Angola · 6 units · 440 guided minutes · controlled beta
Applied physics: measurement, forces, energy, electricity and safe technical decisions
This DASKEREL course develops understanding, visible reasoning and authentic evidence. It is learning support, not a national examination paper or regulated qualification.
Subject specification
Physics and physical systems: knowledge, formulae and assessment
Required knowledge strands
- measurement, motion, forces and momentum
- work, energy, power and thermal systems
- electricity, circuits, fields and electromagnetism
- waves, radiation, matter and space
Formulae and reasoning frames
- Speed v = distance s ÷ time t
- Acceleration a = change in velocity Δv ÷ time Δt
- Resultant force F = ma
- Momentum p = mv
- Work W = Fs and power P = E ÷ t
- Potential difference V = IR; electrical power P = VI; energy E = Pt
- Density ρ = m ÷ V; pressure p = F ÷ A
- Wave speed v = fλ
- Efficiency = useful output ÷ total input × 100%
Assessment objectives
- demonstrate knowledge of physical models
- apply equations and analyse data
- evaluate methods, evidence, uncertainty and safety
Command words: state · describe · calculate · explain · predict · evaluate
Practical and portfolio evidence
- labelled diagram
- raw and processed data
- uncertainty record
- graph and gradient
- risk-controlled method
Misconceptions explicitly tested: a force is needed to keep an object moving at constant velocity · energy disappears when a system is inefficient · current is used up by a circuit component
Curriculum and examination-board control
DASKEREL core complete · examination mapping pending
The subject teaching core, formulae, practice and assessment objectives are available. A named examination board or curriculum authority, specification version, jurisdiction, language and assessment format must be verified before board-alignment is claimed.
Country and level beta mapping
Angola · Technical and vocational upper-secondary completion
Country-specific national, subnational or awarding-body model; the competent body and legal scope remain a beta research task.
Assessment route: The exact certificate, board, subject code, examination year and assessment format must be recorded before alignment is claimed.
Authority or board candidates
- Angola: competent national or subnational curriculum authority — exact legal name to be verified
- Angola: competent examination, qualifications or technical-award body — exact route to be verified
Academic review required: DASKEREL provides independent beta teaching and assessment support. This record does not claim government, board, university or awarding-body approval, recognition, accreditation or equivalence.
Beta subject-topic matrix (14 subjects)
Applied mathematics
Topics: number, ratio, proportion and financial arithmetic · algebra, functions, sequences and graphs · geometry, measure, trigonometry and vectors · probability, statistics, modelling and proof
Formulae/reasoning: Percentage change = (new value − original value) ÷ original value × 100% · Gradient = change in y ÷ change in x · Pythagoras: a² + b² = c² for a right-angled triangle · Trigonometry: sin θ = opposite ÷ hypotenuse; cos θ = adjacent ÷ hypotenuse; tan θ = opposite ÷ adjacent · Circle: circumference C = 2πr and area A = πr² · Mean = Σx ÷ n; probability = favourable outcomes ÷ equally likely outcomes
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Applied physics
Topics: measurement, motion, forces and momentum · work, energy, power and thermal systems · electricity, circuits, fields and electromagnetism · waves, radiation, matter and space
Formulae/reasoning: Speed v = distance s ÷ time t · Acceleration a = change in velocity Δv ÷ time Δt · Resultant force F = ma · Momentum p = mv · Work W = Fs and power P = E ÷ t · Potential difference V = IR; electrical power P = VI; energy E = Pt · Density ρ = m ÷ V; pressure p = F ÷ A · Wave speed v = fλ · Efficiency = useful output ÷ total input × 100%
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Applied chemistry
Topics: atomic structure, periodicity, bonding and properties · quantitative chemistry and chemical equations · energetics, rates, equilibrium, acids and redox · organic, analytical, materials and environmental chemistry
Formulae/reasoning: Amount n = mass m ÷ molar mass M · Concentration c = n ÷ V, with V in dm³ · Dilution c₁V₁ = c₂V₂ when solute amount is conserved · Percentage yield = actual yield ÷ theoretical yield × 100% · Atom economy = desired product formula mass ÷ total reactant formula mass × 100% · Gas amount n = gas volume ÷ molar gas volume under stated conditions · Rf = distance travelled by substance ÷ distance travelled by solvent front
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Technical drawing and CAD
Topics: design requirements, drawings, tolerances and materials · forces, motion, energy and power transmission · electrical, electronic, control and measurement systems · manufacture, construction, maintenance, safety and quality
Formulae/reasoning: Scale factor = drawing length ÷ actual length · Moment M = force F × perpendicular distance d · Stress σ = force F ÷ cross-sectional area A · Work W = Fs and power P = W ÷ t · Ohm’s law V = IR and electrical power P = VI · Efficiency = useful output ÷ total input × 100% · Factor of safety = failure load ÷ allowable working load
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Electrical and electronic systems
Topics: design requirements, drawings, tolerances and materials · forces, motion, energy and power transmission · electrical, electronic, control and measurement systems · manufacture, construction, maintenance, safety and quality
Formulae/reasoning: Scale factor = drawing length ÷ actual length · Moment M = force F × perpendicular distance d · Stress σ = force F ÷ cross-sectional area A · Work W = Fs and power P = W ÷ t · Ohm’s law V = IR and electrical power P = VI · Efficiency = useful output ÷ total input × 100% · Factor of safety = failure load ÷ allowable working load
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Mechanical systems and maintenance
Topics: design requirements, drawings, tolerances and materials · forces, motion, energy and power transmission · electrical, electronic, control and measurement systems · manufacture, construction, maintenance, safety and quality
