problems Helium Balloon in a car
a = v2/r = ω2r, (including use of radians) from video clip.
F = mv2/r= mω2r, Institute of Physics (IOP).
to solve circular Verification of the
motion problems. centripetal force
experiment with a
whirling bung –
schoolphysics.co.uk
Learning objective/ Time Learning Outcome Learning activity with opportunity Assessment Resources
taken to develop skills opportunities

Use radian as a Circular motion

Centripetal measure of angle Skill developed by learning problems from IOP
acceleration and convert activities:
a = v2/r = ω2r between radians
and degrees. Mathematical skills: Understand the
relationship between degrees and
The derivation of the Identify and radians and translate from one to
centripetal calculate centripetal the other in circular motion
acceleration formula forces in contexts problems.
will not be examined. such as a mass
whirled on a string Practical skills: Use methods to
Centripetal force and a car rounding increase accuracy of
F = mv2/r= mω2r a bend. measurements, such as timing over
multiple rotations in circular motion
experiment.
3.6.4 Simple Harmonic Motion (SHM) – Part 1

Prior knowledge: Uniform linear motion and motion graphs. F = ma

Learning objective/ Time Learning Outcome Learning activity with opportunity Assessment Resources
taken to develop skills opportunities

Analysis of 1 week Recall the condition Students observe examples of SHM Exampro Rich Question:
characteristics of for SHM : 𝑎𝑎 ∝ − 𝑥𝑥 (IOP observing oscillations). They
simple harmonic describe the characteristics QBW05.5.04 What characteristics do
motion (SHM). Solve problems observed, e.g. velocity is maximum QW12.4A.06 oscillating systems
using the equations at centre; period is independent of QS11.4A.07 share?
Condition for SHM: of SHM : amplitude; need for a restoring force QW11.4A.04
directed to the centre of the motion. QW11.4A.05 IOP observing
2
𝑎𝑎 = − 𝜔𝜔 𝑥𝑥 𝑥𝑥 = 𝐴𝐴 𝑐𝑐𝑐𝑐𝑐𝑐 (𝜔𝜔 𝑡𝑡) and Give the condition for SHM as QSP.4A.08 oscillations
𝑣𝑣 = ± 𝜔𝜔 √𝐴𝐴2 − 𝑥𝑥 2 a∝−x
𝑥𝑥 = 𝐴𝐴 𝑐𝑐𝑐𝑐𝑐𝑐 (𝜔𝜔 𝑡𝑡) and 𝑣𝑣𝑚𝑚𝑚𝑚𝑚𝑚 = 𝜔𝜔 𝐴𝐴 SHM animation
𝑣𝑣 = ± 𝜔𝜔 √𝐴𝐴2 − 𝑥𝑥 2 𝑎𝑎𝑚𝑚𝑚𝑚𝑚𝑚 = 𝜔𝜔2 𝐴𝐴 Discuss relationship between 𝑥𝑥, 𝑣𝑣, University of New
and 𝑎𝑎 using observations and an South Wales.
Graphical Recognise and use animation such as that provided by
representations the concept of the University of New South Wales. Nuffield Foundation
linking the variations gradient of the x - t investigating SHM
of 𝑥𝑥, 𝑣𝑣 and 𝑎𝑎 with graph leading to the Students use motion sensors and/or
time. v - t graph, and the spread sheets to plot v - t and x - t
Appreciation that the gradient of the v - t graphs for SHM. Students should
v - t graph is derived graph leading to the use the relationship between 𝑥𝑥, 𝑣𝑣
from the gradient a - t for SHM. and 𝑎𝑎 graphs when explaining and
of the x - t graph and processing the results of this work.
that the a - t graph is
derived from the
gradient of the v - t
graph.
Learning objective/ Time Learning Outcome Learning activity with opportunity Assessment Resources
taken to develop skills opportunities

Maximum speed Use Exampro questions to rehearse

𝑣𝑣𝑚𝑚𝑚𝑚𝑚𝑚 = 𝜔𝜔 𝐴𝐴 problem solving using SHM
equations and knowledge and
Maximum understanding of graphs.
acceleration
𝑎𝑎𝑚𝑚𝑚𝑚𝑚𝑚 = 𝜔𝜔2 𝐴𝐴 Skill developed by learning
activities:

Demonstrate knowledge and

understanding of conditions for
SHM by investigating different
examples of oscillations.

Analyse and interpret data to reach

conclusions on the relationship
between 𝑥𝑥, 𝑣𝑣 and 𝑎𝑎 in a system
executing SHM

Mathematical skills: Apply the

concepts underlying calculus by
finding the velocity/acceleration
from x - t / v - t graphs of SHM.

Practical skills: Use ICT such as

computer modelling, or data logger
to collect data, or use of software to
process data on SHM experiments.