Physics

We aspire to be one of the best physics departments in the country by giving our pupils a first class education throughout their time at Wilson’s School. Physics is a vast and exciting subject, which can broadly be summed up as the science of how stuff works.

One of our primary aims as a Department is to instil a sense of wonder and curiosity within our students about the universe — and its contents! Studying Physics allows us to pose and answer the questions that this sense of curiosity provokes.

Our Staff

Mr Carew-Robinson (Head of Department)
Mr Benn
Mr Redmond
Miss Jones
Dr Karamath

But though the professed aim of all scientific work is to unravel the secrets of nature, it has another effect, not less valuable, on the mind of the worker. It leaves him in possession of methods which nothing but scientific work could have led him to invent’

(James Clerk-Maxwell)

In Years 7 and 8 Physics is taught as part of the combined Key Stage 3 science program. We recognise that these formative years lay the foundation for the scientific accomplishments of our students throughout the rest of their academic career. We therefore ensure that the Physics department provides significant input into scientific thinking at a junior level.

Key Stage 4

Physics is taught as a separate Key Stage 4 subject in Years 9, 10 and 11. This 3 year model permits a passion for scientific enquiry to develop and an opportunity to explore the content in more depth. It also gives our students the opportunity to appreciate how experimental evidence underpins physical theories. Our key stage 4 students study for Edexcel GCSE Physics (1PH0).

Year 9
We initially study some key physics skills such as units, measurement, experimental skills and data processing. We then move onto a study of motion (e.g. speed and velocity, acceleration, distance-time and velocity-time graphs) which naturally links into the study of forces and Newton’s Laws. In the spring term, we study energy, a crucially important topic that underpins all of science. We study the transfer of energy, the notion of work and associated energy calculations (such as gravitational potential energy and kinetic energy). Energy resources (renewable/non-renewable sources) are studied as well as the trends in their use. We then move onto a broad study of waves (studying transverse and longitudinal waves, properties of waves and the wave speed equation, sound waves and human hearing, reflection of light and ray diagrams, refraction, convex lenses, and the electromagnetic spectrum).

Year 10
Students in Year 10 start off by studying momentum and collisions, which helps to review learning from Year 9 forces and motion. This then progresses on to rotational forces, gears, simple machines and spring behaviour.

The next topic is a study of the particle model of matter. This topic is where physics and chemistry combine! Students will learn about various topics from a molecular viewpoint, such as properties of solids, liquids and gases, the origin of pressure in gases, and the effect of changing pressure, volume, and temperature of a gas. We will also be studying thermal energy (specific heat capacity) and changes of state (specific latent heat). This topic is followed by Nuclear Physics which covers the development of different models of the atom, nuclear decay modes, the properties, dangers and uses of radiation, as well as nuclear fission and fusion.

The year is then finished by studying astronomy. This far reaching topic covers the solar system, orbits, the Big Bang, and stellar evolution.

Year 11
Students in Year 11 start off the year studying static electricity and electrical circuits, before a pause for the GCSE mock exams. After this, they then move on to mains electricity and alternating current. After electricity, pupils progress on to electromagnetism. After recapping the properties of permanent magnets from Key Stage 3, students will study the magnetic effects of an electric current and the forces on a current carrying conductor, leading on to explaining DC motors. We then investigate electromagnetic induction, and AC generators and conclude the topic by learning about transformers, and the National Grid.

The final part of the Year 11 curriculum covers pressure in fluids and Archimedes’ principle.

The course is finished in good time to allow time for revision to consolidate understanding and work on application and explanation in anticipation of the GCSE exams.

Practical Skills
Physics is ultimately an experimental subject, and so a large emphasis on practical skills (such as data collection and manipulation, graphs and data presentation, recording of observations, analysing data and reaching conclusions) is fully embedded into our curriculum. Where possible, students learn about new topics through experimentation, and scientific inquiry is given a strong emphasis. Students have to complete “core practicals” as advised by the exam boards, which form part of the specification. These are in addition to many other practicals that are designed to enrich Physics learning, in order to teach valuable transferrable skills to the students and prepare them for further science study.

It is expected that the majority of students will follow the separate science route, receiving a separate 9-1 grade for each of the subjects Biology, Chemistry and Physics. However, in circumstances where a student may benefit from studying a narrower specification, they will be entered for the Combined Science qualification, receiving two 9-1 GCSE grades.