Formulae/reasoning: Scale factor = drawing length ÷ actual length · Moment M = force F × perpendicular distance d · Stress σ = force F ÷ cross-sectional area A · Work W = Fs and power P = W ÷ t · Ohm’s law V = IR and electrical power P = VI · Efficiency = useful output ÷ total input × 100% · Factor of safety = failure load ÷ allowable working load
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Construction and civil technology
Topics: design requirements, drawings, tolerances and materials · forces, motion, energy and power transmission · electrical, electronic, control and measurement systems · manufacture, construction, maintenance, safety and quality
Formulae/reasoning: Scale factor = drawing length ÷ actual length · Moment M = force F × perpendicular distance d · Stress σ = force F ÷ cross-sectional area A · Work W = Fs and power P = W ÷ t · Ohm’s law V = IR and electrical power P = VI · Efficiency = useful output ÷ total input × 100% · Factor of safety = failure load ÷ allowable working load
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Computing and networking
Topics: data representation, hardware, operating systems and networks · algorithms, programming, testing and software design · data modelling, databases, analytics and AI evaluation · cybersecurity, privacy, accessibility and responsible systems
Formulae/reasoning: Data rate = data transferred ÷ time · Storage size = number of items × bits per item · Availability = uptime ÷ total time × 100% · Precision = true positives ÷ predicted positives · Recall = true positives ÷ actual positives · F1 = 2 × precision × recall ÷ (precision + recall) · Mean latency = total observed latency ÷ number of observations
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Business administration
Topics: stakeholders, enterprise, objectives and business models · markets, demand, supply, elasticity and economic context · operations, people, quality, finance and risk · strategy, marketing, innovation, sustainability and performance
Formulae/reasoning: Revenue = price × quantity · Profit = revenue − total cost · Market share = business sales ÷ total market sales × 100% · Percentage change = change ÷ original × 100% · Labour productivity = output ÷ labour input · Capacity utilisation = actual output ÷ maximum output × 100% · Price elasticity of demand = % change in quantity demanded ÷ % change in price
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Accounting and finance
Topics: source documents, double entry, ledgers and trial balance · adjustments, financial statements and cash flow · costing, budgeting, variance and decision support · controls, audit evidence, ethics and reporting quality
Formulae/reasoning: Assets = liabilities + owner equity · Profit = revenue − total expenses · Gross margin = gross profit ÷ revenue × 100% · Current ratio = current assets ÷ current liabilities · Receivables days = trade receivables ÷ credit revenue × period days · Contribution = selling price − variable cost · Break-even units = fixed cost ÷ contribution per unit · Simple interest I = Prt
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Agriculture and environmental technology
Topics: place, scale, space, population and development · physical processes, hazards, climate and ecosystems · resources, agriculture, cities, economies and inequality · fieldwork, maps, geospatial evidence and sustainable decisions
Formulae/reasoning: Population density = population ÷ area · Rate of change = change ÷ time · Percentage change = change ÷ original × 100% · Mean = Σx ÷ n and range = maximum − minimum · Irrigation volume = area × water depth · Gross margin = output value − specified variable costs
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Hospitality and service operations
Topics: stakeholders, enterprise, objectives and business models · markets, demand, supply, elasticity and economic context · operations, people, quality, finance and risk · strategy, marketing, innovation, sustainability and performance
Formulae/reasoning: Revenue = price × quantity · Profit = revenue − total cost · Market share = business sales ÷ total market sales × 100% · Percentage change = change ÷ original × 100% · Labour productivity = output ÷ labour input · Capacity utilisation = actual output ÷ maximum output × 100% · Price elasticity of demand = % change in quantity demanded ÷ % change in price
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Health and social-care foundations
Topics: cells, organisation, transport and bioenergetics · inheritance, variation, evolution and biotechnology · homeostasis, infection, health and populations · ecology, cycles, biodiversity and human impact
Formulae/reasoning: Magnification = image size ÷ actual size · Percentage change = change ÷ original × 100% · Rate = change in quantity ÷ time · Population density = number of organisms ÷ sampled area or volume · Risk rate = events ÷ population at risk over a stated period · Surface-area-to-volume ratio = surface area ÷ volume
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Safety, quality and project practice
Topics: questions, theory, literature and conceptual frameworks · quantitative, qualitative and mixed methods · sampling, validity, reliability, reflexivity and ethics · analysis, argument, peer review, impact and defence
Formulae/reasoning: Response rate = completed responses ÷ eligible invitations × 100% · Mean = Σx ÷ n; proportion = category count ÷ total · Effect estimate = outcome in comparison groups under a stated design · Claim strength is limited by design, measurement, sample and uncertainty
Comparison: DASKEREL beta drafted; current official specification comparison and academic review required.
Assessment and practical-requirement matrix
DASKEREL beta format: 210 minutes · 14 constructed-response tasks · 140 marks.
Timed, original constructed-response tasks using scenarios, supplied evidence, calculations or reasoned judgements; no answer-option guessing.
Task-specific criteria, transparent workings, evidence quality, limitations and justified conclusions; official grade boundaries are not inferred.
