SEE ALSO the KS3 Science Quiz compilations
20 Question multiple choice QUIZ on ORGANISMS, BEHAVIOUR and HEALTH
20 Question multiple choice QUIZ on
CHEMICAL and MATERIAL BEHAVIOUR
20 Question multiple choice QUIZ on ENERGY, ELECTRICITY and FORCES
20 Question multiple choice QUIZ on THE ENVIRONMENT, EARTH & UNIVERSE
National Curriculum KS3 Science PHYSICS specification
Subject content – KS3 Physics Pupils should be taught about:
KS3 physics Energy
(National Curriculum KS3 science-physics)
KS3 physics Calculation of fuel uses and costs in the domestic context
comparing
energy values of different foods (from labels) (kJ)
comparing power
ratings of appliances in watts (W, kW)
comparing amounts of energy
transferred (J, kJ, kW hour)
domestic fuel bills, fuel use and costs
fuels and energy resources.
KS3 physics Energy changes and transfers
(National Curriculum KS3 science-physics)
simple machines give bigger force but at the
expense of smaller movement (and vice versa): product of force and
displacement unchanged
heating and thermal equilibrium: temperature
difference between two objects leading to energy transfer from the hotter to
the cooler one, through contact (conduction) or radiation; such transfers
tending to reduce the temperature difference: use of insulators
other
processes that involve energy transfer: changing motion, dropping an object,
completing an electrical circuit, stretching a spring, metabolism of food,
burning fuels.
KS3 physics Changes in systems
(National Curriculum KS3 science-physics)
energy as a quantity that can be quantified and
calculated; the total energy has the same value before and after a change
comparing the starting with the final conditions of a system and describing
increases and decreases in the amounts of energy associated with movements,
temperatures, changes in positions in a field, in elastic distortions and in
chemical compositions
using physical processes and mechanisms, rather than
energy, to explain the intermediate steps that bring about such changes.
KS3 physics Motion and forces
(National Curriculum KS3 science-physics)
KS3 physics Describing motion
(National Curriculum KS3 science-physics)
speed and the quantitative relationship between average
speed, distance and time (speed = distance ÷ time)
the representation of a
journey on a distance-time graph
relative motion: trains and cars passing
one another.
KS3 physics Forces
(National Curriculum KS3 science-physics)
forces as pushes or pulls, arising from the interaction between two
objects
using force arrows in diagrams, adding forces in one dimension,
balanced and unbalanced forces
moment as the turning effect of a force
forces: associated with deforming objects; stretching and squashing –
springs; with rubbing and friction between surfaces, with pushing things out
of the way; resistance to motion of air and water
forces measured in
newtons, measurements of stretch or compression as force is changed
force-extension linear relation; Hooke’s Law as a special case
work done
and energy changes on deformation
non-contact forces: gravity forces acting at a distance on Earth and in
space, forces between magnets and forces due to static electricity.
KS3 physics Pressure in fluids
(National Curriculum KS3 science-physics)
atmospheric pressure, decreases with increase of height
as weight of air above decreases with height
pressure in liquids,
increasing with depth; upthrust effects, floating and sinking
pressure
measured by ratio of force over area – acting normal to any surface.
KS3 physics Balanced forces
(National Curriculum KS3 science-physics)
opposing forces and equilibrium: weight held by stretched
spring or supported on a compressed surface.
KS3 physics Forces and motion
(National Curriculum KS3 science-physics)
forces being needed to cause objects to stop or start
moving, or to change their speed or direction of motion (qualitative only)
change depending on direction of force and its size.
KS3 physics Waves
(National Curriculum KS3 science-physics)
KS3 physics Observed waves
(National Curriculum KS3 science-physics)
waves on water as undulations which travel through water
with transverse motion; these waves can be reflected, and add or cancel –
superposition.
KS3 physics Sound waves
(National Curriculum KS3 science-physics)
frequencies of sound waves, measured in hertz (Hz); echoes,
reflection and absorption of sound
sound needs a medium to travel, the
speed of sound in air, in water, in solids
sound produced by vibrations of
objects, in loud speakers, detected by their effects on microphone diaphragm
and the ear drum; sound waves are longitudinal
auditory range of humans
and animals.
