bÇÉñÅÉä=^Çî~åÅÉÇ=pìÄëáÇá~êó=d`b=áå=mÜóëáÅë … · UA006822 – Specification – Edexcel AS/A GCE Physics (Salters Horners) ... ♦ Comprehensive student

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Edexcel is one of the leading examining and awarding bodies in the UK and throughout theworld. We provide a wide range of qualifications including academic, vocational, occupationaland specific programmes for employers.

Through a network of UK and overseas offices, Edexcel’s centres receive the support they needto help them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk

This specification is Issue 2 and is valid for examination from January 2003. Key changes torequirements are highlighted. Centres will be informed in the event of any necessary futurechanges to this specification. The latest issue can be found on the Edexcel website,www.edexcel.org.uk

References to third-party material made in this specification are made in good faith. Edexceldoes not endorse, approve or accept responsibility for the content of materials, which may besubject to change, or any opinions expressed therein. (Material may include textbooks, journals,magazines and other publications and websites.)

Acknowledgements

This specification has been produced by Edexcel on the basis of consultation with teachers,examiners, consultants and other interested parties. Edexcel acknowledges its indebtedness toall those who contributed their time and expertise to the development of Advanced Subsidiaryand Advanced GCE specifications.

Authorised by Peter Goff

Publications Code UA006822

All the material in this publication is copyright© Edexcel Foundation 2002

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fåíêçÇìÅíáçå NKey features 1

Availability of units 2

Summary of scheme of assessment 3Summary of the specification content 5

péÉÅáÑáÅ~íáçå=çîÉêîáÉï TSubject criteria 7

Aims 7Assessment Objectives 8

Entry requirements 9

Progression 9

Key skills 10

Social, economic and industrial matters 10

Models in physics 11

Spiritual, moral, philosophical and cultural issues 12

Health education 12

Rules for retaking units 12

Language of assessment 13Awarding and reporting 13

Students with particular requirements 13

Forbidden combinations and related subjects 13

pÅÜÉãÉ=çÑ=~ëëÉëëãÉåí NQDetails of the scheme of assessment 14

Assessment of core and other material 15

The assessment components 15

Specification for the examination 18

Notes on the examination 19

péÉÅáÑáÅ~íáçå=ÅçåíÉåí ONOverview 21

Content organised by assessment and course unit 22

Unit 1: Physics at work, rest and play 23Unit 2: Physics for life 29

Unit 4: Moving with physics 33

Unit 5: Physics from creation to collapse 39

Content organised by area of study 43

Core formulae and relationships 54

Lists of data, formulae and relationships 56

Unit 1: Physics at work, rest and play 57

Unit 2: Physics for life 58

Unit 4: Moving with physics 59

Unit 5: Physics from creation to collapse 60

`çìêëÉïçêâ SNCoursework summary 61

Coursework moderation 62

Administration of the coursework scheme 73

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qÉñíÄççâë=~åÇ=çíÜÉê=êÉëçìêÅÉë TSSalters Horners Advanced Physics course materials 76

Other resources 77

pìééçêí=~åÇ=íê~áåáåÖ UMSupport from the University of York 80

Support from Edexcel Foundation 81

^ééÉåÇáÅÉë UPAppendix A – key skills 83

Appendix B – spiritual and moral issues 92

UA006822 – Specification – Edexcel AS/A GCE Physics (Salters Horners) – Issue 2 – August 2002 1

