0625 Physics Learner Guide 2015 - · PDF fileHow to use this guide Cambridge IGCSE Physics 0625 3 How to use this guide The guide describes what you need to know about your Cambridge

Learner GuideCambridge IGCSE®

Physics

0625

Cambridge Secondary 2

Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.

® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2015

Version 2

Contents

How to use this guide ....................................................................................................... 3Section 1: How will you be tested?Section 2: Examination adviceSection 3: What will be tested?Section 4: What you need to knowSection 5: Appendices

Section 1: How will you be tested? ..................................................................................... 5About the papersAbout the theory papersAbout the practical papers

Section 2: Examination advice ............................................................................................. 9General advicePaper 1 and Paper 2 advicePaper 3 and Paper 4 advicePaper 5 and Paper 6 advice

Section 3: What will be tested? ......................................................................................... 13

Section 4: What you need to know ................................................................................... 15How to use the table

Section 5: Appendices ....................................................................................................... 47Symbols, units and defi nitions of physical quantitiesCommand words and phrasesMathematical skills

2 Cambridge IGCSE Physics 0625

How to use this guide

3Cambridge IGCSE Physics 0625


The guide describes what you need to know about your Cambridge IGSCE Physics examination. It will help you to plan your revision programme for the written examinations and will explain what we are looking for in the answers you write. It can also be used to help you to revise by using the tick boxes in Section 4, ‘What you need to know’, to check what you know and which topic areas of Physics you have covered.

The guide contains the following sections:

Section 1: How will you be tested?This section will give you information about the different types of theory and practical examination papers that are available.

Section 2: Examination adviceThis section gives you advice to help you do as well as you can. Some of the ideas are general advice and some are based on the common mistakes that learners make in exams.

Section 3: What will be tested?This section describes the areas of knowledge, understanding and skills that we will test you on.

Section 4: What you need to knowThis shows the syllabus in a simple way so that you can check

• the topics you need to know about

• how the Extended syllabus (Supplement) differs from the Core syllabus

• details about each topic in the syllabus

• how much of the syllabus you have covered

Section 5: AppendicesThis section covers other things you need to know such as:

• symbols, units and defi nitions of physical quantities

• the importance of the command words we use in examination papers

• information about the mathematical skills you need

Not all the information will be relevant to you. For example, you will need to select what you need to know in Sections 1 and 4 by fi nding out from your teacher which examination papers you will be taking.



Section 1: How will you be tested?



About the papersYou will be entered for three examination papers, two theory papers and one practical paper.

You will need to ask your teacher which practical paper you are taking. Nearer the time of the examination, you will also need to ask which theory papers you are being entered for. If your teacher thinks that you should enter for the examination based on the Core syllabus, you will take Paper 1, Paper 3 and one of the practical papers (5 or 6). If your teacher thinks that you should enter for the examination based on the Extended syllabus, you will take Paper 2, Paper 4 and one of the practical papers (5 or 6). Whether you take Paper 2 or 3 will depend on the progress your teacher thinks you have made and which paper best suits your particular strengths. You should discuss this with your teacher.

All learners are assessed on practical work. This is by taking either Paper 5 or Paper 6. You should check with your teacher which paper you are to take.

About the theory papersThe table gives you information about the theory papers

Paper number

How long is the paper?

What’s in the paper? What’s the % of the total examination?

Paper 1 (Core)

45 minutes 40 multiple-choice questions. You choose one answer you consider correct from four possible answers.

30% (you do either Paper 1 or Paper 2)

Paper 2 (Extended)

45 minutes 40 multiple-choice questions. You choose one answer you consider correct from four possible answers.


Paper 3 (Core)

1 hour 15 minutes Short-answer and structured questions. You should write your answers in the spaces provided. The paper tests topics in the Core syllabus.


Paper 4 (Extended)

1 hour 15 minutes Short-answer and structured questions. You should write your answers in the spaces provided. The paper tests topics in the Extended syllabus.


Total 80%



About the practical papersTwenty percent of the marks for Cambridge IGCSE Physics are for practical work. Practical work is based on experimental skills.

You will do one of the practical papers shown in the table. Your teacher will tell you which practical paper you will do.

Paper number and type

How long is the paper?

What’s in the test/paper?

Paper 5 Practical Test

1 hour 15 minutes A practical exam which is supervised by a teacher. There are usually four questions, three of which you will need to use apparatus.

Paper 6 Alternative to Practical

1 hour A written paper about practical work. There are usually four questions which test the same skill areas as Paper 5.

Total 20%

Practical papersHere is some more detail about each of the Practical Papers. If you are unsure of anything, ask your teacher.

Experimental skills tested in Paper 5: Practical Test and Paper 6: Alternative to Practical

You may be asked questions on the following experimental contexts:

• measurement of physical quantities such as length or volume or force

• cooling and heating

• springs and balances

• timing motion or oscillations

• electric circuits

• optics equipment such as mirrors, prisms and lenses

• procedures using simple apparatus, in situations where the method may not be familiar to you.

You may be required to do the following:

• use, or describe the use of, common techniques, apparatus and materials, for example ray-tracing equipment or the connection of electric circuits

• select the most appropriate apparatus or method for a task and justify the choice made

• draw, complete or label diagrams of apparatus

• explain the manipulation of the apparatus to obtain observations or measurements, for example:

– when determining a derived quantity, such as the extension per unit load for a spring

– when testing/identifying the relationship between two variables, such as between the p.d. across a wire and its length

– when comparing physical quantities, such as two masses using a balancing method



• make estimates or describe outcomes which demonstrate their familiarity with an experiment, procedure or technique

• take readings from an appropriate measuring device or from an image of the device (for example thermometer, rule, protractor, measuring cylinder, ammeter, stopwatch), including:

– reading analogue and digital scales with accuracy and appropriate precision

– interpolating between scale divisions when appropriate

– correcting for zero errors, where appropriate

• plan to take a suffi cient number and range of measurements, repeating where appropriate to obtain an average value

• describe or explain precautions taken in carrying out a procedure to ensure safety or the accuracy of observations and data, including the control of variables

• identify key variables and describe how, or explain why, certain variables should be controlled

• record observations systematically, for example in a table, using appropriate units and to a consistent and appropriate degree of precision

• process data, using a calculator where necessary

• present and analyse data graphically, including the use of best-fi t lines where appropriate, interpolation and extrapolation, and the determination of a gradient, intercept or intersection

• draw an appropriate conclusion, justifying it by reference to the data and using an appropriate explanation

• comment critically on a procedure or point of practical detail and suggest an appropriate improvement

• evaluate the quality of data, identifying and dealing appropriately with any anomalous results

• identify possible causes of uncertainty, in data or in a conclusion

• plan an experiment or investigation including making reasoned predictions of expected results and suggesting suitable apparatus and techniques.



Section 2: Examination advice



This section highlights some common mistakes made by learners. They are collected under various subheadings to help you when you revise a particular topic.

General advice• Read the questions carefully and fully.

• Look for details that indicate how to answer or the depth of answer required. For example the question ‘Describe, in terms of the movement and energies of the water molecules, how evaporation takes place’ is allocated two marks on a paper. This shows that you must make two valid points and you must refer to movement and energy of the molecules. So wording such as ‘some molecules have more energy than others and these leave the surface’ will gain both marks.

• Make sure you are confi dent with your calculator – particularly using powers of 10.

• Always show your working in calculations so that you can gain marks for your method even if you make a mistake with the fi nal answer.

• Always include units where appropriate.

• Avoid vague descriptions – try to write clearly and concisely using the correct physics terms.

• Use a sharp pencil for graph work, taking care to plot each point with a small, neat cross and to draw a thin best fi t line.

• At the end of a calculation ask yourself ‘is this answer sensible?’

• Make sure you answer the question set. You will gain no marks for merely repeating the facts given in the question.

Paper 1 and Paper 2 adviceThis is the multiple-choice test.

• Work through the paper with care. Do not miss out a question for any reason – you may then start placing your answers in the wrong places.

• Do not attempt to look for any pattern, or any lack of pattern in the answers. In other words, do not worry about how many questions have been answered A, B, C or D and do not worry about the distribution of As, Bs, Cs and Ds.

Paper 3 and Paper 4 adviceThese are the papers that test your knowledge and understanding of physics theory and the ability to apply your knowledge to situations described on the paper. The following includes some tips on how to read the questions and advice on particular items in the syllabus that often seem to be poorly understood or applied. (This does not mean that other parts of the syllabus require any less revision of course!).