KS3 physics Energy and waves
(National Curriculum KS3 science-physics)
pressure waves transferring energy; use for cleaning and
physiotherapy by ultra-sound; waves transferring information for conversion
to electrical signals by microphone.
KS3 physics Light waves
(National Curriculum KS3 science-physics)
the similarities and differences between light waves and waves
in matter
light waves travelling through a vacuum; speed of light
the
transmission of light through materials: absorption, diffuse scattering and
specular reflection at a surface
use of ray model to explain imaging in mirrors, the pinhole camera, the
refraction of light and action of convex lens in focusing (qualitative); the
human eye
light transferring energy from source to absorber leading to
chemical and electrical effects; photo-sensitive material in the retina and
in cameras
colours and the different frequencies of light, white light and
prisms (qualitative only); differential colour effects in absorption and
diffuse reflection.
KS3 physics Electricity and electromagnetism
(National
Curriculum KS3 science-physics)
KS3 physics Current electricity
(National Curriculum KS3 science-physics)
electric current, measured in amperes, in circuits,
series and parallel circuits, currents add where branches meet and current
as flow of charge
potential difference, measured in volts, battery and
bulb ratings; resistance, measured in ohms, as the ratio of potential
difference (p.d.) to current
differences in resistance between conducting
and insulating components (quantitative).
KS3 physics Static electricity
(National Curriculum KS3 science-physics)
separation of positive or negative charges when objects
are rubbed together: transfer of electrons, forces between charged objects
the idea of electric field, forces acting across the space between objects
not in contact.
KS3 physics Magnetism
(National Curriculum KS3 science-physics)
magnetic poles, attraction and repulsion
magnetic fields by
plotting with compass, representation by field lines
Earth’s magnetism,
compass and navigation
the magnetic effect of a current, electromagnets,
D.C. motors (principles only).
KS3 physics Matter
(National Curriculum KS3 science-physics)
KS3 physics Physical changes
(National Curriculum KS3 science-physics)
conservation of material and of mass, and reversibility,
in melting, freezing, evaporation, sublimation, condensation, dissolving
similarities and differences, including density differences, between solids,
liquids and gases
Brownian motion in gases
diffusion in liquids and
gases driven by differences in concentration
the difference between
chemical and physical changes.
KS3 physics Particle model
(National Curriculum KS3 science-physics)
the differences in arrangements, in motion and in closeness
of particles explaining changes of state, shape and density, the anomaly of
ice-water transition
atoms and molecules as particles.
KS3 physics Energy in matter
(National Curriculum KS3 science-physics)
changes with temperature in motion and spacing of
particles
internal energy stored in materials.
KS3 physics Space physics
(National Curriculum KS3 science-physics)
gravity force, weight = mass x gravitational field strength
(g), on Earth g=10 N/kg, different on other planets and stars; gravity
forces between Earth and Moon, and between Earth and Sun (qualitative only)
our Sun as a star, other stars in our galaxy, other galaxies
the seasons
and the Earth’s tilt, day length at different times of year, in different
hemispheres
the light year as a unit of astronomical distance.
AQA KS3 Physics
AQA KS3 physics 3.1 Forces
3.1.1 Speed Investigate variables that affect the speed
of a toy car rolling down a slope
AQA KS3 physics Know
If the overall, resultant force on an object is
non-zero, its motion changes and it slows down, speeds up or changes
direction.
Skill Use the formula: speed = distance (m)/time (s) or
distance-time graphs, to calculate speed.
Facts A straight line on a distance-time graph shows
constant speed, a curving line shows acceleration.
The higher the speed of an object, the shorter the
time taken for a journey.
Keywords
Speed: How much distance is covered in how much
time.
Average speed: The overall distance travelled
divided by overall time for a journey.
Relative motion: Different observers judge speeds
differently if they are in motion too, so an object’s speed is
relative to the observer’s speed.
Acceleration: How quickly speed increases or
decreases.
AQA KS3 physics Apply
Illustrate a journey with changing speed on a
distance-time graph, and label changes in motion.