- Applied mathematics: annotated working · graph with scale and units · error analysis · alternative method · model limitation statement
- Applied physics: labelled diagram · raw and processed data · uncertainty record · graph and gradient · risk-controlled method
- Applied chemistry: equation and mole map · calculation with units · risk and waste controls · repeat measurements · conditional conclusion
- Technical drawing and CAD: controlled drawing · calculation sheet · simulation or supervised test · hazard analysis · inspection and revision record
- Electrical and electronic systems: controlled drawing · calculation sheet · simulation or supervised test · hazard analysis · inspection and revision record
- Mechanical systems and maintenance: controlled drawing · calculation sheet · simulation or supervised test · hazard analysis · inspection and revision record
- Construction and civil technology: controlled drawing · calculation sheet · simulation or supervised test · hazard analysis · inspection and revision record
- Computing and networking: versioned source or design · test table · logs · data card · security, accessibility and limitation review
- Business administration: stakeholder map · calculation table · option appraisal · sensitivity analysis · conditional recommendation
- Accounting and finance: source register · journal and ledger trail · reconciliation · statement workings · control and reviewer checklist
- Agriculture and environmental technology: annotated map · sampling plan · data table and graph · stakeholder comparison · sustainability appraisal
- Hospitality and service operations: stakeholder map · calculation table · option appraisal · sensitivity analysis · conditional recommendation
- Health and social-care foundations: method and variables · sampling rationale · raw observations · calculation and graph · ethical and uncertainty statement
- Safety, quality and project practice: protocol · source and decision log · ethical review · analysis trail · limitations and defence record
Official sources and source dates
No current official specification is recorded for this country and level. Authority identification, official URL, version, effective year and scope remain required before comparison or public alignment claims.
Evidence required for a public alignment claim
- Official authority or awarding-body name, jurisdiction and legal competence
- Current specification, programme or standard URL, publication date, version and effective examination year
- Subject-by-subject and topic-by-topic coverage matrix, including prerequisites and exclusions
- Assessment objectives, command words, paper structure, duration, marks, grading and permitted resources
- Required practicals, coursework, fieldwork, projects, oral work, prescribed texts and safety constraints
- Accessible assessment and reasonable-adjustment rules from the competent authority
- Original DASKEREL mock paper, mark scheme, moderation record and anti-guessing quality review
- Named academically competent reviewer, conflicts declaration, decision, review date and change log
Lesson record and offline copy
angola:senior-secondary-technical:applied-physics · Record opened 2026-10-29
- Content origin
- DASKEREL original beta
- Content owner
- DASKEREL
- Reuse rights
- Internal rights review pending
- DASKEREL internal lesson review
- Pending
- Country or level reference records
- 0
- Academic reviewer
- Not recorded; review required
- Language reviewer
- Not recorded; review required
This lesson needs a country-specific terminology and language review before local alignment is claimed.
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Six-unit course sequence
Unit 1 · Foundations and precise vocabulary
70 minutes
Build a connected foundation in applied physics before attempting assessment tasks.
Study notes
- Study definitions, quantities, units, models, mechanisms and the conditions under which each relationship remains valid.
- Build a connected map of these Physics and physical systems strands: measurement, motion, forces and momentum; work, energy, power and thermal systems; electricity, circuits, fields and electromagnetism; waves, radiation, matter and space.
- Create a glossary that defines each term in context and tests this misconception: a force is needed to keep an object moving at constant velocity
- Connect the new ideas to prerequisite knowledge, then identify any gap that must be repaired before progression.
Worked application
Deconstruct the lesson’s worked model using the first strand, “measurement, motion, forces and momentum”. Label every concept, assumption and decision, then explain why each step belongs to quantitative, scientific and engineering.
Guided practice
- Complete the relevant part of the guided practice for applied physics; label the command word, selected strand and assessment objective, then annotate every reasoning step.
- Create a second applied physics example with different data, audience or constraints, use an appropriate formula or reasoning frame, and solve it independently.
- Use the quality criteria to self-assess, obtain feedback where available, and submit a revised version with a change log.
Mastery checks
- Can you explain the central applied physics idea without relying on the worked wording?
- Can you define and apply “Speed v = distance s ÷ time t” or explain why a different reasoning frame is required?
- Can you detect and correct this misconception: a force is needed to keep an object moving at constant velocity?
- Can you identify the evidence, assumptions, limitations and a plausible alternative?
- Can you transfer the method to a new case and justify every important choice?
Portfolio evidence: Produce a technical performance briefing for a simulated low-voltage lifting system. Include a system-boundary diagram, SI-unit register, force and energy calculations, electrical input calculations, efficiency, an uncertainty or sensitivity range, comparison with an alternative design, a hazard-and-control table, monitoring and stop criteria, and a conditional recommendation. This is a desk-based evidence task only and does not authorise construction, energising or load testing. For this unit, retain the attempt, feedback, corrections, source record and a short reflection on the next improvement.
Unit 2 · Methods, procedures and transparent reasoning
70 minutes
Learn a repeatable applied physics method and know when it is appropriate.
Study notes
- Use this discipline sequence: select a model, state assumptions, show each calculation or causal step, check units and test the result against an independent method.
- Apply these subject methods: draw and label the system boundary and force or circuit diagram; convert to coherent SI units before substitution; distinguish measurement resolution, repeatability and accuracy; use uncertainty and limiting cases to challenge the result.
- Use and define the required relationships where relevant: Speed v = distance s ÷ time t; Acceleration a = change in velocity Δv ÷ time Δt; Resultant force F = ma; Momentum p = mv; Work W = Fs and power P = E ÷ t; Potential difference V = IR; electrical power P = VI; energy E = Pt; Density ρ = m ÷ V; pressure p = F ÷ A; Wave speed v = fλ; Efficiency = useful output ÷ total input × 100%.
- Separate information supplied by the task from assumptions introduced by the learner.
- Keep units, citations, definitions, intermediate working and rejected alternatives visible so another person can audit the reasoning.