Reading the questions• It is very easy when presented with a diagram question to look at the diagram and then try to answer

the question. You must read and understand the introductory sentences above the diagram fi rst before trying to answer the question. There may be a part of the question near the end which requires you to use a piece of information that is included in the introductory sentences in your answer.

• Be careful how you answer your questions. An explanation of some physics (even if correct) that does not answer the question set does not score marks.

• If there are three marks available for a calculation, two of the three marks are for showing your working.

• If a question states ‘accurately mark’ or ‘accurately draw’, we expect points (e.g. a centre of gravity) to be carefully positioned and lines to be drawn with care using a ruler. In the case of ray diagrams it is expected that rays drawn should pass at least within 1 mm of the relevant point (e.g. principal focus).

• When reading the questions, decide which area of physics you are being asked about. Do not just look at a few words as you may then misunderstand the question. For example a question that mentions heat radiation is not about radioactivity (just because the word ‘radiation’ is seen). If you are asked for a convection current diagram do not draw a circuit just because the word ‘current’ is in the question!

Answering the questionsHere are some examples that show the type of understanding that is required to answer questions successfully.

• You must understand the turning effect of a force and that it is called the moment of the force.

• You must be clear about the names given to types of energy and use them appropriately.

• You should know the circuit symbols required for use in describing electrical circuits. The symbol for a fuse is often not known and the symbols for a thermistor and a variable resistor are commonly confused with each other.

• You must know how to connect a voltmeter in parallel with the component across which you are measuring the potential difference.

• You must have a clear understanding of electromagnetic induction. For example, you must know that when a magnet is moved in or out of a solenoid that is part of a circuit, a current will be induced. It is the movement of the magnet in the solenoid that causes the current as its magnetic fi eld lines cut the coil.

• You must understand the difference between mass and weight.

• You must understand basic radioactivity. You should know about the characteristics of the three types of emission (alpha, beta and gamma), half-life and safety precautions.

Paper 5 and Paper 6 adviceYou will take one of these papers that test practical physics. There are some particular points that are relevant to answering the questions here.

• When plotting a graph it is important to choose the scales so that the plots occupy more than half of the graph grid. Careless, rushed graph plotting can lose several marks. You should always use a sharp pencil and plot small, neat, accurately placed crosses. Then draw a neat thin best-fi t line.

• You should understand that if y is proportional to x then the graph will be a straight line through the origin.



• Diagrams should be drawn with care using a sharp pencil.

• It is important to be able to set up a circuit from a diagram, draw a circuit diagram of a circuit already set up and also to draw a circuit diagram from a written description.

• You need to know that to read the current through a component (e.g. a lamp or a resistor) and the voltage across it, the ammeter is placed in series with the component but the voltmeter must be connected in parallel with the component.

• Column headings in tables of readings must be headed with the quantity and unit as in these examples: I/A, or t/s, or y/m. Graph axes are labelled in the same way.

• Final answers should be given to two or three signifi cant fi gures.

• When carrying out practical work there are usually measurements that are in some way diffi cult to take in spite of taking great care. You should comment about these diffi culties when asked about precautions taken to improve accuracy.

• You should understand that the control of variables is an important aspect of practical work. You should be able to comment on the control of variables in a particular experiment.

• You should understand the signifi cance of wording such as ‘within the limits of experimental accuracy’.

• If you are asked to justify a statement that you have made it must be justifi ed by reference to the readings. A theoretical justifi cation in a practical test will not gain marks.



Section 3: What will be tested?



We take account of the following areas in your examination papers:

• your knowledge (what you remember) and understanding (how you use what you know and apply it to unfamiliar situations)

• how you handle information and solve problems

• your use of experimental skills

These areas of knowledge and skills are called assessment objectives. The theory papers test mainly AO1 (knowledge with understanding) and AO2 (handling information and problem solving). You should note that only half the marks available for AO1 are for simple recall. The purpose of the practical paper is to test AO3 (experimental skill and investigations). Your teacher will be able to give you more information about how each of these is used in examination papers. The table shows you the range of skills you should try to develop.

Assessment objective

What the skill means What you need to be able to do

AO1Knowledge with understanding

remembering facts and applying these facts to new situations

Use scientifi c ideas, facts and laws

Know the meaning of scientifi c terms e.g. centre of mass

Know about apparatus and how it works

Know about symbols, quantities (e.g. mass and weight) and units (e.g. kg and N)

Understand the importance of science in everyday life

AO2Handling information and problem solving

how you extract information and rearrange it in a sensible pattern and how you carry out calculations and make predictions

Select and organise information from graphs, tables and written text

Change information from one form to another e.g. draw graphs.

Arrange data and carry out calculations

Identify patterns from information given and draw conclusions

Explain scientifi c relationships, e.g. use the moving (kinetic) particle theory to explain ideas about solids, liquids and gases.

Make predictions and develop scientifi c ideas

Solve problems

AO3Experimental skills and investigations

planning and carrying out experiments and recording and analysing information

Set up and use apparatus safely

Make observations and measurements and record them

Analyse experimental results and suggest how valid they are

Plan and carry out your own experiment and describe to what extent your plan worked



Section 4: What you need to know



The following table describes the things you may be tested on in the examination. If you are studying only the Core syllabus (Papers 1 and 3), you will need to refer only to the column headed Core material. If you are studying the Extended syllabus (Papers 2 and 4), you will need to refer to both the Core material and the Extended material columns. If you are unsure about which material to use, you should ask your teacher for advice.

How to use the tableYou can use the table throughout your course to check the topic areas you have covered. You can also use it as a revision aid. When you think you have a good knowledge of a topic, you can tick the appropriate box in the checklist column. The main headings in the topic areas are usually followed by the details of what you should know. Test yourself as follows:

• cover up the details with a piece of paper

• try to remember the details

• when you have remembered the details correctly, put a tick in the appropriate box.

If you use a pencil to tick the boxes, you can retest yourself whenever you want by simply rubbing out the ticks. If you are using the table to check which topics you have covered, you can put a tick in the topic column, next to the appropriate bullet point.

The column headed ‘Comments’ can be used:

• to add further information about the details for each bullet point

• to add learning aids, e.g. simple equations set out in a triangle to help in rearranging the equation

• to highlight areas of diffi culty/ things you need to ask your teacher about.



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g ef

fect

• D

escr

ibe

the

mom

ent

of

a fo

rce

as a

mea

sure

of

its t

urni

ng e

ffec

t an

d gi

ve

ever

yday

exa

mpl

es

• U

nder

stan

d th

at

incr

easi

ng fo

rce

or

dist

ance

fro

m t

he p

ivot

in

crea

ses

the

mom

ent

of

a fo

rce

• C

alcu

late

mom

ent

usin

g th

e pr

oduc

t fo

rce

×

perp

endi

cula

r di

stan

ce

from

the

piv

ot

• A

pply

the

prin

cipl

e of

mom

ents

to t

he

bala

ncin

g of

a b

eam

ab

out

a pi

vot

• A

pply

the

prin

cipl

e of

m

omen

ts to

diff

eren

t si

tuat

ions

1.5.

3 C

ondi

tions

for

equi

libriu

m•

Rec

ogni

se t

hat,

whe

n th

ere

is n

o re

sulta

nt

forc

e an

d no

resu

ltant

tu

rnin

g ef

fect

, a s

yste

m

is in

equ

ilibr

ium

• P

erfo

rm a

nd d

escr

ibe

an e

xper

imen

t (in

volv

ing

vert

ical

forc

es) t

o sh

ow

that

the

re is

no

net

mom

ent

on a

bod

y in

eq

uilib

rium

1.5.

4 C

entr

e of

m

ass

• P

erfo

rm a

nd d

escr

ibe

an

expe

rimen

t to

det

erm

ine

the

posi

tion

of t

he c

entr

e of

mas

s of

a p

lane

lam

ina

• D

escr

ibe

qual

itativ

ely

the

effe

ct o

f th

e po

sitio

n of

th

e ce

ntre

of

mas

s on

th

e st

abili

ty o

f si

mpl

e ob

ject

s



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

1.5.

