MERRYLAND INTERNATIONAL SCHOOL

DEPARTMENT OF PHYSICS - LONG TERM PLAN 2023-‘24

GRADE 9 IGCSE (0625)
Topics Learning Objectives
[Including concept teaching, differentiated worksheets (MCQ, Structured &
Alternative to practical), home assignments and unit tests]
Term 1: Momentum
1. Define momentum as mass × velocity; recall and use the equation p = mv.
1. Momentum 2. Apply the principle of the conservation of momentum to solve simple problems in
one dimension.

Impulse
3. Define impulse as force × time for which force acts; recall and use the equation
impulse = F∆t = ∆(mv).
4. Define resultant force as the change in momentum per unit time; recall and use
the equation F = ∆p/∆t.

Thermal Physics
2. Thermal Physics States of Matter, Particle model
1. Distinguish properties of solids, liquids and gases.
2. Explain the terms for the changes in state between solids, liquids and gases (gas to
solid and solid to gas transfers are not required).

3. Describe the particle structure of solids, liquids and gases in terms of the
arrangement, separation and motion of the particles, and represent these states
using simple particle diagrams.

4. Explain that the forces and distances between particles (atoms, molecules, ions
and electrons) and the motion of the particles affects the properties of solids,
liquids and gases.

5. Explain the terms for the changes in state between solids, liquids and gases (gas to
solid and solid to gas transfers are not required).

Temperature & Absolute zero

1. Describe the relationship between the motion of particles and temperature,
including the idea that there is a lowest possible temperature (−273°C), known as
absolute zero, where the particles have least kinetic energy.

2. Describe the pressure and the changes in pressure of a gas in terms of the motion
of its particles and their collisions with a surface.

3. Describe the pressure and the changes in pressure of a gas in terms of the forces
exerted by particles colliding with surfaces, creating a force per unit area.
Brownian motion
1. Explain that the random motion of microscopic particles in a suspension is
evidence for the kinetic particle model of matter.

2. Explain that microscopic particles may be moved by collisions with light fast-
moving molecules and correctly use the terms atoms or molecules as distinct from
microscopic particles.

3. Describe and explain this motion (sometimes known as Brownian motion) in terms
of random collisions between the microscopic particles in a suspension and the
particles of the gas or liquid.

Gas Laws
1. Describe qualitatively, in terms of particles, the effect on the pressure of a fixed
mass of gas of:
(a) a change of temperature at constant volume,
(b) a change of volume at constant temperature.

2. Calculate by using the equation pV = constant for a fixed mass of gas at constant
temperature, including a graphical representation of this relationship.

3. Convert temperatures between kelvin and degrees Celsius; recall and use the
equation T (in K) = θ (in °C) + 273.

Thermal expansion of solids, liquids and gases

1. Describe, qualitatively, the thermal expansion of solids, liquids and gases at
constant pressure.

2. Explain, in terms of the motion and arrangement of particles, the relative order of
magnitudes of the expansion of solids, liquids and gases as their temperatures
rise.

3. Describe some of the everyday applications and consequences of thermal

Expansion.

Specific heat capacity

1. Explain that a rise in the temperature of an object increases its internal energy.

2. Describe an increase in temperature of an object in terms of an increase in the

average kinetic energies of all of the particles in the object.

3. Define specific heat capacity as the energy required per unit mass per unit
temperature increase; recall and use the equation c = ∆E /m ∆θ.

4. Describe experiments to measure the specific heat capacity of a solid and a liquid.
Change of state of matter
1. Describe melting and boiling in terms of energy input without a change in
temperature.
2. Describe the differences between boiling and evaporation.

3. Explain the melting and boiling temperatures for water at standard atmospheric
Pressure.
4. Describe condensation and solidification in terms of particles.

5. Describe evaporation in terms of the escape of more energetic particles from the
surface of a liquid.
6. Explain that evaporation causes cooling of a liquid.

7. Describe how temperature, surface area and air movement over a surface affect
evaporation.
8. Explain the cooling of an object in contact with an evaporating liquid.

Conduction
1. Describe experiments to demonstrate the properties of good thermal conductors
and bad thermal conductors (thermal insulators).
2. Describe thermal conduction in all solids in terms of atomic or molecular lattice
vibrations and also in terms of the movement of free (delocalised) electrons in
metallic conductors.

3. Describe, in terms of particles, why thermal conduction is bad in gases and most
liquids.
4. Explain that there are many solids that conduct thermal energy better than
thermal insulators but do so less well than good thermal conductors.

Convection
1. Explain that convection is an important method of thermal energy transfer in
liquids and gases.

2. Explain convection in liquids and gases in terms of density changes and describe
experiments to illustrate convection.

Radiation
1. Explain that thermal radiation is infrared radiation and that all objects emit this
radiation.
2. Explain that thermal energy transfer by thermal radiation does not require a
medium.