Describe how the speed of an object varies when measured
by observers who are not moving, or moving relative to the object.
AQA KS3 physics Extend
Suggest how the motion of two objects moving at
different speeds in the same direction would appear to the other.
Predict changes in an object’s speed when the forces on
it change
AQA KS3 physics 3.1.2 Gravity
AQA KS3 physics Explain the way in which an astronaut’s
weight varies on a journey to the moon
AQA KS3 physics Know
Mass and weight are different but related. Mass is a
property of the object; weight depends upon mass but also on
gravitational field strength.
Every object exerts a gravitational force on every other
object. The force increases with mass and decreases with distance.
Gravity holds planets and moons in orbit around larger bodies.
Skill Use the formula: weight (N) = mass (kg) x
gravitational field strength (N/kg).
Fact g on Earth = 10 N/kg. On the moon it is 1.6 N/kg.
Keywords
Weight: The force of gravity on an object (N).
Non-contact force: One that acts without direct
contact.
Mass: The amount of stuff in an object (kg).
Gravitational field strength, g: The force from
gravity on 1 kg (N/kg).
Field: The area where other objects feel a
gravitational force.
AQA KS3 physics Apply
Explain unfamiliar observations where weight changes.
Draw a force diagram for a problem involving gravity.
Deduce how gravity varies for different masses and
distances.
Compare your weight on Earth with your weight on
different planets using the formula.
AQA KS3 physics Extend
Compare and contrast gravity with other forces.
Draw conclusions from data about orbits, based on how
gravity varies with mass and distance.
Suggest implications of how gravity varies for a space
mission.
AQA KS3 physics 3.1.3 Contact forces
AQA KS3 physics Investigate factors that affect the size
of frictional or drag forces
AQA KS3 physics Know
When the resultant force on an object is zero, it is in
equilibrium and does not move, or remains at constant speed in a
straight line. One effect of a force is to change an object’s form,
causing it to be stretched or compressed. In some materials, the change
is proportional to the force applied.
Skill Sketch the forces acting on an object, and label
their size and direction.
Keywords
Equilibrium: State of an object when opposing forces
are balanced.
Deformation: Changing shape due to a force.
Linear relationship: When two variables are graphed
and show a straight line which goes through the origin, and they can
be called directly proportional.
Newton: Unit for measuring forces (N).
Resultant force: Single force which can replace all
the forces acting on an object and have the same effect.
Friction: Force opposing motion which is caused by
the interaction of surfaces moving over one another. It is called
‘drag’ if one is a fluid. Tension:
Force extending or pulling apart.
Compression: Force squashing or pushing together.
Contact force: One that acts by direct contact.
AQA KS3 physics Apply
Explain whether an object in an unfamiliar situation is
in equilibrium.
Describe factors which affect the size of frictional and
drag forces.
Describe how materials behave as they are stretched or
squashed.
Describe what happens to the length of a spring when the
force on it changes.
AQA KS3 physics Extend
Evaluate how well sports or vehicle technology reduces
frictional or drag forces.
Describe the effects of drag and other forces on falling
or accelerating objects as they move.
Using force and extension data, compare the behaviour of
different materials in deformation using the idea of proportionality.
Explain how turning forces are used in levers.
AQA KS3 physics 3.1.4 Pressure
Investigate how pressure from your foot onto the ground
varies with different footwear
AQA KS3 physics Know
Pressure acts in a fluid in all directions. It increases
with depth due to the increased weight of fluid, and results in an
upthrust. Objects sink or float depending on whether the weight of the
object is bigger or smaller than the upthrust.
Different stresses on a solid object can be used to
explain observations where objects scratch, sink into or break surfaces.
Skill Use the formula: fluid pressure, or stress on a
surface = force (N)/area (m2).
Keywords
Fluid: A substance with no fixed shape, a gas or a
liquid.
Pressure: The ratio of force to surface area, in N/
m2, and how it causes stresses in solids.
Upthrust: The upward force that a liquid or gas
exerts on a body floating in it.
Atmospheric pressure: The pressure caused by the
weight of the air above a surface.