5 S

cala

rs a

nd

vect

ors

• U

nder

stan

d th

at v

ecto

rs

have

a m

agni

tude

and

di

rect

ion

• D

emon

stra

te a

n un

ders

tand

ing

of t

he

diff

eren

ce b

etw

een

scal

ars

and

vect

ors

and

give

com

mon

exa

mpl

es•

Det

erm

ine

grap

hica

lly

the

resu

ltant

of

two

vect

ors

1.6

Mom

entu

m•

Und

erst

and

the

conc

epts

of

mom

entu

m a

nd

impu

lse

• R

ecal

l and

use

the

eq

uatio

n m

omen

tum

=

mas

s ×

vel

ocity

, p =

mv

• R

ecal

l and

use

the

eq

uatio

n fo

r im

puls

e Ft

= m

v –

mu

• A

pply

the

prin

cipl

e of

th

e co

nser

vatio

n of

m

omen

tum

to s

olve

si

mpl

e pr

oble

ms

in o

ne

dim

ensi

on



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

1.7

Ener

gy, w

ork

and

pow

er

1.7.

1 En

ergy

• Id

entif

y ch

ange

s in

ki

netic

, gra

vita

tiona

l po

tent

ial,

chem

ical

, el

astic

(str

ain)

, nuc

lear

an

d in

tern

al e

nerg

y th

at

have

occ

urre

d as

a re

sult

of a

n ev

ent

or p

roce

ss•

Rec

ogni

se t

hat

ener

gy is

tr

ansf

erre

d du

ring

even

ts

and

proc

esse

s, in

clud

ing

exam

ples

of

tran

sfer

by

forc

es (m

echa

nica

l w

orki

ng),

by e

lect

rical

cu

rren

ts (e

lect

rical

w

orki

ng),

by h

eatin

g an

d by

wav

es•

App

ly t

he p

rinci

ple

of

cons

erva

tion

of e

nerg

y to

si

mpl

e ex

ampl

es

• R

ecal

l and

use

the

ex

pres

sion

s ki

netic

en

ergy

= ½

mv

2 and

ch

ange

in g

ravi

tatio

nal

pote

ntia

l ene

rgy

= m

g∆h

• A

pply

the

prin

cipl

e of

co

nser

vatio

n of

ene

rgy

to e

xam

ples

invo

lvin

g m

ultip

le s

tage

s•

Exp

lain

tha

t in

any

eve

nt

or p

roce

ss t

he e

nerg

y te

nds

to b

ecom

e m

ore

spre

ad o

ut a

mon

g th

e ob

ject

s an

d su

rrou

ndin

gs

(dis

sipa

ted)



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

1.7.

2 En

ergy

re

sour

ces

• D

escr

ibe

how

ele

ctric

ity

or o

ther

use

ful f

orm

s of

en

ergy

may

be

obta

ined

fr

om:

–ch

emic

al e

nerg

y st

ored

in f

uel

–w

ater

, inc

ludi

ng

the

ener

gy s

tore

d in

wav

es, i

n tid

es,

and

in w

ater

beh

ind

hydr

oele

ctric

dam

s –

geot

herm

al

reso

urce

s –

nucl

ear

fi ssi

on –

heat

and

ligh

t fr

om

the

Sun

(sol

ar c

ells

an

d pa

nels

) –

win

d•

Giv

e ad

vant

ages

and

di

sadv

anta

ges

of e

ach

met

hod

in te

rms

of

rene

wab

ility

, cos

t,

relia

bilit

y, s

cale

and

en

viro

nmen

tal i

mpa

ct•

Sho

w a

qua

litat

ive

unde

rsta

ndin

g of

ef

fi cie

ncy

• U

nder

stan

d th

at t

he

Sun

is t

he s

ourc

e of

en

ergy

for

all o

ur e

nerg

y re

sour

ces

exce

pt

geot

herm

al, n

ucle

ar a

nd

tidal

•

Sho

w a

n un

ders

tand

ing

that

ene

rgy

is re

leas

ed

by n

ucle

ar f

usio

n in

the

S

un•

Rec

all a

nd u

se t

he

equa

tion:

effi

cie

ncy

=

ener

gyin

put

usef

ulen

ergy

outp

ut ×

100%

• ef

fi cie

ncy

=

pow

erin

put

usef

ulpo

wer

outp

ut ×

100%



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

1.7.

3 W

ork

• D

emon

stra

te

unde

rsta

ndin

g th

at

wor

k do

ne =

ene

rgy

tran

sfer

red

• R

elat

e (w

ithou

t ca

lcul

atio

n) w

ork

done

to

the

mag

nitu

de o

f a

forc

e an

d th

e di

stan

ce m

oved

in

the

dire

ctio

n of

the

fo

rce

• R

ecal

l and

use

W

= F

d =

∆E

1.7.

4 P

ower

• R

elat

e (w

ithou

t ca

lcul

atio

n) p

ower

to

wor

k do

ne a

nd t

ime

take

n, u

sing

app

ropr

iate

ex

ampl

es

• R

ecal

l and

use

the

eq

uatio

n P

= ∆

E / t

in

sim

ple

syst

ems

1.8

Pre

ssur

e•

Rec

all a

nd u

se t

he

equa

tion

p =

F / A

• R

elat

e pr

essu

re to

fo

rce

and

area

, usi

ng

appr

opria

te e

xam

ples

• D

escr

ibe

the

sim

ple

mer

cury

bar

omet

er a

nd

its u

se in

mea

surin

g at

mos

pher

ic p

ress

ure

• R

elat

e (w

ithou

t ca

lcul

atio

n) t

he p

ress

ure

bene

ath

a liq

uid

surf

ace

to d

epth

and

to d

ensi

ty,

usin

g ap

prop

riate

ex

ampl

es•

Use

and

des

crib

e th

e us

e of

a m

anom

eter

• R

ecal

l and

use

the

eq

uatio

n p

= hρg



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

2. T

herm

al p

hysi

cs

2.1

Sim

ple

kine

tic

mol

ecul

ar m

odel

of

mat

ter

2.1.

1 S

tate

s of

m

atte

r

• S

tate

the

dis

tingu

ishi

ng

prop

ertie

s of

sol

ids,

liq

uids

and

gas

es

2.1.

2 M

olec

ular

m

ode

• D

escr

ibe

qual

itativ

ely

the

mol

ecul

ar s

truc

ture

of

sol

ids,

liqu

ids

and

gase

s in

term

s of

the

ar

rang

emen

t, s

epar

atio

n an

d m

otio

n of

the

m

olec

ules

• In

terp

ret

the

tem

pera

ture

of

a g

as in

term

s of

the

m

otio

n of

its

mol

ecul

es•

Des

crib

e qu

alita

tivel

y th

e pr

essu

re o

f a

gas

in

term

s of

the

mot

ion

of it

s m

olec

ules

• S

how

an

unde

rsta

ndin

g of

the

ran

dom

mot

ion

of

part

icle

s in

a s

uspe

nsio

n as

evi

denc

e fo

r th

e ki

netic

mol

ecul

ar m

odel

of

mat

ter

• D

escr

ibe

this

mot

ion

(som

etim

es k

now

n as

Bro

wni

an m

otio

n)

in te

rms

of r

ando

m

mol

ecul

ar b

omba

rdm

ent

• R

elat

e th

e pr

oper

ties

of s

olid

s, li

quid

s an

d ga

ses

to t

he fo

rces

an

d di

stan

ces

betw

een

mol

ecul

es a

nd to

the

m

otio

n of

the

mol

ecul

es•

Exp

lain

pre

ssur

e in

te

rms

of t

he c

hang

e of

mom

entu

m o

f th

e pa

rtic

les

strik

ing

the

wal

ls c

reat

ing

a fo

rce

• S

how

an

appr

ecia

tion

that

mas

sive

par

ticle

s m

ay b

e m

oved

by

light

, fa

st-m

ovin

g m

olec

ules



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

2.1.

3 E

vapo

ratio

n•

Des

crib

e ev

apor

atio

n in

term

s of

the

esc

ape

of m

ore-

ener

getic

m

olec

ules

fro

m t

he

surf

ace

of a

liqu

id•

Rel

ate

evap

orat

ion

to t

he

cons

eque

nt c

oolin

g of

th

e liq

uid

• D

emon

stra

te a

n un

ders

tand

ing

of h

ow

tem

pera

ture

, sur

face

ar

ea a

nd d

raug

ht o

ver

a su

rfac

e in

fl uen

ce

evap

orat

ion

• E

xpla

in t

he c

oolin

g of

a

body

in c

onta

ct w

ith a

n ev

apor

atin

g liq

uid

2.1.