Worked application
Rework the model with one changed assumption. Select and define an appropriate relationship or reasoning frame from “Speed v = distance s ÷ time t”, predict the consequence before calculating or redrafting, and reconcile the prediction with the result.
Guided practice
- Complete the relevant part of the guided practice for applied physics; label the command word, selected strand and assessment objective, then annotate every reasoning step.
- Create a second applied physics example with different data, audience or constraints, use an appropriate formula or reasoning frame, and solve it independently.
- Use the quality criteria to self-assess, obtain feedback where available, and submit a revised version with a change log.
Mastery checks
- Can you explain the central applied physics idea without relying on the worked wording?
- Can you define and apply “Acceleration a = change in velocity Δv ÷ time Δt” or explain why a different reasoning frame is required?
- Can you detect and correct this misconception: energy disappears when a system is inefficient?
- Can you identify the evidence, assumptions, limitations and a plausible alternative?
- Can you transfer the method to a new case and justify every important choice?
Portfolio evidence: Produce a technical performance briefing for a simulated low-voltage lifting system. Include a system-boundary diagram, SI-unit register, force and energy calculations, electrical input calculations, efficiency, an uncertainty or sensitivity range, comparison with an alternative design, a hazard-and-control table, monitoring and stop criteria, and a conditional recommendation. This is a desk-based evidence task only and does not authorise construction, energising or load testing. For this unit, retain the attempt, feedback, corrections, source record and a short reflection on the next improvement.
Unit 3 · Guided and independent practice
70 minutes
Move from supported examples to unfamiliar applied physics problems.
Study notes
- Complete one imitative task, one task with changed data or context, and one unfamiliar transfer task.
- Practise the command words explicitly: state, describe, calculate, explain, predict, evaluate.
- Check performance against these objectives: demonstrate knowledge of physical models; apply equations and analyse data; evaluate methods, evidence, uncertainty and safety.
- After each attempt, classify errors as knowledge, method, evidence, calculation, communication or checking errors.
- Revise the response from feedback and record exactly which change improved the evidence.
Worked application
Compare two plausible responses to the same applied physics problem. Use the relevant command word and assessment objective to identify the stronger reasoning, then repair the weaker response without copying the stronger wording.
Guided practice
- Complete the relevant part of the guided practice for applied physics; label the command word, selected strand and assessment objective, then annotate every reasoning step.
- Create a second applied physics example with different data, audience or constraints, use an appropriate formula or reasoning frame, and solve it independently.
- Use the quality criteria to self-assess, obtain feedback where available, and submit a revised version with a change log.
Mastery checks
- Can you explain the central applied physics idea without relying on the worked wording?
- Can you define and apply “Resultant force F = ma” or explain why a different reasoning frame is required?
- Can you detect and correct this misconception: current is used up by a circuit component?
- Can you identify the evidence, assumptions, limitations and a plausible alternative?
- Can you transfer the method to a new case and justify every important choice?
Portfolio evidence: Produce a technical performance briefing for a simulated low-voltage lifting system. Include a system-boundary diagram, SI-unit register, force and energy calculations, electrical input calculations, efficiency, an uncertainty or sensitivity range, comparison with an alternative design, a hazard-and-control table, monitoring and stop criteria, and a conditional recommendation. This is a desk-based evidence task only and does not authorise construction, energising or load testing. For this unit, retain the attempt, feedback, corrections, source record and a short reflection on the next improvement.
Unit 4 · Applied case and decision-making
70 minutes
Apply applied physics to a realistic but controlled context.
Study notes
- Use a safe community, laboratory, environmental or technical decision using supplied or simulated evidence.
- Produce appropriate practical or source evidence: labelled diagram; raw and processed data; uncertainty record; graph and gradient; risk-controlled method.
- Map stakeholders, constraints, benefits, risks and information that remains missing.
- Judge the result using accuracy, dimensional consistency, uncertainty, repeatability, safety and a conclusion that does not exceed the evidence.
Worked application
Prepare a decision table with at least two defensible options, weighted or reasoned criteria, a sensitivity check and a conditional recommendation grounded in “labelled diagram”.
Guided practice
- Complete the relevant part of the guided practice for applied physics; label the command word, selected strand and assessment objective, then annotate every reasoning step.
- Create a second applied physics example with different data, audience or constraints, use an appropriate formula or reasoning frame, and solve it independently.
- Use the quality criteria to self-assess, obtain feedback where available, and submit a revised version with a change log.
Mastery checks
- Can you explain the central applied physics idea without relying on the worked wording?
- Can you define and apply “Momentum p = mv” or explain why a different reasoning frame is required?
- Can you detect and correct this misconception: a force is needed to keep an object moving at constant velocity?
- Can you identify the evidence, assumptions, limitations and a plausible alternative?
- Can you transfer the method to a new case and justify every important choice?
Portfolio evidence: Produce a technical performance briefing for a simulated low-voltage lifting system. Include a system-boundary diagram, SI-unit register, force and energy calculations, electrical input calculations, efficiency, an uncertainty or sensitivity range, comparison with an alternative design, a hazard-and-control table, monitoring and stop criteria, and a conditional recommendation. This is a desk-based evidence task only and does not authorise construction, energising or load testing. For this unit, retain the attempt, feedback, corrections, source record and a short reflection on the next improvement.
Unit 5 · Evidence, challenge and quality assurance
70 minutes
Test whether a applied physics conclusion survives scrutiny.
Study notes
- Use measurements, datasets, diagrams, calculations, observations, uncertainty ranges and reproducible records.