AQA KS3 physics Apply
Use diagrams to explain observations of fluids in terms
of unequal pressure.
Explain why objects either sink or float depending upon
their weight and the upthrust acting on them.
Explain observations where the effects of forces are
different because of differences in the area over which they apply.
Given unfamiliar situations, use the formula to
calculate fluid pressure or stress on a surface
AQA KS3 physics Extend
Use the idea of pressure changing with depth to explain
underwater effects.
Carry out calculations involving pressure, force and
area in hydraulics, where the effects of applied forces are increased.
Use the idea of stress to deduce potential damage to one
solid object by another.
AQA KS3 physics 3.2 Electromagnets
AQA KS3 physics 3.2.1 Voltage and resistance
Compare the voltage drop across resistors connected in
series in a circuit
AQA KS3 physics Know
We can model voltage as an electrical push from the
battery, or the amount of energy per unit of charge transferred through
the electrical pathway.
In a series circuit, voltage is shared between each
component.
In a parallel circuit, voltage is the same across each
loop.
Components with resistance reduce the current flowing
and shift energy to the surroundings.
Skill Calculate resistance using the formula: resistance
(Ω) = potential difference (V) ÷ current (A).
Keywords
Potential difference (voltage): The amount of energy
shifted from the battery to the moving charge, or from the charge to
circuit components, in volts (V).
Resistance: A property of a component, making it
difficult for charge to pass through, in ohms (Ω).
Electrical conductor: A material that allows current
to flow through it easily, and has a low resistance.
Electrical insulator: A material that does not allow
current to flow easily, and has a high resistance.
AQA KS3 physics Apply
Draw a circuit diagram to show how voltage can be
measured in a simple circuit.
Use the idea of energy to explain how voltage and
resistance affect the way components work.
Given a table of voltage against current. Use the ratio
of voltage to current to determine the resistance.
Use an analogy like water in pipes to explain why part
of a circuit has higher resistance.
AQA KS3 physics Extend
Predict the effect of changing the rating of a battery
or a bulb on other components in a series or parallel circuit.
Justify the sizes of voltages in a circuit, using
arguments based on energy.
Draw conclusions about safety risks, from data on
voltage, resistance and current.
AQA KS3 physics 3.2.2 Current
Compare and explain current flow in different parts of a
parallel circuit
AQA KS3 physics Know
Current is a movement of electrons and is the same
everywhere in a series circuit.
Current divides between loops in a parallel circuit,
combines when loops meet, lights up bulbs and makes components work.
Around a charged object, the electric field affects
other charged objects, causing them to be attracted or repelled.
The field strength decreases with distance.
Fact Two similarly charged objects repel, two
differently charged objects attract.
Keywords
Negatively charged: An object that has gained
electrons as a result of the charging process.
Positively charged: An object that has lost
electrons as a result of the charging process.
Electrons: Tiny particles which are part of atoms
and carry a negative charge.
Charged up: When materials are rubbed together,
electrons move from one surface to the other.
Electrostatic force: Non-contact force between two
charged objects.
Current: Flow of electric charge, in amperes (A).
In series: If components in a circuit are on the
same loop.
In parallel: If some components are on separate
loops.
Field: The area where other objects feel an
electrostatic force.
AQA KS3 physics Apply
Describe how current changes in series and
parallel circuits when components are changed.
Turn circuit diagrams into real series and parallel
circuits, and vice versa.
Describe what happens when charged objects are placed
near to each other or touching.
Use a sketch to describe how an object charged
positively or negatively became charged up.
AQA KS3 physics Extend
Compare the advantages of series and parallel circuits
for particular uses.
Evaluate a model of current as electrons moving from the
negative to the positive terminal of a battery, through the circuit.
Suggest ways to reduce the risk of getting electrostatic
shocks.
AQA KS3 physics 3.2.3 Electromagnets
Investigate ways of varying strength of an electromagnet
AQA KS3 physics Know
An electromagnet uses the principle that a current
through a wire causes a magnetic field.
Its strength depends on the current, the core and the
number of coils in the solenoid.