3. Describe the effect of surface colour (black or white) and texture (dull or shiny) on
the emission, absorption and reflection of infrared radiation.
4. Explain that for an object to be at a constant temperature it needs to transfer
energy away from the object at the same rate that it receives energy.
 5. Explain what happens to an object if the rate at which it receives energy is less or
more than the rate at which it transfers energy away from the object.
6. Describe how the temperature of the Earth is affected by factors controlling the
balance between incoming radiation and radiation emitted from the Earth’s
surface.

7. Describe experiments to distinguish between good and bad emitters of infrared

radiation.

8. Describe experiments to distinguish between good and bad absorbers of infrared

Radiation.

9. Describe how the rate of emission of radiation depends on the surface

temperature and surface area of an object.

10. Explain some of the basic everyday applications and consequences of

conduction,convection and radiation, including:
(a) heating objects such as kitchen pans,
(b) heating a room by convection.

11. Explain some of the complex applications and consequences of conduction,

convection and radiation where more than one type of thermal energy transfer is
significant, including:
(a) a fire burning wood or coal,
(b) a radiator in a car.

Term 2: Static Electricity

1. Static Electricity 1. State that there are positive and negative charges.
2. State that positive charges repel other positive charges, negative charges repel
other negative charges, but positive charges attract negative charges.

3. State that charge is measured in coulombs.

4. Describe an electric field as a region in which an electric charge experiences a
force.

5.Describe simple experiments to show the production of electrostatic charges by

friction and to show the detection of electrostatic charges.

6. State that the direction of an electric field at a point is the direction of the force on
a positive charge at that point.

7. Explain that charging of solids by friction involves only a transfer of negative

charge (electrons).

8. Describe simple electric field patterns, including the direction of the field:
(a) around a point charge,
 (b) around a charged conducting sphere,
(c) between two oppositely charged parallel conducting plates (end effects will not
be examined).

2. Current Current Electricity

Electricity 1. Describe an experiment to distinguish between electrical conductors and
insulators.
2. Describe by using a simple electron model to explain the difference between
electrical conductors and insulators and give typical examples.
3. Describe electrical conduction in metals in terms of the movement of free
electrons.

4. Explain that electric current is related to the flow of charge.

5. Define electric current as the charge passing a point per unit time and use
the equation I = Q / t.
6. Describe the use of ammeters (analogue and digital) with different ranges.

7. Explain the difference between direct current (d.c.) and alternating current (a.c.).
8. State that conventional current is from positive to negative and that the flow of
free electrons are from negative to positive.

9. Define electromotive force (e.m.f.) as the electrical work done by a source in

moving a unit charge around a complete circuit.
10. State that e.m.f. is measured in volts (V).

11. Define potential difference (p.d.) as the work done by a unit charge
passingthrough a component.
12. State that the p.d. between two points is measured in volts (V).
13. Describe the use of voltmeters (analogue and digital) with different ranges.

14. Calculate by using the equation for e.m.f. E = W/Q.

15. Calculate by using the equation for p.d. V = W/Q.

Resistance
1. Calculate by using the equation for resistance R = V/I.
2. Describe an experiment to determine resistance using a voltmeter and an
ammeter and do the appropriate calculations.

3. Sketch and explain the current–voltage graphs for a resistor of constant resistance,
a filament lamp and a diode.

4. Determine the following relationship for a metallic electrical conductor:

(a) resistance is directly proportional to length,
(b) resistance is inversely proportional to cross-sectional area.

Electrical energy and electrical power

1. Describe that electric circuits transfer energy from a source of electrical energy,
such as an electrical cell or mains supply, to the circuit components and then into
 the surroundings.

2. Calculate by using the equation for electrical power P = IV.

3. Calculate by using the equation for electrical energy E = IVt.

4. Define the kilowatt-hour (kWh) and calculate the cost of using electrical appliances
where the energy unit is the kWh.

Electric Circuits
1. Draw and interpret circuit diagrams containing cells, batteries, power supplies,
generators, potential dividers, switches, resistors (fixed and variable), heaters,
thermistors (NTC only), light-dependent resistors (LDRs), lamps, motors,
ammeters, voltmeters, magnetising coils, transformers, fuses and relays, and
know how these components behave in the circuit.

2. Draw and interpret circuit diagrams containing diodes and light-emitting diodes
(LEDs), and know how these components behave in the circuit.

3. Explain how to construct and use series and parallel circuits.

4. Explain that the current at every point in a series circuit is the same.
5. Calculate the combined e.m.f. of several sources in series.
6. Calculate the combined resistance of two or more resistors in series.

7. Explain that, for a parallel circuit, the current from the source is larger than the
current in each branch.
8. Explain that the combined resistance of two resistors in parallel is less than that of
either resistor by itself.
9. State the advantages of connecting lamps in parallel in a lighting circuit.

