Applications of Physical Science

Overview

Framework:
RQF
Level:
Level 2
Unit No:
D/505/5364
Credits:
5
Guided learning hours:
40 hours

Assessment Guidance

Portfolio of Evidence.

Unit Learning Outcomes

1.

Be able to investigate motion.

Indicative Content

Learners should carry out an investigation into the various types of motion, namely uniform and non-uniform motion to recognise the difference between them. They could analyse the various types of motion using graphs, namely distance-time and velocity–time graphs and go on to evaluate the findings of an investigation into uses of motion in the real world, in order to suggest improvements to real-life application. For example, making a bungee jump smoother for the participant, accelerating steadily in a car, ensuring a conveyor belt moves smoothly in the workplace.

Assessment Criteria

  • 1.1
    Carry out an investigation into the various types of motion, namely uniform and non-uniform motion.
2.

Be able to investigate forces.

Indicative Content

Learners should carry out an investigation into the effects of balanced and unbalanced forces, for example floating and sinking, see-saws etc. They could analyse the results of the investigation and explain how friction and normal reaction forces are produced in response to an applied force. For example, how a braking system works in a car or how a parachute drops or how a conveyor belt can be made to run more smoothly. They could go on to evaluate the findings of an investigation into uses of forces in the real world, in order to suggest improvements to real-life application, such as the applications mentioned previously.

Assessment Criteria

  • 2.1
    Carry out an investigation into the effects of balanced and unbalanced forces.
3.

Know about light and sound waves.

Indicative Content

Learners should be able to describe, using diagrams, reflection and refraction of light for simple applications, such as to view images in a mirror or at the bottom of a bowl of water. They could describe how lenses and mirrors affect rays of light to see the actual image or one that is changed and explain how reflection and refraction of light can be used in real-life applications. e.g. when using spectacles or a telescope or a microscope.

Learners should be able to explain how sound is produced, possibly from research and use a diagram to show the motion of sound waves. They could describe how sound is reflected for simple applications, such as to produce an echo. They could go on to explain real-life applications of sound waves, such as sonar or ultrasound or measures taken to reduce sound in the workplace and suggest ideas for future improvements.

Assessment Criteria

  • 3.1
    Describe, using diagrams, reflection and refraction of light for simple applications.
  • 3.2
    Explain how sound is produced.
  • 3.3
    Use a diagram to show the motion of sound waves.
4.

Be able to investigate electricity.

Indicative Content

Learners should be able to measure currents and voltages in series and parallel electric circuits and could compare and contrast series and parallel circuits. They could analyse voltage–current relationships from graphs and think about resistance. Learners should use primary data to investigate an application of thermistors as a temperature sensor or LDRs in, for example, one of alarm locks, street lights, light intensity meters, burglar alarm circuits. They could go on to evaluate the findings of their investigation in order to suggest improvements.

Assessment Criteria

  • 4.1
    Measure currents and voltages in series and parallel electric circuits.
  • 4.2
    Use primary data to investigate an application of thermistors or LDRs.