CAMBRIDGE IGCSE™ PHYSICS: TEACHER’S RESOURCE

8 Work and power

Teaching plan
8.1 Doing 1 hour Core: Coursebook: Section
work Understand that mechanical or 8.1 Doing work
electrical work done is equal to the Workbook: Chapter 8,
energy transferred. Doing work, Exercise 8.1
Practical Workbook:
Practical investigation
8.1: Work done
8.2 Core: Coursebook: Section 8.2
Calculating Recall and use the equation for mechanical Calculating work done
work done work done: W = Fd = ΔE Workbook: Chapter 8,
Calculating work done,
Exercise 8.2
Practical Workbook:
Practical investigation
8.1: Work done
8.3 Power 1.5 hours Core: Coursebook: Section 8.3
and Define power as work done per unit time Power; Section 8.4
8.4 and also as energy transferred per unit Calculating power
Calculating time; recall and use the equations Workbook: Chapter 8,
power W Power, Exercise 8.3
a P = ​​ ___ ​​
t Practical Workbook:
ΔE Practical investigation
b P = ___​​   ​​
t 8.1: Work done;
Practical investigation
8.2: Calculating
mechanical power

BACKGROUND LEARNING

• Learners should know about energy stores • Learners should understand efficiency and
and transfers from previous courses and from how to calculate this from Chapter 7.
Chapter 6. • Learners should know about forces and
• Learners should know about energy their effects from Chapter 4, and from
resources from Chapter 7. previous courses.

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TEACHING SKILLS FOCUS

Area of focus: Assessment for learning (AfL) • a list of equipment is given

Specific focus: Sharing the intentions • the independent variable is identified
We learn more effectively if we know what we • the range and the specific values of the
are supposed to be learning. We perform better independent variable are given
in assessed tasks when we know how we will • the dependent variable is given
be assessed.
• a method to measure the dependent variable
Conveying these ideas to learners can be called is given
sharing the intention. The intention can be
conveyed at any point in the lesson, but must • control variables are given,
always be conveyed clearly at some point. • possible ways to control these
If learners leave the lesson thinking ‘What was • there is a plan to make repeats and calculate
that all about?’ then the intention has not been a mean.
shared effectively.
Recording results:
It is not always best to share the intention at the
• results are recorded in a logical way
start of a lesson, at least not completely. For
example, if learning is to be by enquiry, then • a table is given with the independent
learners are supposed to find out something for variable in ascending order
themselves. The intention could be partly shared • column headers are given and units are in the
at the start. For example, ‘Today you will learn headers (no units in the body of the table)
how to carry out an investigation into …’ but not
• repeats can be seen.
convey the result or conclusion. That can be done
when summarising at the end of the activity. Presenting results:
Develop your skills with sharing the intentions: • any anomalous results are identified
Let us focus on the assessed task of learners • means are calculated (omitting any anomalies)
carrying out and writing up their investigation.
They know this will be marked and many • an appropriate type of graph is plotted (line
learners will put considerable effort into this graph in this case)
work. However, they must know in advance how • axes are the correct way round (normally the
to direct this effort. They must know what the independent variable on the horizontal axis)
teacher expects of them. • axes are scaled from 0 in a linear way
For example, Activity 8.1 in the Coursebook • axes are labelled with ‘quantity / unit’
requires the planning of an investigation. Possibly
learners will then carry out the method, recording • all points are correctly plotted
and presenting results with a conclusion. Learners • an appropriate line is drawn.
should be given criteria in advance that will be
Making a conclusion:
used to assess each of these.
• the trend in the results is described
A suggestion for these could be:
• if a prediction was made, a comment is given
Planning:
about whether the results support this
• a prediction, or hypothesis, is made
• a suggestion for an improvement is given.
• learners adopt a workable method that will
generate results

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CONTINUED

In this example there are 25 points. Therefore, if • a score that is awarded can be justified to the
one mark was allocated to each, the mark could learner (and possibly to parents) in the event
be out of 25, or multiplied by four to give a of an ‘appeal’
mark out of 100. • after receiving their score, learners can
The benefits of sharing the intentions include: understand where they could improve next time
• learners can plan their work more effectively • the responsibility to perform well shifts more
• learners can work more independently towards the learner.
without teacher input The criteria for this intention could be provided
• learners can self-assess more effectively as a handout or displayed on a poster in
the classroom.

LANGUAGE SUPPORT

For meanings of key words, please see Learners should be aware that in physics, power
the glossary. is an active term and only applies when an
Care should be taken with the symbol for work event or process is ocurring. In some areas of
done, which is printed as the italic upper-case everyday speech, power can have passive uses,
W, and the unit of power, which is printed as such as a country or political leader described as
upper-case but not italic W. When hand-written, having power.
or written on a board for teaching, these will
look the same.