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♦ A new and stimulating approach to physics.♦ Emphasis on up-to-date contexts and applications.♦ Comprehensive student books.♦ Guidebooks for teachers and technicians.♦ In-service support.♦ Structured, coherent course.♦ Mathematical skills fully integrated.♦ Supporting materials promote active learning and development of key skills.♦ Teacher assessment of experimental skills.♦ Extended practical project.♦ Modular assessment.Contexts and applications drive the course, providing interest and motivation forstudents, and alerting them to some of the many career areas that involve physics.Professionally published materials provide comprehensive guidance for teachersand technicians, and stimulus and support for students. A wide variety oflearning activities help students to acquire a sound knowledge and understandingof physics principles and to develop relevant skills.The course units form a structured course in which key concepts are revisited andextended on several occasions and in a variety of contexts. Students take part inan out-of-school visit and an extended practical project, both of which contributeto their coursework assessment.Salters Horners Advanced Physics has been developed by the University of YorkScience Education Group, working with teachers, academics and industrialists.Much of the impetus for this new project has come from physics teachers whohave seen Salters Advanced Chemistry in action and are keen to have a similarlystimulating and forward-looking course for their own students.The course began in September 1998 in a limited number of centres, as part ofthe QCA pilot scheme for the AS qualification. This has enabled a thorough andextensive trial of the course materials and the assessment scheme.

UA006822 – Specification – Edexcel AS/A GCE Physics (Salters Horners) – Issue 2 – August 20022

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Unit tests will be offered in January and June within Edexcel’s normal examination timetable.Unit tests are available as shown in the table below.

Unit code Unit title Jan 2003 June 2003 Jan 2004 June 2004 Jan 2005

6751 Physics at work, restand play

Unit test PSA1

(AS and A)

✓✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓

6752 Physics for life

Unit test PSA2

(AS and A)

✓✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓

6753 Coursework PSA3

(AS and A)

✓✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓

6754 Moving with physics

Unit test PSA4

(A only)

✓✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓

6755/01 Coursework PSA5i

(A only)

✓✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓

6755/02 Physics from creationto collapse

Unit test PSA5ii

(A only)

✓✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓

6756 Synoptic test PSA6

(A only)

✓✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓ ✓ ✓✓✓

Awards for Advanced Subsidiary GCE were made from June 2001 onwards.

Awards for Advanced GCE were made from June 2002 onwards.

It is envisaged that students will either be entered for unit tests in the same order that they aretaught, or will take two or more tests at the end of a year or at the end of the two-year AdvancedGCE course. It is intended that the assessment units should be taught in the order in which theyare listed in the specification.


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The scheme of assessment is in two parts. The first three units make up the AdvancedSubsidiary (AS) assessment, and a further three ‘A2’ units make up the six units required forAdvanced GCE (A) assessment. The AS units will be designed to provide an appropriateassessment of the knowledge, understanding and skills of students who have completed the firsthalf of a full Advanced GCE qualification.

The Advanced Subsidiary (AS) is the first half of the course. It contributes 50% of the totalAdvanced GCE marks. The A2, the second half of the Advanced GCE course, contributes theremaining 50% of the total Advanced GCE marks.

The unit tests designated for the AS course (Units 1 and 2) will be set and marked at ASstandard, which is the standard to be expected at the end of the first year of study of an A levelcourse. The unit tests for A2 (Units 4 and 5ii and the synoptic test (Unit 6)) will be set andmarked at full Advanced GCE standard. Similarly, the coursework for AS (Unit 3) will beassessed at AS standard, and that for A2 (Unit 5 part i) will be assessed at full Advanced GCEstandard. No concession will be made to students on the grounds that tests have been taken earlyin the course.

The table below summarises the assessment scheme.

Component Test/Coursework AS A

Unit PSA1 (AS and A) Test 1 h 30 min 33.3% 16.7%


Unit PSA3 (AS and A) Coursework 33.3% 16.7%

Unit PSA4 (A only) Test 1 h 30 min 15%

Unit PSA5 (A only)

practical project PSA5i Coursework 10%

test PSA5ii Test 1 h 00 min 10%

Synoptic Unit PSA6 (A only) Test 1 h 30 min 15%

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About six compulsory short-answer questions in a question–answer booklet, designed to test thephysics content, principles and skills developed in the three parts of Unit 1.

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Students submit reports of two laboratory-based practical activities and a short writtenassignment based on an out-of-school visit.


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Students submit a report of a two-week individual practical project.