4 P

ress

ure

chan

ges

• D

escr

ibe

qual

itativ

ely,

in

term

s of

mol

ecul

es, t

he

effe

ct o

n th

e pr

essu

re o

f a

gas

of:

–a

chan

ge o

f te

mpe

ratu

re a

t co

nsta

nt v

olum

e –

a ch

ange

of

volu

me

at c

onst

ant

tem

pera

ture

• R

ecal

l and

use

the

eq

uatio

n pV

= c

onst

ant

for

a fi x

ed m

ass

of g

as a

t co

nsta

nt te

mpe

ratu

re

2.2

Ther

mal

pr

oper

ties

and

tem

pera

ture

2.2.

1 Th

erm

al

expa

nsio

n of

sol

ids,

liq

uids

and

gas

es

• D

escr

ibe

qual

itativ

ely

the

ther

mal

exp

ansi

on o

f so

lids,

liqu

ids,

and

gas

es

at c

onst

ant

pres

sure

• Id

entif

y an

d ex

plai

n so

me

of t

he e

very

day

appl

icat

ions

and

co

nseq

uenc

es o

f th

erm

al

expa

nsio

n

• E

xpla

in, i

n te

rms

of t

he

mot

ion

and

arra

ngem

ent

of m

olec

ules

, the

rela

tive

orde

r of

the

mag

nitu

de

of t

he e

xpan

sion

of

solid

s, li

quid

s an

d ga

ses



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

2.2.

2 M

easu

rem

ent

of te

mpe

ratu

re•

App

reci

ate

how

a

phys

ical

pro

pert

y th

at

varie

s w

ith te

mpe

ratu

re

may

be

used

for

the

mea

sure

men

t of

te

mpe

ratu

re, a

nd s

tate

ex

ampl

es o

f su

ch

prop

ertie

s•

Rec

ogni

se t

he n

eed

for

and

iden

tify

fi xed

poi

nts

• D

escr

ibe

and

expl

ain

the

stru

ctur

e an

d ac

tion

of li

quid

-in-g

lass

th

erm

omet

ers

• D

emon

stra

te

unde

rsta

ndin

g of

se

nsiti

vity

, ran

ge a

nd

linea

rity

• D

escr

ibe

the

stru

ctur

e of

a t

herm

ocou

ple

and

show

und

erst

andi

ng o

f its

use

as

a th

erm

omet

er

for

mea

surin

g hi

gh

tem

pera

ture

s an

d th

ose

that

var

y ra

pidl

y •

Des

crib

e an

d ex

plai

n ho

w t

he s

truc

ture

of

a li

quid

-in-g

lass

th

erm

omet

er re

late

s to

its

sen

sitiv

ity, r

ange

and

lin

earit

y

2.2.

3 Th

erm

al

capa

city

(hea

t ca

paci

ty)

• R

elat

e a

rise

in t

he

tem

pera

ture

of

a bo

dy to

an

incr

ease

in it

s in

tern

al

ener

gy

• S

how

an

unde

rsta

ndin

g of

wha

t is

mea

nt b

y th

e th

erm

al c

apac

ity o

f a

body

• G

ive

a si

mpl

e m

olec

ular

ac

coun

t of

an

incr

ease

in

inte

rnal

ene

rgy

• R

ecal

l and

use

the

eq

uatio

n th

erm

al

capa

city

= m

c•

Defi

ne

spec

ifi c

heat

ca

paci

ty•

Des

crib

e an

exp

erim

ent

to m

easu

re t

he s

peci

fi c

heat

cap

acity

of

a su

bsta

nce

• R

ecal

l and

use

the

eq

uatio

n ch

ange

in

ener

gy =

mc∆

T



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

2.2.

4 M

eltin

g an

d bo

iling

• D

escr

ibe

mel

ting

and

boili

ng in

term

s of

ene

rgy

inpu

t w

ithou

t a

chan

ge in

te

mpe

ratu

re•

Sta

te t

he m

eani

ng o

f m

eltin

g po

int

and

boili

ng

poin

t•

Des

crib

e co

nden

satio

n an

d so

lidifi

catio

n in

term

s of

mol

ecul

es

• D

istin

guis

h be

twee

n bo

iling

and

eva

pora

tion

• U

se t

he te

rms

late

nt h

eat

of v

apor

isat

ion

and

late

nt

heat

of

fusi

on a

nd g

ive

a m

olec

ular

inte

rpre

tatio

n of

late

nt h

eat

• D

efi n

e sp

ecifi

c la

tent

he

at•

Des

crib

e an

exp

erim

ent

to m

easu

re s

peci

fi c

late

nt h

eats

for

stea

m

and

for

ice

• R

ecal

l and

use

the

eq

uatio

n en

ergy

= ml

2.3

Ther

mal

pr

oces

ses

2.3.

1 C

ondu

ctio

n

• D

escr

ibe

expe

rimen

ts

to d

emon

stra

te t

he

prop

ertie

s of

goo

d an

d ba

d th

erm

al c

ondu

ctor

s

• G

ive

a si

mpl

e m

olec

ular

ac

coun

t of

con

duct

ion

in s

olid

s in

clud

ing

latt

ice

vibr

atio

n an

d tr

ansf

er b

y el

ectr

ons

2.3.

2 C

onve

ctio

n•

Rec

ogni

se c

onve

ctio

n as

an

impo

rtan

t m

etho

d of

th

erm

al t

rans

fer

in fl

uids

•

Rel

ate

conv

ectio

n in

fl ui

ds to

den

sity

ch

ange

s an

d de

scrib

e ex

perim

ents

to il

lust

rate

co

nvec

tion



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

2.3.

3 R

adia

tion

• Id

entif

y in

fra-

red

radi

atio

n as

par

t of

th

e el

ectr

omag

netic

sp

ectr

um•

Rec

ogni

se t

hat

ther

mal

en

ergy

tra

nsfe

r by

ra

diat

ion

does

not

requ

ire

a m

ediu

m•

Des

crib

e th

e ef

fect

of

surf

ace

colo

ur (b

lack

or

whi

te) a

nd te

xtur

e (d

ull o

r sh

iny)

on

the

emis

sion

, ab

sorp

tion

and

refl e

ctio

n of

rad

iatio

n

• D

escr

ibe

expe

rimen

ts to

sh

ow t

he p

rope

rtie

s of

go

od a

nd b

ad e

mitt

ers

and

good

and

bad

ab

sorb

ers

of in

fra-

red

radi

atio

n•

Sho

w u

nder

stan

ding

tha

t th

e am

ount

of

radi

atio

n em

itted

als

o de

pend

s on

th

e su

rfac

e te

mpe

ratu

re

and

surf

ace

area

of

a bo

dy

2.3.

4 C

onse

quen

ces

of e

nerg

y tr

ansf

er•

Iden

tify

and

expl

ain

som

e of

the

eve

ryda

y ap

plic

atio

ns a

nd

cons

eque

nces

of

cond

uctio

n, c

onve

ctio

n an

d ra

diat

ion



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

3. P

rope

rtie

s of

w

aves

, inc

ludi

ng

light

and

sou

nd

3.1

Gen

eral

wav

e pr

oper

ties

• D

emon

stra

te

unde

rsta

ndin

g th

at

wav

es t

rans

fer

ener

gy

with

out

tran

sfer

ring

mat

ter

• D

escr

ibe

wha

t is

mea

nt

by w

ave

mot

ion

as

illus

trat

ed b

y vi

brat

ion

in

rope

s an

d sp

rings

and

by

expe

rimen

ts u

sing

wat

er

wav

es•

Use

the

term

wav

efro

nt•

Giv

e th

e m

eani

ng o

f sp

eed,

fre

quen

cy,

wav

elen

gth

and

ampl

itude

• D

istin

guis

h be

twee

n tr

ansv

erse

and

lo

ngitu

dina

l wav

es a

nd

give

sui

tabl

e ex

ampl

es•

Des

crib

e ho

w w

aves

can

un

derg

o: –

refl e

ctio

n at

a p

lane

su

rfac

e –

refr

actio

n du

e to

a

chan

ge o

f sp

eed

–di

ffra

ctio

n th

roug

h a

narr

ow g

ap•

Des

crib

e th

e us

e of

wat

er w

aves

to

dem

onst

rate

refl e

ctio

n,

refr

actio

n an

d di

ffra

ctio

n

• R

ecal

l and

use

the

eq

uatio

n v

= f λ

• D

escr

ibe

how

w

avel

engt

h an

d ga

p si

ze a

ffec

ts d

iffra

ctio

n th

roug

h a

gap

• D

escr

ibe

how

w

avel

engt

h af

fect

s di

ffra

ctio

n at

an

edge



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

3.2

Ligh

t

3.2.