8.1 and 8.2: Doing work and Calculating work done

LEARNING PLAN

Syllabus learning objectives Learning intentions Success criteria

Core: • Learn that work done Learners can state that work
Understand that mechanical or equals energy transferred, and energy are equivalent.
electrical work done is equal to or the force multiplied by Learners can calculate work
the energy transferred. the distance moved in the done when given the force
direction of the force. and the distance moved in
Core:
the direction of the force.
Recall and use the equation for
mechanical work done:
W = Fd = ΔE

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Common misconceptions
Misconception How to identify How to overcome
Many learners think that work Give an example of one In this case, ask for the equation
and energy are two entirely quantity and ask for the other. for g.p.e. (mass × g × change in
different quantities, measured For example, ‘The gravitational height) then ask for the equation
with different units. potential energy increase of a for work done (force × distance
load raised by a rope is 2000 J. moved). Remind learners that the
How much work has been done force required to lift a mass is mg
to raise the mass?’ so in both cases, the equations are
expressing force × distance moved.

Starter ideas
1 Coursebook ‘Getting started’ activity (5 minutes)
Resources: ‘Getting started’ activity in Chapter 8 of the Coursebook.
Description and purpose: See Coursebook. The purpose of the activity is to introduce the terms and discover
whether learners have any pre-existing misconceptions about their meanings. Otherwise learners can discuss
the terms without necessarily arriving at the correct answers.
What to do next: Use the activity to introduce the topic.

2 Coursebook ‘Science in context’ activity (5–10 minutes)

Resources: ‘Science in context’ activity in Chapter 8 of the Coursebook.
Description and purpose: See Coursebook. For question 1, learners can discuss advantages of steam power
compared to animals, which may include the ability to work for longer hours without tiring. Disadvantages
could include costly installation, expensive fuel and air pollution from burning the fuel. For question 2,
learners can draw on ideas from Chapter 7. For question 3, learners should mention the horse, the pump
and the ramp as machines.
What to do next: Use the context as a ‘hook’ to engage learners to the topic.

Main teaching ideas

1 Efficiency of a ramp (20–30 minutes)
Learning intention: To plan an activity.
Description and purpose: The activity involves planning an investigation. Criteria for assessment of this
should be shared in advance (see this chapter’s the Teaching Skills Focus section). Ideally if there is time,
learners should be allowed to carry out their investigation.
Safety: If learners are to carry out the investigation, then the teacher should check that the method is safe
before learners begin to do the practical part.
Differentiation ideas:
Support – learners can be given a list of equipment and a list of variables that include the independent,
the dependent and some control variables to help prompt their plan.
Challenge – learners should consider ways to make their results as accurate as possible, for example, how
will they ensure that the object is pulled in a straight line?
Assessment idea: Learners can peer assess each other’s plans if clear criteria have been provided.
2 Understanding the direction of the force (15–20 minutes)
Learning intention: To allow learners to see how the direction of a force used to move an object affects the
work done.
Resources: Blocks with hooks for pulling, or dynamics trolleys, 1 kg masses, newton meters.
Description and purpose: Learners put one or two 1 kg masses on a block or trolley and pull horizontally
with a constant force using a newton meter. The newton meter must be held horizontally so that the force

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acts in the same direction that the object moves. Record the force. Next, hold the newton meter so that it is
being pulled up at an angle of 45–60° (judged by eye) and repeat. How does the size of the force compare to
make the object move at about the same speed? (It is larger.)

Differentiation ideas:
Support – learners can be asked whether it is more efficient / use more or less effort to pull / push an
object in the direction that we want it to move, or at some other angle.
Challenge – learners can be asked how to improve this investigation (some method to make sure that the
speed is the same, or the distance travelled is the same).
Assessment idea: Learners should know that the equation for work done uses force in the direction of
movement. This can be expressed orally or in writing and applied in situations such as Figure 9.5 and
Figure 8.8 in the Coursebook.
3 Using energy and getting no work misconception (15–20 minutes)
Learning intention: To explain how we ‘use’ energy but may do no work.
Resources: 1 kg masses (optional).
Description and purpose: Learners are familiar with holding masses, for example the 1 kg mass held using an
outstretched, horizontal arm. The arm quickly becomes tired. Learners then make the link between energy
being ‘used’ in the arm, but get confused when they realise that no work is being done because the mass
is not being lifted. They have just been told that work and energy are equivalent, and now their personal
experience seems to tell them otherwise.
The apparent difference is explained by comparing Newtonian energy with biochemical energy. The muscles
in the arm are doing no work on the mass. Inside the muscles however, chemical reactions are taking place
to keep the muscles contracted. Chemical energy (glucose) is being input and the output is more chemical
energy (the lactic acid that causes the muscle to fatigue) and thermal (the muscle gets warmer). Therefore
energy is being changed to keep the muscles in position, but the muscles themselves are doing no work on
the mass.
Differentiation ideas:
Support – learners can state that work is only being done when a force is used to move something.
Challenge – learners can understand that energy may be changed in other ways besides moving a mass.
Assessment idea: Learners can list other examples where we seem to use energy but do no work. This can
be peer assessed, checking that any forces applied do not produce movement in the direction of that force.