- Actively test these known misconceptions: a force is needed to keep an object moving at constant velocity; energy disappears when a system is inefficient; current is used up by a circuit component.
- Distinguish observation, source statement, inference, calculation, value judgement and authorised decision.
- Challenge the conclusion with the strongest alternative explanation and state what new evidence could overturn it.
Worked application
Audit a deliberately flawed response that includes “energy disappears when a system is inefficient”, a source problem, a hidden assumption, a method error and an overconfident conclusion; correct each fault and document its effect.
Guided practice
- Complete the relevant part of the guided practice for applied physics; label the command word, selected strand and assessment objective, then annotate every reasoning step.
- Create a second applied physics example with different data, audience or constraints, use an appropriate formula or reasoning frame, and solve it independently.
- Use the quality criteria to self-assess, obtain feedback where available, and submit a revised version with a change log.
Mastery checks
- Can you explain the central applied physics idea without relying on the worked wording?
- Can you define and apply “Work W = Fs and power P = E ÷ t” or explain why a different reasoning frame is required?
- Can you detect and correct this misconception: energy disappears when a system is inefficient?
- Can you identify the evidence, assumptions, limitations and a plausible alternative?
- Can you transfer the method to a new case and justify every important choice?
Portfolio evidence: Produce a technical performance briefing for a simulated low-voltage lifting system. Include a system-boundary diagram, SI-unit register, force and energy calculations, electrical input calculations, efficiency, an uncertainty or sensitivity range, comparison with an alternative design, a hazard-and-control table, monitoring and stop criteria, and a conditional recommendation. This is a desk-based evidence task only and does not authorise construction, energising or load testing. For this unit, retain the attempt, feedback, corrections, source record and a short reflection on the next improvement.
Unit 6 · Synthesis, portfolio and progression
90 minutes
Demonstrate durable applied physics mastery through an original artefact.
Study notes
- Plan an artefact for a named audience and assessment purpose, with milestones for research, first attempt, feedback, revision and final verification.
- Show coverage of all four subject strands: measurement, motion, forces and momentum; work, energy, power and thermal systems; electricity, circuits, fields and electromagnetism; waves, radiation, matter and space.
- Include a concise explanation for a non-specialist and a technical appendix that preserves the full reasoning.
- Apply this boundary before release: Real experiments, clinical decisions, construction, energised systems, machinery and environmental interventions require competent supervision and local authority.
Worked application
Defend the final recommendation against two questions using “evaluate methods, evidence, uncertainty and safety”, acknowledge one genuine limitation and identify the next learning step rather than claiming complete certainty.
Guided practice
- Complete the relevant part of the guided practice for applied physics; label the command word, selected strand and assessment objective, then annotate every reasoning step.
- Create a second applied physics example with different data, audience or constraints, use an appropriate formula or reasoning frame, and solve it independently.
- Use the quality criteria to self-assess, obtain feedback where available, and submit a revised version with a change log.
Mastery checks
- Can you explain the central applied physics idea without relying on the worked wording?
- Can you define and apply “Potential difference V = IR; electrical power P = VI; energy E = Pt” or explain why a different reasoning frame is required?
- Can you detect and correct this misconception: current is used up by a circuit component?
- Can you identify the evidence, assumptions, limitations and a plausible alternative?
- Can you transfer the method to a new case and justify every important choice?
Portfolio evidence: Produce a technical performance briefing for a simulated low-voltage lifting system. Include a system-boundary diagram, SI-unit register, force and energy calculations, electrical input calculations, efficiency, an uncertainty or sensitivity range, comparison with an alternative design, a hazard-and-control table, monitoring and stop criteria, and a conditional recommendation. This is a desk-based evidence task only and does not authorise construction, energising or load testing. For this unit, retain the attempt, feedback, corrections, source record and a short reflection on the next improvement.
Topic-by-topic teaching chapters
Subject chapter
Chapter 1 · measurement, motion, forces and momentum
Teaching explanation
- Define the key ideas inside “measurement, motion, forces and momentum”, give an example and a non-example, and connect them to the previous chapter rather than learning isolated vocabulary.
- Use this subject method: draw and label the system boundary and force or circuit diagram. Explain why it is appropriate, which assumptions it introduces and which evidence would show that it has failed.
- Apply “Average speed = distance ÷ elapsed time”. Define every term, preserve units or authority, and interpret the result in the original applied physics context.
- Produce labelled diagram, then separate raw evidence, processing, inference and judgement so another learner can audit the conclusion.
- Test and correct this misconception: a force is needed to keep an object moving at constant velocity
Formula or reasoning frame
Average speed = distance ÷ elapsed time
Worked solution
- Supplied applied physics case for “measurement, motion, forces and momentum”: A model cart travels 12 m in 4 s at a stated constant speed. Calculate its speed.
- Select the matching frame, “Average speed = distance ÷ elapsed time”, and identify the exact quantities or textual details provided by the case before applying it.
- State the condition that makes this frame relevant, including the unit, population, source or decision boundary where applicable; do not supply missing facts as if they were observed.
- Worked solution: Speed = distance ÷ time = 12 m ÷ 4 s = 3 m/s. The calculation is an average over the interval; it does not prove the cart's speed was constant at every instant.
- Check the method against “a force is needed to keep an object moving at constant velocity”; explain which supplied fact supports the conclusion and which further evidence would be needed to generalise it.
Foundation practice
- Reproduce the worked solution for “measurement, motion, forces and momentum” with all intermediate steps and units or stated assumptions; then explain one step in your own words.
- Identify which fact in the supplied case is an observation, which is a calculation, and which is a limited interpretation.