1 R

efl e

ctio

n of

lig

ht

• D

escr

ibe

the

form

atio

n of

an

optic

al im

age

by a

pl

ane

mirr

or, a

nd g

ive

its

char

acte

ristic

s •

Rec

all a

nd u

se t

he la

w

angl

e of

inci

denc

e =

an

gle

of re

fl ect

ion

• R

ecal

l tha

t th

e im

age

in a

pl

ane

mirr

or is

virt

ual

• P

erfo

rm s

impl

e co

nstr

uctio

ns,

mea

sure

men

ts a

nd

calc

ulat

ions

for

refl e

ctio

n by

pla

ne m

irror

s

3.2.

2 R

efra

ctio

n of

lig

ht•

Des

crib

e an

exp

erim

enta

l de

mon

stra

tion

of t

he

refr

actio

n of

ligh

t•

Use

the

term

inol

ogy

for

the

angl

e of

inci

denc

e i

and

angl

e of

refr

actio

n r a

nd d

escr

ibe

the

pass

age

of li

ght

thro

ugh

para

llel-s

ided

tra

nspa

rent

m

ater

ial

• G

ive

the

mea

ning

of

criti

cal a

ngle

• D

escr

ibe

inte

rnal

and

to

tal i

nter

nal r

efl e

ctio

n

• R

ecal

l and

use

the

de

fi niti

on o

f re

frac

tive

inde

x n

in te

rms

of s

peed

• R

ecal

l and

use

the

equa

tion

sin

sin

rin=

• R

ecal

l and

use

si

nn

c1

=

• D

escr

ibe

and

expl

ain

the

actio

n of

opt

ical

fi br

es

part

icul

arly

in m

edic

ine

and

com

mun

icat

ions

te

chno

logy



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

3.2.

3 Th

in

conv

ergi

ng le

ns•

Des

crib

e th

e ac

tion

of a

th

in c

onve

rgin

g le

ns o

n a

beam

of

light

• U

se t

he te

rms

prin

cipa

l fo

cus

and

foca

l len

gth

• D

raw

ray

dia

gram

s fo

r th

e fo

rmat

ion

of a

real

im

age

by a

sin

gle

lens

•

Des

crib

e th

e na

ture

of

an

imag

e us

ing

the

term

s en

larg

ed/s

ame

size

/di

min

ishe

d an

d up

right

/in

vert

ed

• D

raw

and

use

ray

di

agra

ms

for

the

form

atio

n of

a v

irtua

l im

age

by a

sin

gle

lens

•

Use

and

des

crib

e th

e us

e of

a s

ingl

e le

ns a

s a

mag

nify

ing

glas

s •

Sho

w u

nder

stan

ding

of

the

term

s re

al im

age

and

virt

ual i

mag

e

3.2.

4 D

ispe

rsio

n of

lig

ht•

Giv

e a

qual

itativ

e ac

coun

t of

the

dis

pers

ion

of li

ght

as s

how

n by

the

act

ion

on li

ght

of a

gla

ss p

rism

in

clud

ing

the

seve

n co

lour

s of

the

spe

ctru

m

in t

heir

corr

ect

orde

r

• R

ecal

l tha

t lig

ht o

f a

sing

le f

requ

ency

is

des

crib

ed a

s m

onoc

hrom

atic



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

3.3

Elec

trom

agne

tic

spec

trum

• D

escr

ibe

the

mai

n fe

atur

es o

f th

e el

ectr

omag

netic

sp

ectr

um in

ord

er o

f w

avel

engt

h •

Sta

te t

hat

all e

.m. w

aves

tr

avel

with

the

sam

e hi

gh

spee

d in

a v

acuu

m

• D

escr

ibe

typi

cal

prop

ertie

s an

d us

es

of r

adia

tions

in a

ll th

e di

ffer

ent

regi

ons

of

the

elec

trom

agne

tic

spec

trum

incl

udin

g: –

radi

o an

d te

levi

sion

co

mm

unic

atio

ns

(rad

io w

aves

) –

sate

llite

tele

visi

on

and

tele

phon

es

(mic

row

aves

) –

elec

tric

al a

pplia

nces

, re

mot

e co

ntro

llers

fo

r te

levi

sion

s an

d in

trud

er a

larm

s (in

fra-

red)

–m

edic

ine

and

secu

rity

(X-r

ays)

• D

emon

stra

te a

n aw

aren

ess

of s

afet

y is

sues

rega

rdin

g th

e us

e of

mic

row

aves

and

X

-ray

s

• S

tate

tha

t th

e sp

eed

of

elec

trom

agne

tic w

aves

in

a v

acuu

m is

3.0

× 1

08 m

/ s a

nd is

app

roxi

mat

ely

the

sam

e in

air



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

3.4

Sou

nd•

Des

crib

e th

e pr

oduc

tion

of s

ound

by

vibr

atin

g so

urce

s•

Des

crib

e th

e lo

ngitu

dina

l na

ture

of

soun

d w

aves

• S

tate

tha

t th

e ap

prox

imat

e ra

nge

of

audi

ble

freq

uenc

ies

for

a he

alth

y hu

man

ear

is

20 H

z to

20

000

Hz

• S

how

an

unde

rsta

ndin

g of

the

term

ultr

asou

nd

• S

how

an

unde

rsta

ndin

g th

at a

med

ium

is n

eede

d to

tra

nsm

it so

und

wav

es•

Des

crib

e an

exp

erim

ent

to d

eter

min

e th

e sp

eed

of s

ound

in a

ir•

Rel

ate

the

loud

ness

and

pi

tch

of s

ound

wav

es to

am

plitu

de a

nd f

requ

ency

• D

escr

ibe

how

the

re

fl ect

ion

of s

ound

may

pr

oduc

e an

ech

o

• D

escr

ibe

com

pres

sion

an

d ra

refa

ctio

n•

Sta

te t

ypic

al v

alue

s of

th

e sp

eed

of s

ound

in

gase

s, li

quid

s an

d so

lids



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.1

Sim

ple

phen

omen

a of

m

agne

tism

• D

escr

ibe

the

forc

es

betw

een

mag

nets

, and

be

twee

n m

agne

ts a

nd

mag

netic

mat

eria

ls

• G

ive

an a

ccou

nt o

f in

duce

d m

agne

tism

•

Dis

tingu

ish

betw

een

mag

netic

and

non

-m

agne

tic m

ater

ials

• D

escr

ibe

met

hods

of

mag

netis

atio

n, to

incl

ude

stro

king

with

a m

agne

t,

use

of d

.c. i

n a

coil

and

ham

mer

ing

in a

mag

netic

fi e

ld

• D

raw

the

pat

tern

of

mag

netic

fi el

d lin

es

arou

nd a

bar

mag

net

• D

escr

ibe

an e

xper

imen

t to

iden

tify

the

patt

ern

of m

agne

tic fi

eld

lines

, in

clud

ing

the

dire

ctio

n •

Dis

tingu

ish

betw

een

the

mag

netic

pro

pert

ies

of

soft

iron

and

ste

el

• D

istin

guis

h be

twee

n th

e de

sign

and

use

of

perm

anen

t m

agne

ts a

nd

elec

trom

agne

ts

• E

xpla

in t

hat

mag

netic

fo

rces

are

due

to

inte

ract

ions

bet

wee

n m

agne

tic fi

elds

• D

escr

ibe

met

hods

of

dem

agne

tisat

ion,

to

incl

ude

ham

mer

ing,

he

atin

g an

d us

e of

a.c

. in

a co

il



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.2

Elec

tric

al

quan

titie

s

4.2.