10. Explain and use in calculations, the fact that:

(a) the sum of the currents entering a junction in a parallel circuit is equal to the sum
of the currents that leave the junction.
(b) the total p.d. across the components in a series circuit is equal to the sum of the
individual p.d.s across each component.
(c) the p.d. across an arrangement of parallel resistances is the same as the p.d.
across one branch in the arrangement of the parallel resistance.
11. Explain that the sum of the currents into a junction is the same as the sum
of thecurrents out of the junction.

12. Calculate the combined resistance of two resistors in parallel.

13. Explain that the p.d. across an electrical conductor increases as its
resistance increases for a constant current.

14. Describe the action of a variable potential divider.

15. Calculate by using the equation for two resistors used as a potential divider.
R1/R2 = V1/V2
 16. State the hazards of:
(a) damaged insulation,
(b) overheating cables,
(c) damp conditions,
(d) excess current from overloading of plugs, extension leads, single and multiple
sockets when using a mains supply.

17. Explain that a mains circuit consists of a live wire (line wire), a neutral wire
and anearth wire and explain why a switch must be connected to the live wire
for the circuit to be switched off safely.

18. Explain the use and operation of trip switches and fuses and choose
appropriatefuse ratings and trip switch settings.

19. Explain why the outer casing of an electrical appliance must be either
non-conducting (double-insulated) or earthed.

20. State that a fuse without an earth wire protects the circuit and the cabling for a
double-insulated appliance.

Term 3. Centre of Gravity

1. Centre of gravity 1. State what is meant by centre of gravity.
2. Describe an experiment to determine the position of the centre of gravity of an
irregularly shaped plane lamina.
3. Describe, qualitatively, the effect of the position of the centre of gravity on the
stability of simple objects.

2. Turning Effect of Moments

Forces 1. Describe the moment of a force as a measure of its turning effect and give
everyday examples.

2. Define the moment of a force as moment = force × perpendicular distance from

the pivot; recall and use this equation.

3. Apply the principle of moments to situations with one force each side of the pivot,
including balancing of a beam.

4. State that, when there is no resultant force and no resultant moment, an object is
in equilibrium.

5. Apply the principle of moments to other situations, including those with more than
one force each side of the pivot.

6. Describe an experiment to demonstrate that there is no resultant moment on an

object in equilibrium.
 Water waves
3. Water waves 1. Describe how waves can undergo:
(a) reflection at a plane surface,
(b) refraction due to a change of speed,
(c) diffraction through a narrow gap.

2. Describe the use of a ripple tank to show:

(a) reflection at a plane surface,
(b) refraction due to a change in speed caused by a change in depth,
(c) diffraction due to a gap,
(d) diffraction due to an edge.

3. Describe how wavelength and gap size affects diffraction through a gap.
4. Describe how wavelength affects diffraction at an edge.

Space Physics
4. Space Physics
The Earth
1. Explain that the Earth is a planet that rotates on its axis, which is tilted, once in
approximately 24 hours, and use this to explain observations of the apparent daily
motion of the Sun and the periodic cycle of day and night.

2. Describe that the Earth orbits the Sun once in approximately 365 days and use this
to explain the periodic nature of the seasons.

3. Explain that it takes approximately one month for the Moon to orbit the Earth and
use this to explain the periodic nature of the Moon’s cycle of phases.

4. Define average orbital speed from the equation v = 2π r / T ,where r is the average
radius of the orbit and T is the orbital period; recall and use this equation

Solar System
1. Describe the Solar System as containing:
(a) one star, the Sun,
(b) the eight named planets and know their order from the Sun,
(c) minor planets that orbit the Sun, including dwarf planets such as Pluto and
asteroids in the asteroid belt,
(d) moons, that orbit the planets,
(e) smaller Solar System bodies, including comets and natural satellites.

2. Explain that, in comparison to each other, the four planets nearest the Sun are
rocky and small and the four planets furthest from the Sun are gaseous and large,
and explain this difference by referring to an accretion model for Solar System
formation, to include:
(a) the model’s dependence on gravity,
(b) the presence of many elements in interstellar clouds of gas and dust,
(c) the rotation of material in the cloud and the formation of an accretion disc
continued.
 3. Explain that planets, minor planets and comets have elliptical orbits, and recall
that the Sun is not at the centre of the elliptical orbit, except when the orbit is
approximately circular.

4. Analyse and interpret planetary data about orbital distance, orbital duration,
density, surface temperature and uniform gravitational field strength at the
planet’s surface.

5. Explain that the strength of the gravitational field:

(a) at the surface of a planet depends on the mass of the planet,
(b) around a planet decreases as the distance from the planet increases.

6. Calculate the time it takes light to travel a significant distance such as between
objects in the Solar System.

7. Describe that the Sun contains most of the mass of the Solar System and this
explains why the planets orbit the Sun.
8. State that the force that keeps an object in orbit around the Sun is the
gravitational attraction of the Sun.

9. Explain that the strength of the Sun’s gravitational field decreases and that the
orbital speeds of the planets decrease as the distance from the Sun increases.

10. Explain that an object in an elliptical orbit travel faster when closer to the
Sun and explain this using the conservation of energy.