Standard practice
- Independent parallel case: A cart travels 18 m in 6 s. Calculate its average speed.
- Explain why “Average speed = distance ÷ elapsed time” fits this supplied case, and identify one assumption or boundary of the result.
Stretch and transfer
- Compare the worked and independent cases. Change one supplied input or condition, predict the direction of change, and check whether the relationship “Average speed = distance ÷ elapsed time” still applies.
- Explain which additional labelled diagram would be required before transferring this result to a real applied physics decision.
Open chapter answer and marking guidance after attempting the tasks
- Worked-case answer and reasoning: Speed = distance ÷ time = 12 m ÷ 4 s = 3 m/s. The calculation is an average over the interval; it does not prove the cart's speed was constant at every instant.
- Independent-case answer and reasoning: 18 m ÷ 6 s = 3 m/s. Retain m/s and avoid inferring a particular acceleration from this single interval.
- Foundation practice must preserve the supplied values, show intermediate reasoning and distinguish the stated data from the interpretation.
- For stretch practice, a correct prediction must name the changed input, hold the other assumptions fixed, recalculate or re-evaluate the result, and state why a different condition might invalidate the frame.
Subject chapter
Chapter 2 · work, energy, power and thermal systems
Teaching explanation
- Define the key ideas inside “work, energy, power and thermal systems”, give an example and a non-example, and connect them to the previous chapter rather than learning isolated vocabulary.
- Use this subject method: convert to coherent SI units before substitution. Explain why it is appropriate, which assumptions it introduces and which evidence would show that it has failed.
- Apply “Average power = energy transferred ÷ elapsed time”. Define every term, preserve units or authority, and interpret the result in the original applied physics context.
- Produce raw and processed data, then separate raw evidence, processing, inference and judgement so another learner can audit the conclusion.
- Test and correct this misconception: energy disappears when a system is inefficient
Formula or reasoning frame
Average power = energy transferred ÷ elapsed time
Worked solution
- Supplied applied physics case for “work, energy, power and thermal systems”: A lamp receives 60 J in 5 s. Calculate its average input power.
- Select the matching frame, “Average power = energy transferred ÷ elapsed time”, and identify the exact quantities or textual details provided by the case before applying it.
- State the condition that makes this frame relevant, including the unit, population, source or decision boundary where applicable; do not supply missing facts as if they were observed.
- Worked solution: Power = energy ÷ time = 60 J ÷ 5 s = 12 W. The energy is transferred; the data do not show how much becomes useful light or thermal energy.
- Check the method against “energy disappears when a system is inefficient”; explain which supplied fact supports the conclusion and which further evidence would be needed to generalise it.
Foundation practice
- Reproduce the worked solution for “work, energy, power and thermal systems” with all intermediate steps and units or stated assumptions; then explain one step in your own words.
- Identify which fact in the supplied case is an observation, which is a calculation, and which is a limited interpretation.
Standard practice
- Independent parallel case: A device receives 90 J over 15 s. Find average input power.
- Explain why “Average power = energy transferred ÷ elapsed time” fits this supplied case, and identify one assumption or boundary of the result.
Stretch and transfer
- Compare the worked and independent cases. Change one supplied input or condition, predict the direction of change, and check whether the relationship “Average power = energy transferred ÷ elapsed time” still applies.
- Explain which additional raw and processed data would be required before transferring this result to a real applied physics decision.
Open chapter answer and marking guidance after attempting the tasks
- Worked-case answer and reasoning: Power = energy ÷ time = 60 J ÷ 5 s = 12 W. The energy is transferred; the data do not show how much becomes useful light or thermal energy.
- Independent-case answer and reasoning: 90 J ÷ 15 s = 6 W. This is input power; efficiency needs a separate useful-output measurement.
- Foundation practice must preserve the supplied values, show intermediate reasoning and distinguish the stated data from the interpretation.
- For stretch practice, a correct prediction must name the changed input, hold the other assumptions fixed, recalculate or re-evaluate the result, and state why a different condition might invalidate the frame.
Subject chapter
Chapter 3 · electricity, circuits, fields and electromagnetism
Teaching explanation
- Define the key ideas inside “electricity, circuits, fields and electromagnetism”, give an example and a non-example, and connect them to the previous chapter rather than learning isolated vocabulary.
- Use this subject method: distinguish measurement resolution, repeatability and accuracy. Explain why it is appropriate, which assumptions it introduces and which evidence would show that it has failed.
- Apply “Resistance R = potential difference V ÷ current I”. Define every term, preserve units or authority, and interpret the result in the original applied physics context.
- Produce uncertainty record, then separate raw evidence, processing, inference and judgement so another learner can audit the conclusion.
- Test and correct this misconception: current is used up by a circuit component
Formula or reasoning frame
Resistance R = potential difference V ÷ current I
Worked solution
- Supplied applied physics case for “electricity, circuits, fields and electromagnetism”: An idealised resistor has 12 V across it and a current of 2 A. Find its resistance.
- Select the matching frame, “Resistance R = potential difference V ÷ current I”, and identify the exact quantities or textual details provided by the case before applying it.
- State the condition that makes this frame relevant, including the unit, population, source or decision boundary where applicable; do not supply missing facts as if they were observed.
- Worked solution: R = V ÷ I = 12 V ÷ 2 A = 6 Ω. This is a desk-based idealised calculation; real circuit work requires suitable supervision and safe equipment.
- Check the method against “current is used up by a circuit component”; explain which supplied fact supports the conclusion and which further evidence would be needed to generalise it.