1 El

ectr

ic c

harg

e

• S

tate

tha

t th

ere

are

posi

tive

and

nega

tive

char

ges

• S

tate

tha

t un

like

char

ges

attr

act

and

that

like

ch

arge

s re

pel

• D

escr

ibe

sim

ple

expe

rimen

ts to

sho

w t

he

prod

uctio

n an

d de

tect

ion

of e

lect

rost

atic

cha

rges

• S

tate

tha

t ch

argi

ng

a bo

dy in

volv

es t

he

addi

tion

or re

mov

al o

f el

ectr

ons

• D

istin

guis

h be

twee

n el

ectr

ical

con

duct

ors

and

insu

lato

rs a

nd g

ive

typi

cal e

xam

ples

• S

tate

tha

t ch

arge

is

mea

sure

d in

cou

lom

bs

• S

tate

tha

t th

e di

rect

ion

of a

n el

ectr

ic fi

eld

at a

po

int

is t

he d

irect

ion

of

the

forc

e on

a p

ositi

ve

char

ge a

t th

at p

oint

•

Des

crib

e an

ele

ctric

fi e

ld a

s a

regi

on in

w

hich

an

elec

tric

cha

rge

expe

rienc

es a

forc

e•

Des

crib

e si

mpl

e fi e

ld

patt

erns

, inc

ludi

ng t

he

fi eld

aro

und

a po

int

char

ge, t

he fi

eld

arou

nd

a ch

arge

d co

nduc

ting

sphe

re a

nd t

he fi

eld

betw

een

two

para

llel

plat

es (n

ot in

clud

ing

end

effe

cts)

• G

ive

an a

ccou

nt o

f ch

argi

ng b

y in

duct

ion

• R

ecal

l and

use

a s

impl

e el

ectr

on m

odel

to

dist

ingu

ish

betw

een

cond

ucto

rs a

nd in

sula

tors



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.2.

2 C

urre

nt•

Sta

te t

hat

curr

ent

is

rela

ted

to t

he fl

ow o

f ch

arge

• U

se a

nd d

escr

ibe

the

use

of a

n am

met

er, b

oth

anal

ogue

and

dig

ital

• S

tate

tha

t cu

rren

t in

m

etal

s is

due

to a

fl ow

of

elec

tron

s

• S

how

und

erst

andi

ng t

hat

a cu

rren

t is

a r

ate

of fl

ow

of c

harg

e an

d re

call

and

use

the

equa

tion I

= Q

/ t•

Dis

tingu

ish

betw

een

the

dire

ctio

n of

fl ow

of

ele

ctro

ns a

nd

conv

entio

nal c

urre

nt

4.2.

3 El

ectr

omot

ive

forc

e•

Sta

te t

hat

the

e.m

.f. o

f an

ele

ctric

al s

ourc

e of

en

ergy

is m

easu

red

in

volts

• S

how

und

erst

andi

ng t

hat

e.m

.f. is

defi

ned

in te

rms

of e

nerg

y su

pplie

d by

a

sour

ce in

driv

ing

char

ge

roun

d a

com

plet

e ci

rcui

t

4.2.

4 P

oten

tial

diff

eren

ce•

Sta

te t

hat

the

pote

ntia

l di

ffer

ence

(p.d

.) ac

ross

a

circ

uit

com

pone

nt is

m

easu

red

in v

olts

• U

se a

nd d

escr

ibe

the

use

of a

vol

tmet

er, b

oth

anal

ogue

and

dig

ital

• R

ecal

l tha

t 1

V is

eq

uiva

lent

to 1

J / C



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.2.

5 R

esis

tanc

e•

Sta

te t

hat

resi

stan

ce

= p

.d. /

cur

rent

and

un

ders

tand

qua

litat

ivel

y ho

w c

hang

es in

p.d

. or

resi

stan

ce a

ffec

t cu

rren

t•

Rec

all a

nd u

se t

he

equa

tion

R =

V / I

• D

escr

ibe

an e

xper

imen

t to

det

erm

ine

resi

stan

ce

usin

g a

voltm

eter

and

an

amm

eter

• R

elat

e (w

ithou

t ca

lcul

atio

n) t

he

resi

stan

ce o

f a

wire

to it

s le

ngth

and

to it

s di

amet

er

• S

ketc

h an

d ex

plai

n th

e cu

rren

t-vo

ltage

ch

arac

teris

tic o

f an

ohm

ic

resi

stor

and

a fi

lam

ent

lam

p•

Rec

all a

nd u

se

quan

titat

ivel

y th

e pr

opor

tiona

lity

betw

een

resi

stan

ce a

nd le

ngth

, an

d th

e in

vers

e pr

opor

tiona

lity

betw

een

resi

stan

ce a

nd c

ross

-se

ctio

nal a

rea

of a

wire

4.2.

6 El

ectr

ical

w

orki

ng•

Und

erst

and

that

ele

ctric

ci

rcui

ts t

rans

fer

ener

gy

from

the

bat

tery

or

pow

er s

ourc

e to

the

ci

rcui

t co

mpo

nent

s th

en

into

the

sur

roun

ding

s

• R

ecal

l and

use

the

eq

uatio

ns P

= I

V an

d E

= I

Vt



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.3

Elec

tric

circ

uits

4.3.

1 C

ircui

t di

agra

ms

• D

raw

and

inte

rpre

t ci

rcui

t di

agra

ms

cont

aini

ng s

ourc

es,

switc

hes,

resi

stor

s (fi

xed

and

varia

ble)

, he

ater

s, t

herm

isto

rs,

light

-dep

ende

nt

resi

stor

s, la

mps

, am

met

ers,

vol

tmet

ers,

ga

lvan

omet

ers,

m

agne

tisin

g co

ils,

tran

sfor

mer

s, b

ells

, fus

es

and

rela

ys

• D

raw

and

inte

rpre

t ci

rcui

t di

agra

ms

cont

aini

ng

diod

es

4.3.

2 S

erie

s an

d pa

ralle

l circ

uits

• U

nder

stan

d th

at t

he

curr

ent

at e

very

poi

nt in

a

serie

s ci

rcui

t is

the

sam

e•

Giv

e th

e co

mbi

ned

resi

stan

ce o

f tw

o or

m

ore

resi

stor

s in

ser

ies

• S

tate

tha

t, fo

r a

para

llel

circ

uit,

the

cur

rent

fro

m

the

sour

ce is

larg

er

than

the

cur

rent

in e

ach

bran

ch•

Sta

te t

hat

the

com

bine

d re

sist

ance

of

two

resi

stor

s in

par

alle

l is

less

tha

n th

at o

f ei

ther

re

sist

or b

y its

elf

• S

tate

the

adv

anta

ges

of c

onne

ctin

g la

mps

in

para

llel i

n a

light

ing

circ

uit

• C

alcu

late

the

com

bine

d e.

m.f.

of

seve

ral s

ourc

es

in s

erie

s •

Rec

all a

nd u

se t

he f

act

that

the

sum

of

the

p.d.

s ac

ross

the

com

pone

nts

in a

ser

ies

circ

uit

is e

qual

to

the

tota

l p.d

. acr

oss

the

supp

ly•

Rec

all a

nd u

se t

he f

act

that

the

cur

rent

fro

m t

he

sour

ce is

the

sum

of

the

curr

ents

in t

he s

epar

ate

bran

ches

of

a pa

ralle

l ci

rcui

t•

Cal

cula

te t

he e

ffec

tive

resi

stan

ce o

f tw

o re

sist

ors

in p

aral

lel



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.3.

3 A

ctio

n an

d us

e of

circ

uit

com

pone

nts

• D

escr

ibe

the

actio

n of

a

varia

ble

pote

ntia

l div

ider

(p

oten

tiom

eter

)•

Des

crib

e th

e ac

tion

of

ther

mis

tors

and

ligh

t-de

pend

ent

resi

stor

s an

d sh

ow u

nder

stan

ding

of

the

ir us

e as

inpu

t tr

ansd

ucer

s•

Des

crib

e th

e ac

tion

of a

rela

y an

d sh

ow

unde

rsta

ndin

g of

its

use

in s

witc

hing

circ

uits

• D

escr

ibe

the

actio

n of

a d

iode

and

sho

w

unde

rsta

ndin

g of

its

use

as a

rect

ifi er

• R

ecog

nise

and

sho

w

unde

rsta

ndin

g of

circ

uits

op

erat

ing

as li

ght-

sens

itive

sw

itche

s an

d te

mpe

ratu

re-o

pera

ted

alar

ms

(to in

clud

e th

e us

e of

a re

lay)

4.4

Dig

ital

elec

tron

ics

• E

xpla

in a

nd u

se t

he

term

s an

alog

ue a

nd

digi

tal i

n te

rms

of

cont

inuo

us v

aria

tion

and

high

/low

sta

tes

• D

escr

ibe

the

actio

n of

N

OT,

AN

D, O

R, N

AN

D

and

NO

R g

ates

•

Rec

all a

nd u

se t

he

sym

bols

for

logi

c ga

tes

• D

esig

n an

d un

ders

tand

si

mpl

e di

gita

l circ

uits

co

mbi

ning

sev

eral

logi

c ga

tes

• U

se t

ruth

tab

les

to

desc

ribe

the

actio

n of

in

divi

dual

gat

es a

nd

sim

ple

com

bina

tions

of

gate

s



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.5

Dan

gers

of

elec

tric

ity•

Sta

te t

he h

azar

ds o

f: –

dam

aged

insu

latio

n –

over

heat

ing

of c

able

s –

dam

p co

nditi

ons

• S

tate

tha

t a

fuse

pro

tect

s a

circ

uit

• E

xpla

in t

he u

se o

f fu

ses

and

circ

uit

brea

kers

an

d ch

oose

app

ropr

iate

fu

se r

atin

gs a

nd c

ircui

t-br

eake

r se

ttin

gs•

Exp

lain

the

ben

efi t

s of

ea

rthi

ng m

etal

cas

es

4.6

Elec

trom

agne

tic

effe

cts

4.6.