Fact The magnetic field of an electromagnet decreases in
strength with distance.
Keywords
Electromagnet: A non-permanent magnet turned on and
off by controlling the current through it.
Solenoid: Wire wound into a tight coil, part of an
electromagnet.
Core: Soft iron metal which the solenoid is wrapped
around.
AQA KS3 physics Apply
Use a diagram to explain how an electromagnet can
be made and how to change its strength.
Explain the choice of electromagnets or permanent
magnets for a device in terms of their properties.
AQA KS3 physics Extend
Critique the design of a device using an electromagnet
and suggest improvements.
Suggest how bells, circuit breakers and loudspeakers
work, from diagrams.
AQA KS3 physics 3.2.4 Magnetism
Explore the magnetic field pattern around different types
or combinations of magnets
AQA KS3 physics Know
Magnetic materials, electromagnets and the Earth create
magnetic fields which can be described by drawing field lines to show
the strength and direction.
The stronger the magnet, and the smaller the distance
from it, the greater the force a magnetic object in the field
experiences.
Facts Two ‘like’ magnetic poles repel and two ‘unlike’
magnetic poles attract.
Field lines flow from the north-seeking pole to the
south-seeking pole.
Keywords
Magnetic force: Non-contact force from a magnet on a
magnetic material.
Permanent magnet: An object that is magnetic all of
the time.
Magnetic poles: The ends of a magnetic field, called
north-seeking (N) and south-seeking poles (S).
AQA KS3 physics Apply
Use the idea of field lines to show how the direction or
strength of the field around a magnet varies.
Explain observations about navigation using Earth’s
magnetic field.
AQA KS3 physics Extend
Predict the pattern of field lines and the force around
two magnets placed near each other.
Predict how an object made of a magnetic material will
behave if placed in or rolled through a magnetic field.
AQA KS3 physics 3.3 Energy
AQA KS3 physics 3.3.1 Energy costs
AQA KS3 physics Compare the running costs of fluorescent
and filament light bulbs
AQA KS3 physics Know
We pay for our domestic electricity usage based on the
amount of energy transferred.
Electricity is generated by a combination of resources
which each have advantages and disadvantages.
Calculate the cost of home energy usage, using the
formula: cost = power (kW ) x time (hours) x price (per kWh).
Fact Food labels list the energy content of food in
kilojoules (kJ).
Keywords
Power: How quickly energy is transferred by a device
(watts).
Energy resource: Something with stored energy that
can be released in a useful way.
Non-renewable: An energy resource that cannot be
replaced and will be used up.
Renewable: An energy resource that can be replaced
and will not run out. Examples are solar, wind, waves, geothermal
and biomass.
Fossil fuels: Non-renewable energy resources formed
from the remains of ancient plants or animals. Examples are coal,
crude oil and natural gas.
AQA KS3 physics Apply
Compare the amounts of energy transferred by different
foods and activities.
Compare the energy usage and cost of running different
home devices.
Explain the advantages and disadvantages of different
energy resources.
Represent the energy transfers from a renewable or
non-renewable resource to an electrical device in the home.
AQA KS3 physics Extent
Evaluate the social, economic and environmental
consequences of using a resource to generate electricity, from data.
Suggest actions a government or communities could take
in response to rising energy demand.
Suggest ways to reduce costs, by examining data on a
home energy bill.
AQA KS3 physics 3.3.2 Energy transfer
AQA KS3 physics Explain the energy transfers in a
hand-crank torch
AQA KS3 physics Know
We can describe how jobs get done using an energy model
where energy is transferred from one store at the start to another at
the end.
When energy is transferred, the total is conserved, but
some energy is dissipated, reducing the useful energy.
Keywords
Thermal energy store: Filled when an object is
warmed up.
Chemical energy store: Emptied during chemical
reactions when energy is transferred to the surroundings.
Kinetic energy store: Filled when an object speeds
up.
Gravitational potential energy store: Filled when an
object is raised.
Elastic energy store: Filled when a material is
stretched or compressed.
Dissipated: Become spread out wastefully.