Foundation practice
- Reproduce the worked solution for “electricity, circuits, fields and electromagnetism” with all intermediate steps and units or stated assumptions; then explain one step in your own words.
- Identify which fact in the supplied case is an observation, which is a calculation, and which is a limited interpretation.
Standard practice
- Independent parallel case: An idealised resistor has 9 V across it and 3 A through it. Find its resistance.
- Explain why “Resistance R = potential difference V ÷ current I” fits this supplied case, and identify one assumption or boundary of the result.
Stretch and transfer
- Compare the worked and independent cases. Change one supplied input or condition, predict the direction of change, and check whether the relationship “Resistance R = potential difference V ÷ current I” still applies.
- Explain which additional uncertainty record would be required before transferring this result to a real applied physics decision.
Open chapter answer and marking guidance after attempting the tasks
- Worked-case answer and reasoning: R = V ÷ I = 12 V ÷ 2 A = 6 Ω. This is a desk-based idealised calculation; real circuit work requires suitable supervision and safe equipment.
- Independent-case answer and reasoning: R = 9 V ÷ 3 A = 3 Ω. Current is not 'used up' by the resistor; energy is transferred.
- Foundation practice must preserve the supplied values, show intermediate reasoning and distinguish the stated data from the interpretation.
- For stretch practice, a correct prediction must name the changed input, hold the other assumptions fixed, recalculate or re-evaluate the result, and state why a different condition might invalidate the frame.
Subject chapter
Chapter 4 · waves, radiation, matter and space
Teaching explanation
- Define the key ideas inside “waves, radiation, matter and space”, give an example and a non-example, and connect them to the previous chapter rather than learning isolated vocabulary.
- Use this subject method: use uncertainty and limiting cases to challenge the result. Explain why it is appropriate, which assumptions it introduces and which evidence would show that it has failed.
- Apply “Wave speed = frequency × wavelength”. Define every term, preserve units or authority, and interpret the result in the original applied physics context.
- Produce graph and gradient, then separate raw evidence, processing, inference and judgement so another learner can audit the conclusion.
- Test and correct this misconception: a force is needed to keep an object moving at constant velocity
Formula or reasoning frame
Wave speed = frequency × wavelength
Worked solution
- Supplied applied physics case for “waves, radiation, matter and space”: A wave has frequency 5 Hz and wavelength 0.8 m. Find its speed in the stated medium.
- Select the matching frame, “Wave speed = frequency × wavelength”, and identify the exact quantities or textual details provided by the case before applying it.
- State the condition that makes this frame relevant, including the unit, population, source or decision boundary where applicable; do not supply missing facts as if they were observed.
- Worked solution: Wave speed = frequency × wavelength = 5 s⁻¹ × 0.8 m = 4 m/s. The result is specific to the supplied medium and conditions.
- Check the method against “a force is needed to keep an object moving at constant velocity”; explain which supplied fact supports the conclusion and which further evidence would be needed to generalise it.
Foundation practice
- Reproduce the worked solution for “waves, radiation, matter and space” with all intermediate steps and units or stated assumptions; then explain one step in your own words.
- Identify which fact in the supplied case is an observation, which is a calculation, and which is a limited interpretation.
Standard practice
- Independent parallel case: A wave has frequency 10 Hz and wavelength 0.6 m. Calculate its speed.
- Explain why “Wave speed = frequency × wavelength” fits this supplied case, and identify one assumption or boundary of the result.
Stretch and transfer
- Compare the worked and independent cases. Change one supplied input or condition, predict the direction of change, and check whether the relationship “Wave speed = frequency × wavelength” still applies.
- Explain which additional graph and gradient would be required before transferring this result to a real applied physics decision.
Open chapter answer and marking guidance after attempting the tasks
- Worked-case answer and reasoning: Wave speed = frequency × wavelength = 5 s⁻¹ × 0.8 m = 4 m/s. The result is specific to the supplied medium and conditions.
- Independent-case answer and reasoning: 10 s⁻¹ × 0.6 m = 6 m/s. A different medium could have a different speed and wavelength.
- Foundation practice must preserve the supplied values, show intermediate reasoning and distinguish the stated data from the interpretation.
- For stretch practice, a correct prediction must name the changed input, hold the other assumptions fixed, recalculate or re-evaluate the result, and state why a different condition might invalidate the frame.
Prerequisites
- 1. Rearrange simple equations, use standard form and convert between common SI units.
- 2. Read a scale, record a measurement with a unit and distinguish scalar quantities from quantities that require direction.
- 3. Plot coordinates on labelled axes and calculate a gradient from two well-separated points.
- 4. Prepare a calculator, ruler and an accessible method for recording diagrams, uncertainty and safety decisions.
Learning objectives
- 1. Use SI quantities, significant figures, uncertainty and dimensional checks to judge whether a measured result is credible.
- 2. Construct and interpret force diagrams, then apply resultant force, moments, pressure and equilibrium reasoning.
- 3. Analyse work, energy, power and efficiency while distinguishing energy transfer from energy loss to less useful stores.
- 4. Apply V = IR, electrical power and electrical energy relationships to a safe low-voltage technical system.
- 5. Use graphs and evidence to evaluate motion, thermal behaviour, waves and a conditional engineering recommendation.
Deep explanation
- 1. A physical quantity needs a numerical value, a unit and an understood measurement method. Repeated readings reveal scatter; resolution limits the smallest displayed change; uncertainty describes a defensible interval rather than pretending that every digit is exact. Converting all values to coherent SI units before substitution prevents many apparently plausible errors.