Key Stage 5

Physics is an extremely popular Key Stage 5 subject with high numbers opting for the subject at AS and A Level. We train our sixth form students for entry to the most well respected universities, and many go on to study technical courses at degree level.

At A Level we follow the OCR Physics A specification. This course builds on the physical principles and processes studied at GCSE, deepening students understanding of different subject areas and how they relate to each other. Students will develop a greater appreciation of the skills, knowledge and understanding of scientific methods and the investigative approach. Additionally, the course aims to achieve competence and confidence in a variety of practical, mathematical and problem solving skills.

The content is split into six teaching modules: Modules 1 to 4 constitute the stand-alone AS Level Qualification (H156); Modules 1 to 6, combined with the Practical Endorsement, constitute the A Level (H556). All components include a synoptic assessment. Practical skills are developed throughout the course. Students will be given the opportunity to use relevant apparatus and techniques to develop and demonstrate these specific practical skills, by completing the 12 core practicals prescribed as a minimum. Practical skills are assessed indirectly via the exams and directly by teacher assessment of students’ competency.

Students will be examined on the content of the first four modules at the end of the Lower Sixth. This is the basis of the Advanced Subsidiary (AS) qualification.

Module 1 – Development of practical skills in physics
1.1 Practical skills assessed in a written examination

Module 2 – Foundations of physics
2.1 Physical quantities and units
2.2 Making measurements and analysing data
2.3 Nature of quantities

Module 3 – Forces and motion
3.1 Motion
3.2 Forces in action
3.3 Work, energy and power
3.4 Materials
3.5 Newton’s laws of motion and momentum

Module 4 – Electrons, waves and photons
4.1 Charge and current
4.2 Energy, power and resistance
4.3 Electrical circuits
4.4 Waves
4.5 Quantum physics

All learners must meet the AS standard before proceeding to the remaining two modules that complete the full Advanced Level qualification in the Upper Sixth.

Module 5 – Newtonian world and astrophysics
5.1 Thermal physics
5.2 Circular motion
5.3 Oscillations
5.4 Gravitational fields
5.5 Astrophysics and cosmology

Module 6 – Particles and medical physics
6.1 Capacitors
6.2 Electric fields
6.3 Electromagnetism
6.4 Nuclear and particle physics
6.5 Medical imaging

Examinations

AS-Level exams at the end of Year 12 will be based upon the content covered during the year and comprise the following:

Breadth in physics (01): 1 hour 30 minutes written paper; 50% of AS-level only
Depth in physics (02): 1 hour 30 minutes written paper; 50% of AS-level only

A-level exams at the end of Year 13 are based upon the content covered during both the Lower and Upper Sixth and comprise the following:

Modelling Physics (01): 2 hours 15 minutes written paper 37% of A-level
Exploring physics (02): 2 hours 15 minutes written paper 37% of A-level
Unified physics (03): 1 hour 30 minutes written paper 26% of A-level

Practical endorsement in physics (04)* Non-exam assessment, reported separately.

Enrichment

There is much more that goes on in the Physics department than just classroom learning! We regularly enter students for the British Physics Olympiad; we invite students across Years 11, 12 and 13 to enter the written challenges. Students in Year 13 who wish to apply to Oxbridge for Physics and Engineering courses are also given extra support with preparations for the Physics Aptitude Test and university interviews. The department also runs a popular physics problem solving club for 6th formers looking to improve their problem solving skills and challenge themselves with perplexing physics problems.

Sixth form students are also provided an opportunity to undertake their own research. Pupils interested in an engineering degree can take part in the Inspiring Engineers scheme run with Mott MacDonald, a global engineering consultancy company. The scheme involves working on an engineering project over the course of 6 months with a professional engineer mentor, which then leads to a Gold CREST award. In addition to this, students can take part in the increasingly popular CanSat competition, an initiative of the European Space Agency (ESA) that challenges students from all over Europe to build and launch a mini satellite the size of a soda can to an altitude of around 150m where it then collects atmospheric data before landing safely back to Earth.

For those interested in studying Physics beyond A level, there is the IRIS project which provides a chance to work on practical research using university resources and then present their findings at a conference.

During the lower sixth year, students undertake an independent research project on a title of their choice. This can range from an essay on an aspect of quantum physics to a practical project such as the construction of an automated robotic car. As part of this project, the Physics department offers resources and guidance to ensure the best outcomes for these projects.