1 El

ectr

omag

netic

in

duct

ion

• S

how

und

erst

andi

ng

that

a c

ondu

ctor

mov

ing

acro

ss a

mag

netic

fi el

d or

a c

hang

ing

mag

netic

fi e

ld li

nkin

g w

ith a

co

nduc

tor

can

indu

ce a

n e.

m.f.

in t

he c

ondu

ctor

•

Des

crib

e an

exp

erim

ent

to d

emon

stra

te

elec

trom

agne

tic

indu

ctio

n•

Sta

te t

he f

acto

rs

affe

ctin

g th

e m

agni

tude

of

an

indu

ced

e.m

.f.

• S

how

und

erst

andi

ng

that

the

dire

ctio

n of

an

indu

ced

e.m

.f. o

ppos

es

the

chan

ge c

ausi

ng it

• S

tate

and

use

the

rela

tive

dire

ctio

ns o

f fo

rce,

fi el

d an

d in

duce

d cu

rren

t



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.6.

2 a.

c. g

ener

ator

• D

istin

guis

h be

twee

n di

rect

cur

rent

(d.c

.) an

d al

tern

atin

g cu

rren

t (a

.c.)

• D

escr

ibe

and

expl

ain

a ro

tatin

g-co

il ge

nera

tor

and

the

use

of s

lip r

ings

•

Ske

tch

a gr

aph

of v

olta

ge

outp

ut a

gain

st t

ime

for

a si

mpl

e a.

c. g

ener

ator

• R

elat

e th

e po

sitio

n of

th

e ge

nera

tor

coil

to t

he

peak

s an

d ze

ros

of t

he

volta

ge o

utpu

t

4.6.

3 Tr

ansf

orm

er•

Des

crib

e th

e co

nstr

uctio

n of

a b

asic

tr

ansf

orm

er w

ith a

sof

t-iro

n co

re, a

s us

ed fo

r vo

ltage

tra

nsfo

rmat

ions

•

Rec

all a

nd u

se t

he

equa

tion

(Vp /

Vs)

= (N

p / N

s)•

Und

erst

and

the

term

s st

ep-u

p an

d st

ep-d

own

• D

escr

ibe

the

use

of t

he

tran

sfor

mer

in h

igh-

volta

ge t

rans

mis

sion

of

elec

tric

ity•

Giv

e th

e ad

vant

ages

of

high

-vol

tage

tran

smis

sion

• D

escr

ibe

the

prin

cipl

e of

ope

ratio

n of

a

tran

sfor

mer

• R

ecal

l and

use

the

eq

uatio

n I p

Vp =

Is V

s (fo

r 10

0% e

ffi c

ienc

y)•

Exp

lain

why

pow

er

loss

es in

cab

les

are

low

er w

hen

the

volta

ge

is h

igh



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.6.

4 Th

e m

agne

tic

effe

ct o

f a

curr

ent

• D

escr

ibe

the

patt

ern

of t

he m

agne

tic fi

eld

(incl

udin

g di

rect

ion)

due

to

cur

rent

s in

str

aigh

t w

ires

and

in s

olen

oids

• D

escr

ibe

appl

icat

ions

of

the

mag

netic

eff

ect

of c

urre

nt, i

nclu

ding

the

ac

tion

of a

rela

y

• S

tate

the

qua

litat

ive

varia

tion

of t

he s

tren

gth

of t

he m

agne

tic fi

eld

over

sal

ient

par

ts o

f th

e pa

tter

n•

Sta

te t

hat

the

dire

ctio

n of

a m

agne

tic fi

eld

line

at

a po

int

is t

he d

irect

ion

of

the

forc

e on

the

N p

ole

of a

mag

net

at t

hat

poin

t •

Des

crib

e th

e ef

fect

on

the

mag

netic

fi el

d of

ch

angi

ng t

he m

agni

tude

an

d di

rect

ion

of t

he

curr

ent

4.6.

5 Fo

rce

on a

cu

rren

t-ca

rryi

ng

cond

ucto

r

• D

escr

ibe

an e

xper

imen

t to

sho

w t

hat

a fo

rce

acts

on

a c

urre

nt-c

arry

ing

cond

ucto

r in

a m

agne

tic

fi eld

, inc

ludi

ng t

he e

ffec

t of

reve

rsin

g:

–th

e cu

rren

t –

the

dire

ctio

n of

the

fi e

ld

• S

tate

and

use

the

rela

tive

dire

ctio

ns o

f fo

rce,

fi el

d an

d cu

rren

t •

Des

crib

e an

ex

perim

ent

to s

how

th

e co

rres

pond

ing

forc

e on

bea

ms

of c

harg

ed

part

icle

s



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

4.6.

6 d.

c. m

otor

• S

tate

tha

t a

curr

ent-

carr

ying

coi

l in

a m

agne

tic fi

eld

expe

rienc

es a

tur

ning

ef

fect

and

tha

t th

e ef

fect

is

incr

ease

d by

: –

incr

easi

ng t

he

num

ber

of t

urns

on

the

coil

–in

crea

sing

the

cur

rent

–in

crea

sing

the

st

reng

th o

f th

e m

agne

tic fi

eld

• R

elat

e th

is t

urni

ng

effe

ct to

the

act

ion

of a

n el

ectr

ic m

otor

incl

udin

g th

e ac

tion

of a

spl

it-rin

g co

mm

utat

or

5. A

tom

ic p

hysi

cs

5.1

The

nucl

ear

atom

5.1.

1 A

tom

ic m

odel

• D

escr

ibe

the

stru

ctur

e of

an

atom

in te

rms

of

a po

sitiv

e nu

cleu

s an

d ne

gativ

e el

ectr

ons

• D

escr

ibe

how

the

sc

atte

ring

of a

-par

ticle

s by

thi

n m

etal

foils

pr

ovid

es e

vide

nce

for

the

nucl

ear

atom



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

5.1.

2 N

ucle

us•

Des

crib

e th

e co

mpo

sitio

n of

the

nu

cleu

s in

term

s of

pr

oton

s an

d ne

utro

ns•

Sta

te t

he c

harg

es o

f pr

oton

s an

d ne

utro

ns

• U

se t

he te

rm p

roto

n nu

mbe

r Z

• U

se t

he te

rm n

ucle

on

num

ber

A•

Use

the

term

nuc

lide

and

use

the

nucl

ide

nota

tion

XA Z

• U

se a

nd e

xpla

in t

he te

rm

isot

ope

• S

tate

the

mea

ning

of

nucl

ear

fi ssi

on a

nd

nucl

ear

fusi

on•

Bal

ance

equ

atio

ns

invo

lvin

g nu

clid

e no

tatio

n

5.2

Rad

ioac

tivity

5.2.

1 D

etec

tion

of

radi

oact

ivity

• D

emon

stra

te

unde

rsta

ndin

g of

ba

ckgr

ound

rad

iatio

n•

Des

crib

e th

e de

tect

ion

of α

-par

ticle

s, β

-par

ticle

s an

d γ-

rays

(β +

are

not

in

clud

ed: β

-par

ticle

s w

ill

be t

aken

to re

fer

to β

–)



Top

icC

ore

mat

eria

lE

xte

nd

ed m

ater

ial

Yo

u s

ho

uld

be

able

to

:C

hec

klis

tC

om

men

tsY

ou

sh

ou

ld b

e ab

le t

o:

Ch

eckl

ist

Co

mm

ents

5.2.