- 2. For motion, speed is distance divided by time and acceleration is change in velocity divided by time. The gradient of a displacement–time graph represents velocity, while the gradient of a velocity–time graph represents acceleration; the area under a velocity–time graph represents displacement. A graph must be interpreted from its axes and scale, not from its visual steepness alone.
- 3. Forces change motion or shape. Draw a separate arrow for each force acting on the chosen object, label direction and avoid adding forces that act on another object. Newton's second law is F = ma for the resultant force. A moment equals force multiplied by perpendicular distance from the pivot, and static equilibrium requires zero resultant force and zero resultant moment.
- 4. Work transfers energy when a force acts through a distance: W = Fs in the force direction. Power P = E/t describes the rate of energy transfer. Efficiency = useful output energy divided by total input energy × 100%; the remainder is transferred to less useful stores, often by heating, sound or deformation, rather than disappearing.
- 5. Pressure p = F/A links load to contact area, while density ρ = m/V links mass to volume. These relationships inform foundations, hydraulic systems, flotation and material selection, but a safe design also needs load distribution, material limits, environmental conditions and an appropriate factor of safety.
- 6. In a direct-current component, potential difference is energy transferred per unit charge, current is rate of charge flow and resistance is V/I under the stated conditions. For simple calculations use V = IR, P = VI and E = Pt. Series and parallel arrangements change current, potential difference and total resistance in different ways, so a diagram and stated assumptions are essential.
- 7. Heating, waves and mechanical systems are described by models with boundaries. Specific heat capacity links energy, mass and temperature change; wave speed v = fλ links speed, frequency and wavelength. A model is useful only within its assumptions, measurement range and safety constraints.
- 8. A calculation is not permission to build, energise, load or test equipment. Competent supervision must approve isolation, voltage and current limits, guarding, load limits, personal protective equipment, emergency controls and the suitability of measuring instruments before practical work.
Worked model
- 1. A 12.0 V low-voltage pump draws 2.40 A while lifting 18.0 kg of water through 2.50 m in 25.0 s. Calculate electrical input power: P = VI = 12.0 × 2.40 = 28.8 W.
- 2. Calculate electrical input energy: E = Pt = 28.8 × 25.0 = 720 J.
- 3. Using g = 9.81 N kg⁻¹, the useful gravitational energy is mgh = 18.0 × 9.81 × 2.50 = 441 J to three significant figures.
- 4. Efficiency = 441/720 × 100 = 61.3%. A value above 100% would signal an error in measurement, units, system boundary or assumptions rather than an exceptional machine.
- 5. If current has an uncertainty of ±0.10 A while the other values are treated as fixed, input energy ranges from 690 J to 750 J and the calculated efficiency ranges approximately from 58.9% to 63.9%. The result supports comparison, not unsupervised operation: voltage stability, flow, lift height, heating and electrical protection still require verification.
Guided practice
- 1. Convert a mixed set of distances, times, masses and electrical quantities into coherent SI units, then use dimensional reasoning to identify two impossible formula substitutions.
- 2. From a velocity–time dataset, plot the graph, calculate acceleration for two intervals and find displacement from the area. Explain how reading uncertainty affects the conclusion.
- 3. Draw a labelled free-body diagram for a loaded beam, calculate a missing support force using moments and state why the simplified calculation is not a structural approval.
- 4. Compare two motors using input voltage, current, lifted mass, height and time. Calculate power and efficiency, then identify which additional evidence is needed for a fair comparison.
- 5. For a low-voltage circuit, calculate current, power and energy from stated values, then predict how one component failure changes a series circuit and a parallel circuit.
- 6. Audit a proposed solution containing four planted errors: centimetres used as metres, a force omitted from the diagram, energy reported in watts and efficiency above 100% accepted without investigation.
Understanding and misconception checks
- 1. Why can repeated measurements be precise but still inaccurate?
- 2. What does the area under a velocity–time graph represent, and why is it not acceleration?
- 3. Why must the distance in a moment calculation be perpendicular to the force's line of action?
- 4. Where does energy go when a machine is less than 100% efficient?
- 5. Under what conditions is V = IR an appropriate model, and what evidence could show that resistance is changing?
- 6. Which practical checks and approvals are required before a calculated load or electrical setting is tested on real equipment?
Review and progression
- 1. After 24 hours, repeat the pump calculation with changed current and lift height, then explain which change has the larger effect on efficiency.
- 2. After one week, solve a mixed problem combining a graph, moments, electrical power and uncertainty without referring to the worked model.
- 3. Add the checked calculations, diagrams, risk controls and feedback history to the DASKEREL portfolio, clearly separating measurements, assumptions and professional approvals.
Accessibility and equivalent evidence
- 1. Every diagram must have labels, direction descriptions and a complete text alternative; motion and circuit meaning must never depend on colour alone.
- 2. A learner may provide typed calculations, tactile or enlarged diagrams, dictated reasoning with a transcript, or assistive-technology output when the same physics criteria are demonstrated.
- 3. Graphs require axis names, units, scales and a data table so that the evidence remains available to screen-reader users.
- 4. The lesson is complete in low-bandwidth text; any demonstration video requires captions, audio description, a transcript and a non-video equivalent.
Evidence task
Produce a technical performance briefing for a simulated low-voltage lifting system. Include a system-boundary diagram, SI-unit register, force and energy calculations, electrical input calculations, efficiency, an uncertainty or sensitivity range, comparison with an alternative design, a hazard-and-control table, monitoring and stop criteria, and a conditional recommendation. This is a desk-based evidence task only and does not authorise construction, energising or load testing.
Record sources, assistance received, feedback and revisions. Do not include unnecessary personal or sensitive information.