Students are encouraged to pursue their interests and as such, will often set up their own clubs and societies with our support, organising discussions and presentations on interesting physics and engineering topics.

The department also organises the school’s entry to the SATRO problem solving competition, an engineering problem solving competition for key stages 3 to 5.

In addition to our class based activities, we also run trips, most notably the regular Easter trip to visit CERN in Geneva! As part of the trip students get to learn about the research that happens at the cutting edge of particle Physics, as well as taking in the culture and history of Geneva.

Study Skills

Maths has always been a key skill in physics. The reformed physics specifications give mathematical ability a higher priority than in recent years. So, it is important to ensure that you keep up with the mathematical demands of the course.
Get a good overview of your physics textbook before tackling it in depth. If you look at several physics books, you will notice that many are laid out the same way. So if you have difficulty with a concept in the text book provided, why not review it in another book, or online? Do not rely on just one resource book – especially not a study guide. Skim through the text book. Notice the chapter objectives, the chapter outline, highlighted boxes, tables, illustrations, graphs, diagrams, terminology, summary statements, practice exercises and glossary.
Once your teacher has explained the plan for the term, read the relevant chapters BEFORE attending class and again after. You will get the most out of class if you read the material ahead of time. Notice that each chapter in your physics text has new vocabulary, terms, definitions, concepts, major ideas and many mathematical equations and practice exercises to be worked out.
Make problem-solving part of each study session. The more you work out problems and test yourself, the better your physics will get. Devote your time to learning how to do each problem rather than in obtaining the numerical answer given in the back of the book. Even if you do not have homework problems to do, try working out at least five new problems every time you study.
When working out a physics problem, determine what principle it is illustrating or what kind of problem it is. For example, is it a momentum problem or a force problem? This will help you to set the question out effectively.
When working out a problem, try to visualize what it is asking you to do. Draw it out and/or set up a chart, then identify the variables and set up the equation. Remember setting up the problem is the most important thing you can do. Next, solve your equation for the unknown, and substitute your numbers into the problem, to see if it checks out.
The true test for determining if you know your material is to do a problem you have never done or seen before. So when preparing for a physics exam, look for new problems. With each problem, ask yourself what kind of problem is this, and how are you going to do it? Then, do lots and lots of problems. (Remember, if you run out of OCR questions – there are other Boards such as AQA and Edexcel that produce questions of an equivalent standard.)
Use more than one physics text when studying. Employ these other texts as reference books for reviewing or illustrating difficult concepts and for obtaining practice problems to test yourself with.
Take notes while you are reading and organize yourself well. Write down all new vocabulary, terms, definitions, concepts, equations, major ideas, problems types, and the do's and don'ts for avoiding mistakes.
Know your physics terminology. Practice using the words of physics again and again, so they will start meaning something to you.
Use small review cards for learning terminology and for testing yourself on concepts. Put a difficult term or concept on one side and the meaning on the other. Carry these cards wherever you go and review them at odd moments - you won't even feel like you're studying.
To make physics more fun, keep relating it to your everyday life. Look for situations or occurrences that illustrate what you are learning. For example, what causes hairs to repel one another on a dry winter day? How does your engine use petrol to produce motion? What causes the heat on a drill bit after drilling a hole in metal?
Form a physics study group to talk aloud and test yourself on your new learned knowledge. Explaining physics to others is an excellent way to reinforce new concepts. Study groups also help students to do better by increasing their motivation and confidence. If group is out of the question for you, try explaining new ideas to a family member, a friend.
Research has shown that we remember 90% of what we say and do. So keep practicing – and explaining your studies to others.
Physics takes a lot of time and effort, so don't take it with a heavy course or work load or lots of family responsibilities. Give yourself time to really learn it and enjoy it. In addition to the hours you spend in class, plan to spend at least 10 hours per week on homework problems and at least one hour for writing up a practical in detail.
Physics is cumulative; one topic builds on another - so don't fall behind. Keep up with the material. If you need help, get it immediately. You can get assistance from your teacher, your classmates, family or friends, other physics texts, the internet or the library
Review immediately after class and again eight hours later. Most of the information we learn is lost within the first 20 to 60 minutes after learning. So be sure to review as soon as you can.
Begin studying for exams well in advance and avoid cramming. Throughout the term, as you learn each new concept test yourself on it. The best students are testing themselves continuously throughout the learning process. In addition, make up your own difficult practice tests and practice working out all types of problems.