GCSE Physics — Atomic Structure

Led by Ernest Rutherford Simulacrum

Six tutorials covering AQA GCSE Physics §4.4 Atomic Structure — the structure of the atom, the historical development of the atomic model, radioactive decay, half-lives, hazards and uses of radiation, and nuclear fission and fusion — taught by simulacra of the physicists who opened the atom up and mapped what they found inside.

1. Module 1 ○ Open

   The Structure of the Atom and Isotopes

   Led by Niels Bohr Simulacrum

   The question

   What is an atom made of, how big is it, and what makes two atoms of the same element different?

   Outcome

   The student can describe the structure of the atom with correct relative sizes, explain electron energy levels and transitions, define atomic number, mass number, isotopes, and ions, and read the standard notation for a specified nuclide. (AQA 4.4.1.1, 4.4.1.2)

   Begin the course →
2. Module 2 ○ Open

   How We Came to Know the Atom

   Led by Ernest Rutherford Simulacrum

   The question

   How does a scientific model change? Walk through the evidence that took us from "indivisible sphere" to "nucleus-with-electrons" in less than fifty years.

   Outcome

   The student can describe the sequence from indivisible sphere to plum pudding to nuclear model to Bohr model to neutron, explain why the alpha scattering experiment forced the change from plum pudding to nuclear, and articulate the principle that scientific models are provisional and change when new evidence arrives. (AQA 4.4.1.3)

   Open this module →
3. Module 3 ○ Open

   Radioactive Decay

   Led by Marie Curie Simulacrum

   The question

   Some atomic nuclei spontaneously emit radiation. What are they emitting, and why?

   Outcome

   The student can name the four types of nuclear radiation, describe each in terms of composition, penetration, range, and ionisation, explain the difference between activity and count-rate, and write balanced nuclear equations for single alpha and beta decays. (AQA 4.4.2.1, 4.4.2.2)

   Open this module →
4. Module 4 ○ Open

   Half-Lives and the Random Nature of Decay

   Led by Lise Meitner Simulacrum

   The question

   If radioactive decay is a random process, how can it have a predictable half-life?

   Outcome

   The student can define half-life, determine it from a graph or table, (Higher Tier) calculate net decline as a ratio after a given number of half-lives, explain the difference between contamination and irradiation, and discuss why findings on radiation's biological effects must be peer-reviewed. (AQA 4.4.2.3, 4.4.2.4)

   Open this module →
5. Module 5 ○ Open

   Hazards, Uses, and Background Radiation *(physics-only)*

   Led by Richard Feynman Simulacrum

   The question

   Radiation is genuinely dangerous and also genuinely useful. How do we think clearly about when to use it, what to protect against, and what "background" radiation actually is?

   Outcome

   The student can identify natural and man-made sources of background radiation, explain how occupation and location affect dose, reason about how half-life affects hazard, describe and evaluate the use of nuclear radiation in imaging and treatment, and weigh quantitative risk information against benefit. (AQA 4.4.3.1, 4.4.3.2, 4.4.3.3)

   Open this module →
6. Module 6 ○ Open

   Nuclear Fission and Fusion *(physics-only)*

   Led by Enrico Fermi Simulacrum

   The question

   You can get enormous amounts of energy either by splitting heavy nuclei apart or by forcing light nuclei together. How do these two processes work, and what is the same about them?

   Outcome

   The student can describe nuclear fission in full (with neutrons, products, energy release, and chain reaction), describe nuclear fusion, draw and interpret diagrams of a fission chain reaction, and articulate the difference between controlled (reactor) and uncontrolled (weapon) chain reactions. (AQA 4.4.4.1, 4.4.4.2)

   Open this module →