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About five compulsory questions designed to test the physics content, principles and skillsdeveloped in the two parts of Unit 5(ii).

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About four questions, which will include questions on a passage. Students will be required tobring together knowledge and understanding of different areas of physics from throughout theAdvanced GCE.


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For assessment, the Advanced GCE specification is divided into four units based on the context-led course units, and two teacher-assessed coursework units. Assessment units 1, 2 and 3constitute the Advanced Subsidiary.

The content-based assessment units should be taught in the order in which they are listed, butwithin each there is no prescribed order for teaching the course units.

Unit PSA1: Physics at work, rest and play Main physics content areas

The sound of music

A study of music and recorded sound, focusingon the production of sound by musicalinstruments and the operation of a CD player.

• Travelling and standing waves.

• Reflection and refraction.

• Photons and atomic energy levels.

Technology in space

This unit focuses on a satellite, whoseinstruments are run from a solar power supplyand need to be kept at a suitable temperature.

• DC circuits: resistance, current, emf, power.

• Temperature and resistance.

• Energy and temperature change.

Higher, faster, stronger

Students use video clips and lab activities tostudy physics through sports includingsprinting, weight-lifting, rock-climbing andbungee jumping.

• Graphs, equations of motion and vectors.

• Projectiles.

• Force, mass and acceleration.

• Kinetic and potential energy.

Unit PSA2: Physics for life Main physics content areas

Good enough to eat

A study of the production, testing andpackaging of chocolate-covered biscuits andother aspects of the food industry.

• Viscosity and fluid flow.

• Mechanical properties of materials.

• Refraction and polarisation.

Digging up the past

The excavation of an archaeological site, fromgeophysical surveying to artefact analysis anddating.

• DC electric circuits; resistivity.

• Diffraction and superposition.

• Photoelectric effect.

Spare part surgery

A study of the physics associated with hipreplacements, lenses and ultrasound scanning.

• Structure and properties of materials.

• Doppler effect.

• Reflection, refraction, lenses.

Unit PSA3: Working with physics Coursework

Assessment based on two laboratory practical activities and an out-of-school visit.


Unit PSA4: Moving with physics Main physics content areas

Transport on track

A study of a modern rail transportation systemwith an emphasis on safety and control.

• DC circuits and switching.

• Force, momentum, work and energy.

• Magnetic fields: electromagnetic force.

• Electromagnetic induction.

• Capacitors: exponential discharge.

The medium is the message

In the context of aircraft, students learn aboutsome modern communication and displaytechniques: transmission of signals, CCDimaging, cathode-ray tube, LCD and LEDdisplays.

• Digital and analogue signals.

• Capacitors: energy.

• Fibre optics: refraction; exponentialattenuation.

• Uniform electric field.

• Charged particles in a magnetic field.

Probing the heart of matter

An area of fundamental physics that is thesubject of current research, involving theacceleration and detection of high-energyparticles and the interpretation of experimentalresults.

• Alpha scattering: nuclear model of atom.

• Electrostatic force between point charges.

• Collisions: momentum and energy.

• Motion in a circle.

• Mass–energy interconversion.

• Charged particles in electric and magneticfields.

• The quark–lepton model.

Unit PSA5: Physics from creation to collapse

5i Assessment based on a two-weekindividual practical project

Coursework

5ii Main physics content areas

Reach for the stars

This unit focuses on the physical interpretationof observations, and on the formation andevolution of stars.

• Inverse-square law for radiation.

• Universal gravitation; gravitational field.

• Energy conservation: gravitational, kinetic.

• Motion in a circle.

• Nuclear fusion, fission and radioactivedecay.

• Molecular kinetic theory.

Build or bust?

A study of some aspects of building design,including withstanding earthquake damage,vibration isolation and sound-proofing.

• Simple harmonic motion.

• Forced vibrations, resonance and damping.

• Waves in solids; refraction.

• Mechanical properties of solids.