AQA KS3 physics Apply
Describe how the energy of an object depends on its
speed, temperature, height or whether it is stretched or compressed.
Show how energy is transferred between energy stores in
a range of real-life examples.
Calculate the useful energy and the amount dissipated,
given values of input and output energy.
Explain how energy is dissipated in a range of
situations.
AQA KS3 physics Extend
Compare the percentages of energy wasted by renewable
energy sources.
Explain why processes such as swinging pendulums or
bouncing balls cannot go on forever, in terms of energy.
Evaluate analogies and explanations for the transfer of
energy.
AQA KS3 physics 3.3.3 Work
AQA KS3 physics Explain how an electric motor raising a
weight is doing work
AQA KS3 physics Know
Work is done and energy transferred when a force moves
an object.
The bigger the force or distance, the greater the work.
Machines make work easier by reducing the force needed.
Levers and pulleys do this by increasing the distance
moved, and wheels reduce friction.
Keywords
Work: The transfer of energy when a force moves an
object, in joules.
Lever: A type of machine which is a rigid bar that
pivots about a point.
Input force: The force you apply to a machine.
Output force: The force that is applied to the
object moved by the machine.
Displacement: The distance an object moves from its
original position.
Deformation: When an elastic object is stretched or
squashed, which requires work.
AQA KS3 physics Apply
Draw a diagram to explain how a lever makes a job
easier.
Compare the work needed to move objects different
distances.
AQA KS3 physics Extend
Use the formula: work done (J) = force (N) x distance
moved (m) to compare energy transferred for objects moving horizontally.
Compare and contrast the advantages of different levers
in terms of the forces need and distance moved.
AQA KS3 physics 3.3.4 Heating and cooling
Investigate how to prevent heat loss by conduction,
convection and radiation
AQA KS3 physics Know
The thermal energy of an object depends upon its mass,
temperature and what it’s made of.
When there is a temperature difference, energy transfers
from the hotter to the cooler object.
Thermal energy is transferred through different
pathways, by particles in conduction and convection, and by radiation.
Keywords
Thermal conductor: Material that allows heat to move
quickly through it.
Thermal insulator: Material that only allows heat to
travel slowly through it.
Temperature: A measure of the motion and energy of
the particles.
Thermal energy: The quantity of energy stored in a
substance due to the vibration of its particles.
Conduction: Transfer of thermal energy by the
vibration of particles.
Convection: Transfer of thermal energy when
particles in a heated fluid rise.
Radiation: Transfer of thermal energy as a wave.
AQA KS3 physics Apply
Explain observations about changing temperature in terms
of energy transfer.
Describe how an object’s temperature changes over time
when heated or cooled.
Explain how a method of thermal insulation works in
terms of conduction, convection and radiation.
Sketch diagrams to show convection currents in
unfamiliar situations.
AQA KS3 physics Extend
Sketch a graph to show the pattern of temperature change
against time.
Evaluate a claim about insulation in the home or for
clothing technology.
Compare and contrast the three ways that energy can be
moved from one place to another by heating.
AQA KS3 physics 3.4 Waves
AQA KS3 physics 3.4.1 Sound
Relate changes in the shape of an oscilloscope trace to
changes in pitch and volume
AQA KS3 physics Know
Sound consists of vibrations which travel as a
longitudinal wave through substances.
The denser the medium, the faster sound travels.
The greater the amplitude of the waveform, the louder
the sound.
The greater the frequency (and therefore the shorter the
wavelength), the higher the pitch.
Facts
Sound does not travel through a vacuum.
The speed of sound in air is 330 m/s, a million
times slower than light.
Keywords
Vibration: A back and forth motion that repeats.
Longitudinal wave: Where the direction of vibration
is the same as that of the wave.
Volume: How loud or quiet a sound is, in decibels
(dB).
Pitch: How low or high a sound is. A low (high)
pitch sound has a low (high) frequency.
Amplitude: The maximum amount of vibration, measured
from the middle position of the wave, in metres.
Wavelength: Distance between two corresponding
points on a wave, in metres.
Frequency: The number of waves produced in one
second, in hertz.
Vacuum: A space with no particles of matter in it.