Plenary ideas
1 Unit flashcards (2–3 minutes)
Resources: Three flash cards for each learner with one unit on each: joule, newton, kilogram.
Description and purpose: The teacher calls out some quantities and learners choose and display the correct
card. The quantities should include: force, energy transferred, mass, weight, work done, energy stored etc.
Assessment idea: Colour-coding the cards can make assessment much faster in a large class.
2 What I would like to know (2–3 minutes)
Resources: Small pieces of paper.
Description and purpose: Learners work individually to think what they would like to find out more about,
from the context of the lesson or topic. This can be written as one or two points and done as an exit-
slip activity.

Homework ideas
1 Workbook questions
Learners can work through Exercise 8.1 to demonstrate that work and energy are equivalent. Exercise 8.2
provides questions where learners can practise calculating work done.

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2 Coursebook questions
Learners can answer questions 1–4 on calculating work done.

8.3 and 8.4: Power and Calculating power

LEARNING PLAN

Syllabus learning objectives Learning intentions Success criteria

Core: • Relate power to work done Learners can state in words

Define power as work done per and time taken. what is meant by power.
unit time and also as energy • Calculate work done and Learners can calculate power
transferred per unit time; recall power, using a change in energy or
and use the equations ΔE change in work done and the
W ​​ W = Fd = ΔE and P = ​​ ___ ​​ time taken for that change.
a P = ​​ ___ t
t
ΔE
b P = ___​​   ​​
t

Common misconceptions
Misconception How to identify How to overcome
Many learners think that power Ask learners to describe the Encourage learners to use a phrase
can include the ability to do difference between an atom such as ‘power developed’ or
work. For example, a car can and an element. ‘power needed’ or ‘power supplied’
be described as powerful even in place of just ‘power’. The
when stationary. additional word suggests action.

Starter ideas
1 Where do you hear about power? (2 minutes)
Description and purpose: Learners work in pairs or groups of three to make a list of places or phrases where
they have heard the word ‘power’, whether or not in the correct scientific context.
What to do next: Use the activity to find out what learners already think about power and possibly what
misconceptions they already have.
2 Walking or running up stairs (2 minutes)
Description and purpose: Remind learners about g.p.e. and link this to them walking up stairs. Why are they
more out of breath when running up the same height as walking? Can a person with a higher level of fitness
do this more easily? The purpose is not to elicit the correct answer but to start learners thinking of the effect
that time taken has.
What to do next: Use as a starter activity for power.

Main teaching ideas

1 Fast working (20 minutes)
Learning intention: To extend the Coursebook section ‘Fast working’ into a practical activity or
another calculation.
Resources: Access to stairs, appropriate footwear and/or PE kit, knowledge of the volunteers’ masses,
stopwatch, tape measure.
Description and purpose: Learners can be asked to volunteer in advance for the activity, which will be walking
up stairs and then running up stairs. Only learners who are physically fit enough should be allowed to