2 C

hara

cter

istic

s of

the

thr

ee k

inds

of

emis

sion

• D

iscu

ss t

he r

ando

m

natu

re o

f ra

dioa

ctiv

e em

issi

on•

Iden

tify α

, β a

nd

γ-em

issi

ons

by re

calli

ng –

thei

r na

ture

–th

eir

rela

tive

ioni

sing

ef

fect

s –

thei

r re

lativ

e pe

netr

atin

g ab

ilitie

s•

(β+ a

re n

ot in

clud

ed,

β– pa

rtic

les

will

be

take

n to

refe

r to

β–)

• D

escr

ibe

thei

r de

fl ect

ion

in e

lect

ric fi

elds

and

in

mag

netic

fi el

ds•

Inte

rpre

t th

eir

rela

tive

ioni

sing

eff

ects

• G

ive

and

expl

ain

exam

ples

of

prac

tical

ap

plic

atio

ns o

f α

, β a

nd

γ-em

issi

ons

5.2.

3 R

adio

activ

e de

cay

• S

tate

the

mea

ning

of

radi

oact

ive

deca

y•

Sta

te t

hat

durin

g α

- or

β-d

ecay

the

nuc

leus

ch

ange

s to

tha

t of

a

diff

eren

t el

emen

t

• U

se e

quat

ions

invo

lvin

g nu

clid

e no

tatio

n to

re

pres

ent

chan

ges

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Section 5: Appendices



Symbols, units and defi nitions of physical quantitiesYou should be able to state the symbols for the following physical quantities and, where indicated, state the units in which they are measured. The list for the Extended syllabus includes both the Core and the Supplement.

You should be familiar with the following multipliers: M mega, k kilo, c centi, m milli.

Core Supplement

Quantity Usual symbol

Usual unit Quantity Usualsymbol

Usual unit

length l, h … km, m, cm, mm

area A m2, cm2

volume V m3, cm3

weight W N

mass m, M kg, g mass m, M mg

time t h, min, s time t ms

density ρ g / cm3, kg / m3

speed u, v km / h, m / s, cm / s

acceleration a acceleration a m / s2

acceleration of free fall

g acceleration of free fall

g m / s2

force F N

gravitational fi eld strength

g N / kg

momentum p kg m / s

impulse N s

moment of a force N m

work done W, E J, kJ, MJ

energy E J, kJ, MJ

power P W, kW, MW

pressure p N / m2 pressure p Pa

atmospheric pressure

mm Hg

temperature θ, T °C



Core Supplement

Quantity Usual symbol

Usual unit Quantity Usualsymbol

Usual unit

thermal capacity (heat capacity)

C J / °C

specifi c heat capacity

c J / (g °C), J / (kg °C)

latent heat L J

specifi c latent heat l J / kg, J / g

frequency f Hz, kHz

wavelength λ m, cm

focal length f cm

angle of incidence i degree (°)

angle of refl ection, refraction

r degree (°)

critical angle c degree (°)

refractive index n

potential difference/voltage

V V, mV

current I A, mA

e.m.f. E V

resistance R Ω

charge Q C



Command words and phrasesWe use command words to help you to write down the answer they are looking for. This table explains what each of these words or phrases means and will help you to understand the kind of answer you should write. The list is in alphabetical order. You should bear in mind that the meaning of a term may vary slightly according to how the question is worded.

Command word/phrase

Meaning

Calculate A numerical answer is needed. You should show any working, especially when there are two or more steps in a calculation. e.g. calculate the refractive index

Deduce This may be used in two ways:

(i) You fi nd the answer by working out the patterns in the information given to you and drawing logical conclusions from them. You may need to use information from tables and graphs and do calculations e.g. deduce what will happen to velocity of the vehicle if …

(ii) You have to refer to a Law or scientifi c theory or give a reason for your answer e.g. use your knowledge of the kinetic theory to deduce what will happen when ...

Defi ne You need to state the meaning of something,e.g. defi ne speed

Describe You need to state the main points about something (using labelled diagrams if it helps you). e.g. describe a rotating-coil generator

You may also be asked to describe

• observations e.g. describe the ways in which a force may change the motion of a body

• how to do particular experiments e.g. describe an experiment to determine resistance using a voltmeter and an ammeter

Determine You are expected to use a formula or method that you know to calculate a quantity. e.g. determine graphically the resultant of two vectors

Discuss You have to write down points for and against an argument. e.g. discuss the energy loss in cables

Estimate Suggest an approximate value for a quantity based on reasons and data. You may need to make some approximations. e.g. estimate the volume of a test tube.

Explain You have to give reasons for your answer OR refer to a particular theory.

Find This is a general term meaning several similar things such as calculate, measure, determine, etc.

List Write down a number of separate points. Where the number of points is stated in the question, you should not write more than this number. e.g. list three uses of converging lenses



Command word/phrase

Meaning

Meant(what is meant by the term…)

See ‘Understand’

Measure You are expected to fi nd a quantity by using a measuring instrument. e.g. length (by using a ruler), volume (by using a measuring cylinder)

Outline State the main points briefl y. e.g. outline a method of magnetising an iron bar

Predict This can be used in two ways:

(i) You fi nd the answer by working out the patterns in the information provided and drawing logical conclusions from this. You may need to use information from tables and graphs and do calculations. e.g. predict what will happen to the direction of the resultant force if ….

(ii) It may also mean giving a short answer to a question stating what might happen next. e.g. predict what effect an increase in temperature will have on the resistance.

Sketch (i) When drawing graphs, this means that you may draw the approximate shape and/or position of the graph BUT you need to make sure that important details, such as the line passing through the origin or fi nishing at a certain point, are drawn accurately.

(ii) When drawing apparatus or other diagrams, a simple line drawing is all that is needed, but you must make sure that the proportions are correct and the most important details are shown. You should always remember to label your diagrams.

State You should give a short answer without going into any detail. e.g. state the hazards of damaged electrical insulation BUT: ‘state the meaning of…’ is different. It is more like ‘understand’.

Suggest This may be used in two ways:

(i) There may be more than one correct answer. e.g. suggest a precaution to improve the accuracy of the experiment

(ii) You are being asked to apply your general knowledge of physics or reasoning skills to a topic area that is not on the syllabus. e.g. applying ideas about moments to the stability of a vehicle

Understand(what do you understand by the term.)

You should (i) defi ne something and (ii) make a more detailed comment about it. The amount of detail depends on the number of marks awarded. e.g. what do you understand by the term total internal refl ection



Mathematical skillsThis is a checklist of the mathematical skills you need for your physics exam.

Tick each box in the checklist when you know that you have got this skill.

Ask your teacher to explain these skills if you are unsure. The comment column is for extra notes and examples.

You can use a calculator for all the papers. You should make sure that you remove any information from your calculator, if it is programmable.

You can: Checklist Comments

• add, subtract, multiply and divide

use:• averages• decimals• fractions• percentages• ratios• reciprocals

• use standard notation (notation is putting symbols for numbers e.g. x = 2, y = 5, atomic mass, Z = 12) including both positive and negative indices

• understand signifi cant fi gures and use them appropriately

• use direct proportion(stepwise increases)

• use inverse proportion(inverse means turned up side down)

You should know that if you plot a graph of y against x, then a straight line through the origin shows that y is directly proportional to xthe inverse of 4 is ¼ (= 0.25)

• use positive, whole number indices in algebraic expressions

• draw charts• graphs with line of best fi t

You will be given the data

interpret:• bar graphs• pie charts• line graphs

• determine the gradient and intercept of a graph

• select suitable scales and axes for graphs

• make approximate evaluations of numerical expressions



You can: Checklist Comments

recall and use equations for:• the area of a rectangle• the area of a triangle• the area of a circle• the volume of a rectangular block• the volume of a cylinder

area = length × widthvolume = length × breadth height

• use a ruler, compasses, protractor and set square

understand the meaning of:• angle• curve• circle• radius• diameter• circumference• square• parallelogram• rectangle• diagonal

• solve equations of the form x = y + z and x = yz when two of the terms are known

• recognise and use clockwise and anticlockwise directions

• recognise and use points of the compass (N, S, E, W)

• use sines and inverse sines (Extended syllabus only)

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