Oscilloscope:
Device able to view patterns of sound waves that
have been turned into electrical signals.
Absorption: When energy is transferred from sound to
a material.
Auditory range: The lowest and highest frequencies
that a type of animal can hear.
Echo: Reflection of sound waves from a surface back
to the listener.
AQA KS3 physics Apply
Explain observations where sound is reflected,
transmitted or absorbed by different media.
Explain observations of how sound travels using the idea
of a longitudinal wave.
Describe the amplitude and frequency of a wave from a
diagram or oscilloscope picture.
Use drawings of waves to describe how sound waves change
with volume or pitch.
AQA KS3 physics Extend
Suggest the effects of particular ear problems on a
person’s hearing.
Evaluate the data behind a claim for a sound creation or
blocking device, using the properties of sound waves.
Use diagrams to compare the waveforms a musical
instrument makes when playing different pitches or volumes.
AQA KS3 physics 3.4.2 Light
Use ray diagrams to model how light passes through lenses
and transparent materials
AQA KS3 physics Know
When a light ray meets a different medium, some of it is
absorbed and some reflected.
For a mirror, the angle of incidence equals the angle of
reflection.
The ray model can describe the formation of an image in
a mirror and how objects appear different colours.
When light enters a denser medium it bends towards the
normal; when it enters a less dense medium it bends away from the
normal.
Refraction through lenses and prisms can be described
using a ray diagram as a model.
Skill Construct ray diagrams to show how light reflects
off mirrors, forms images and refracts.
Facts
Light travels at 300 million metres per second in a
vacuum.
Different colours of light have different
frequencies.
Keywords
Incident ray: The incoming ray.
Reflected ray: The outgoing ray.
Normal line: From which angles are measured, at
right angles to the surface.
Angle of reflection: Between the normal and
reflected ray.
Angle of incidence: Between the normal and incident
ray.
Refraction: Change in the direction of light going
from one material into another.
Absorption: When energy is transferred from light to
a material.
Scattering: When light bounces off an object in all
directions.
Transparent: A material that allows all light to
pass through it.
Translucent: A material that allows some light to
pass through it.
Opaque: A material that allows no light to pass
through it.
Convex lens: A lens that is thicker in the middle
which bends light rays towards each other.
Concave lens: A lens that is thinner in the middle
which spreads out light rays.
Retina: Layer at the back of the eye with light
detecting cells and where an image is formed.
AQA KS3 physics Apply
Use ray diagrams of eclipses to describe what is seen by
observers in different places.
Explain observations where coloured lights are mixed or
objects are viewed in different lights.
Use ray diagrams to describe how light passes through
lenses and transparent materials.
Describe how lenses may be used to correct vision.
AQA KS3 physics Extend
Use a ray diagram to predict how an image will change in
different situations.
Predict whether light will reflect, refract or scatter
when it hits the surface of a given material.
Use ray diagrams to explain how a device with multiple
mirrors works.
AQA KS3 physics 3.4.3 Wave effects
Relate the impact of different types of waves on living
cells to their frequency & the energy carried by the wave
AQA KS3 physics Know
When a wave travels through a substance, particles move
to and fro.
Energy is transferred in the direction of movement of
the wave.
Waves of higher amplitude or higher frequency transfer
more energy.
Keywords
Ultrasound: Sound waves with frequencies higher than
the human auditory range.
Ultraviolet (UV): Waves with frequencies higher than
light, which human eyes cannot detect.
Microphone: Turns the pressure wave of sound hitting
it into an electrical signal.
Loudspeaker: Turns an electrical signal into a
pressure wave of sound.
Pressure wave: An example is sound, which has
repeating patterns of high-pressure and low-pressure regions.
AQA KS3 physics Apply
Explain differences in the damage done to living cells
by light and other waves, in terms of their frequency.
Explain how audio equipment converts sound into a
changing pattern of electric current.
AQA KS3 physics Extend
Suggest reasons why sound waves can agitate a liquid for
cleaning objects, or massage muscles for physiotherapy.
Evaluate electricity production by wave energy using
data for different locations and weather conditions.