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volunteer. This should be confirmed with the PE department and any medical records. Learners work out the
vertical height of the stairs, limiting this to a maximum of two flights (sets of steps). The change in g.p.e. of
the volunteer should be calculated in advance for going up the stairs. First, the volunteers walk up the stairs
at normal walking speed and the time taken is recorded. Next, learners run up the stairs and the time is again
recorded. Learners should be told that this is an activity and not a competition. The power developed by each
volunteer can then be calculated by taking the change in g.p.e. and dividing by the time taken.
Alternatively, data for a tower running activity could be used. For example, a runner with a mass of 65 kg
climbing through a vertical height of 400 m in a time of 15 minutes (reminding learners to convert this time
to seconds).
Practical guidance: Those timing the activity need some way to know when their volunteer has reached the top.
Safety: Appropriate clothing and footwear must be worn; stairs should be checked for hazards beforehand
(e.g. spilled water); when running, volunteers should be separated by a sufficient time interval; volunteers
should be positioned at the top and bottom of the stairs to warn others that the activity is taking place; one
learner should be available to summon first aid assistance if needed; limit the activity to running up two
flights of stairs maximum.
Differentiation ideas:
Support – learners understand that the energy change in walking and running is the same but the power
developed is different.
Challenge – learners can be asked to suggest whether all the power developed in the muscles is used to
increase their vertical height. (Some is used for forwards movement.)
Assessment ideas: Learners can summarise the activity in a series of annotated diagrams with supporting
calculations. This can be peer assessed.
Practical investigation 8.1 in the Practical Workbook provides instructions and structured questions for
learners to investigate and analyse the results of an investigation to calculate the work done for different
physical exercises (including step-ups and bicep curls) when holding different masses.
2 The power of a motor (10–15 minutes)
Learning intention: To measure the power (and possibly calculate the efficiency) of an electric motor.
Resources: Electric motor, power supply, ammeter and voltmeter or joulemeter, pulley to be driven by the
motor, string, mass hanger and slotted masses, metre ruler, stopwatch or light gates.
Description and purpose: The motor will be used to raise a mass through a vertical height of 1 m. The
electrical energy supplied to the motor can be measured with a joulemeter, or the electrical power with the
ammeter and the voltmeter. If a stopwatch is used, then choose the mass so that there is sufficient time to
make the timing as accurate as possible, but avoid overloading the motor.
Calculate the change in g.p.e. of the mass and calculate the mechanical power developed by the motor while
raising the mass. Compare this with the electrical power used by the motor. What is the efficiency of the
motor? Can learners identify wasted energy transfers?
Differentiation ideas:
Support – learners can calculate the mechanical power of the motor when given the change in g.p.e. and
the time taken to raise the mass.
Challenge – learners could be asked to compare the percentage efficiency of the motor (calculated using
power in the efficiency equation) with using energy in the efficiency equation. Why are they both the
same? (Comparing the efficiency equation with power to that of energy, time is in both the numerator
and the denominator.)
Assessment idea: Learners should be able to write up the experiment with labelled diagrams and supporting
calculations. Exercise 8.3 in the Workbook provides calculations involving power for different scenarios.
3 The power of a world-class sprinter? (20 minutes)
Learning intention: To estimate power from kinetic energy.
Resources: Chapter 8 Coursebook Activity 8.3
Description and purpose: Learners can calculate the average speed to be 10.46 m/s then use this to find the
k.e. of 4700 J. Calculating the average power from this gives 492 W.

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The assumption is that this is constant, but it will be much greater during the acceleration phase. In addition,
the human body when running undergoes more complex movements than a wooden block being pulled across
a surface.
Differentiation ideas:
Support – learners can be reminded of the equations for average speed and for power, but may need to
be provided with the k.e. value.
Challenge – learners could attempt to estimate the power developed under acceleration by taking the
change in k.e. from zero to 4700 J and dividing by the estimated time taken to accelerate. Is this closer to
the value given in the Coursebook?
Assessment idea: Learners should be able to show their working and include equations and units with
answers. This can be peer-assessed.

Plenary ideas
1 Revision boomerang (20 minutes)
Resources: See Activity 8.4 in the Coursebook.
Description and purpose: The activity is designed to help learners think about their revision and to consolidate
learning from Chapters 6, 7 and 8. This is not designed to be an assessment of this learning, so learners
should be encouraged to use the book and any notes they might have.
Assessment idea: This is a peer-assessment activity, as each group assesses the mind map that was passed
to them.
2 Remembering work and power equations (2–3 minutes)
Description and purpose: Learners work in pairs or groups of three to devise ways to remember the
equations for work and power.
Assessment idea: Their suggestions can be checked by swapping with other learners, mainly checking the
equations are correct.

Homework ideas
3 Workbook questions
Learners can work through Exercise 8.3 to practise solving calculations involving power.
4 Coursebook questions
Learners can answer question 5 on power, and questions 6–11 on calculating power.

Links to digital resources

• GCSE revision: work and power: www.cambridge.org/links/pctd7047
• GCSE revision: work done and energy transfer: www.cambridge.org/links/pctd7075
• Power: www.cambridge.org/links/pctd7076
• GCSE revision: work done by a force: www.cambridge.org/links/pctd7077
• Work done and power: www.cambridge.org/links/pctd7078

CROSS-CURRICULAR LINKS
Maths: calculating work, power, k.e. and g.p.e.
Biology: energy available from aerobic and anaerobic respiration.

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Project guidance
Learners start by answering the questions then go on to design safety posters.
Answers to questions:
1 Learners should use _​​ 12 ​​  mv 2 = Fd then calculate k.e. and divide the k.e. by force to get distance.
2 Brakes in poor condition / poor road surfaces / wet roads / ice, snow, mud, sand on roads.
3 If the force is halved, then the distance doubles.
distance distance
4 By rearranging speed = ​​ ________
 ​​to get time = ________
​​   ​​and substituting values from the table.
time speed
5 Tiredness / distractions (e.g. use of mobile phone) / use of alcohol or (illegal) drugs / use of some medicines.
For the design of the posters, clear assessment criteria should be shared with learners before starting. It can also
be an effective strategy to involve learners in the development of these criteria.