AQA KS3 physics 3.4.4 Wave properties
Use the wave model to explain observations of the
reflection, absorption and transmission of waves
AQA KS3 physics Know
A physical model of a transverse wave demonstrates it
moves from place to place, while the material it travels through does
not, and describes the properties of speed, wavelength and reflection.
Keywords
Waves: Vibrations that transport energy from place
to place without transporting matter.
Transverse wave: Where the direction of vibration is
perpendicular to that of the wave.
Transmission: Where waves travel through a medium
rather than be absorbed or reflected.
AQA KS3 physics Apply
Describe the properties of different longitudinal
and transverse waves.
Use the wave model to explain observations of the
reflection, absorption and transmission of a wave.
AQA KS3 physics Extend
Compare and contrast the properties of sound and light
waves.
Suggest what happens when two waves combine.
OCR Twenty First Century Science knowledge and
understanding expected before GCSE Physics
Chapter P1 Radiation and waves
What you should have learned and experienced from KS3
science about light, sound, and waves ...
observed waves on water, spring, and
strings
know the meaning of the terms
longitudinal, transverse, superposition, and frequency, in the context of
waves
know that sound waves are longitudinal
and need a medium to travel through and that sound travels at different
speeds in solids, in water, and in air
know that sound is produced when objects
vibrate and that sound waves are detected by the vibrations they cause
know that light travels at a very high
speed and can pass through a vacuum
know some of the similarities and
differences between light waves and waves in matter
be able to use a ray model of light to
describe and explain reflection in mirrors, refraction and dispersion by
glass and the action of convex lenses
know that light incident on a surface may
be absorbed, scattered, or reflected, and that light transfers energy from a
source to an absorber, where it may cause a chemical or electrical effect.
Chapter P2 Sustainable energy
What you should have learned and experienced from KS3
science about energy ...
compared energy uses and costs in
domestic contexts, including calculations using a variety of units
considered a variety of processes that
involve transferring energy, including heating, changing motion, burning
fuels and changing position in a field
Chapter P3 Electric circuits
What you should have learned and experienced from KS3
science about light, sound, and waves ...
be familiar with the basic properties of
magnets, and use these to explain and predict observations
know that there is a magnetic field close
to any wire carrying an electric current
be aware of the existence of electric
charge, and understand how simple electrostatic phenomena can be explained
in terms of the movement of electrons between and within objects
understand the idea of an electric
circuit (a closed conducting loop containing a battery) that conducts an
electric current and be able to predict the current in branches of a
parallel circuit
understand the idea of as a measure of
the ‘strength’ of a battery or power supply
know that electrical resistance is
measured in ohms and can be calculated by dividing the voltage across the
component by the current through it
know that the power ratings of electrical
appliances are related to the rate at which the appliances transfers energy.
Chapter P4 Explaining motion
What you should have learned and experienced from KS3
science about force and motion ...
describe motion using words and with
distance–time graphs
use the relationship average speed =
distance ÷ time
identify the forces when two objects in
contact interact; pushing, pulling, squashing, friction, turning
use arrows to indicate the different
forces acting on objects, and predict the net force when two or more forces
act on an object
know that the forces due to gravity,
magnetism and electric charge are all non-contact forces
understand how the forces acting on an
object can be used to explain its motion.
Chapter P5 Radioactive materials
What you should have learned and experienced from KS3
science about ? ...
recall that in each atom its electrons
are arranged at different distances from the nucleus
recall that gamma rays are emitted from
the nuclei of atoms
be able to describe how ionising
radiation can have hazardous effects, notably on human bodily tissues.
Chapter P6 Matter – models and
explanations
What you should have learned and experienced from KS3
science about matter and particles ...
be able to use a particulate model of
matter to explain states of matter and changes of state
have investigated stretching and
compressing materials and identifying those that obey Hooke’s law
be able to describe how the extension or
compression of an elastic material changes as a force is applied, and make a
link between the work done and energy transfer during compression or
extension
have investigated pressure in liquids and
related this to floating and sinking
be able to relate atmospheric pressure to
the weight of air overhead.
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