Unit PSA6: Exploring physics Synoptic test


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This specification incorporates the GCE Advanced Subsidiary (AS) and Advanced (A)Specifications Subject Criteria for Physics as specified by QCA and which is mandatory for allexamining boards.

The specification defines an Advanced Subsidiary and Advanced GCE course in physics. Thecourses are structured so that key ideas and principles are introduced within appropriatecontexts, and then later revisited in other contexts in order to reinforce and extend students’knowledge and understanding. There is no optional material, since all elements of the coursecontribute to a cumulative acquisition of knowledge, understanding and skills.

The Advanced Subsidiary specification is contained within three compulsory units, and a furtherthree compulsory units complete the Advanced GCE course. All elements of the course may beassessed during the course and units may be retaken once if desired, or all examinations may betaken at the end, if preferred.

It is assumed that students will have a background of GCSE Physics or GCSE Science: DoubleAward, and of GCSE Mathematics.

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The aims of this specification are to:

• sustain and develop the enjoyment of, and interest in, physics and its application

• develop essential knowledge and understanding in physics and, where appropriate, theapplications of physics with an appreciation of their significance and the skills needed forthe use of these in new and changing situations

• develop an understanding of the link between theory and experiment and foster thedevelopment of skills in the design and execution of experiments

• appreciate how physics has developed and is used in present-day society

• demonstrate the importance of physics as a human endeavour which interacts with social,philosophical, economic and industrial matters

• promote an awareness of advances in technology, including IT relevant to physics

• be complete in itself and perform a useful educational function for students not intending tostudy physics at a higher level

• be a suitable preparation for HE courses in physics, for physical sciences in othereducational establishments and for professional courses which require students to have aknowledge of physics when admitted

• recognise the quantitative nature of physics and understand how mathematical expressionsrelate to physics principles.


In addition the following aims are related only to the GCE Advanced specification:

• develop an understanding of the connections between facts, principles and concepts fromdifferent areas of physics

• promote an awareness of the use and development of scientific models.

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The Assessment Objectives AO1, AO2 and AO3 are the same for Advanced Subsidiary andAdvanced GCE. AO4 applies only to the A2 part of the course.

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Students should be able to:

• recognise, recall and show understanding of specific physical facts, terminology, principles, relationships, concepts and practical techniques

• draw on existing knowledge to show understanding of the ethical, social, economic,environmental and technological implications and applications of physics

• select, organise and present relevant information clearly and logically, using specialistvocabulary where appropriate.

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• describe, explain and interpret phenomena and effects in terms of physical principles andconcepts, presenting arguments and ideas clearly and logically, using specialist vocabularywhere appropriate

• interpret and translate, from one form to another, data presented as continuous prose or intable, diagrams and graphs

• carry out relevant calculations

• apply physical principles and concepts to unfamiliar situations including those which relateto the ethical, social, economic and technological implications and applications of physics

• assess the validity of physical information, experiments, inferences and statements.

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• devise and plan experimental activities, selecting appropriate techniques

• demonstrate safe and skilful practical techniques

• make observations and measurements with appropriate precision and record thesemethodically

• interpret, explain and evaluate the results of their experimental activities using knowledgeand understanding of physics and to communicate this information clearly and logically inappropriate forms, for example prose, tables and graphs, using appropriate specialistvocabulary.


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• bring together principles and concepts from different areas of physics and apply them in aparticular context, expressing ideas clearly and logically and using appropriate specialistvocabulary

• use the skills of physics in contexts which bring together different areas of the subject.

The following table summarises the approximate weighting of each Assessment Objective in theAdvanced Subsidiary and Advanced GCE examinations.

Assessment Objectives Weighting

AS A2 A

AO1 Knowledge with understanding 45% 25% 35%

AO2 Application of knowledge andunderstanding, synthesis andevaluation

35% 25% 30%

AO3 Experiment and investigation 20% 10% 15%

AO4 Synthesis of knowledge,understanding and skills

0% 40% 20%

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Advanced Subsidiary and Advanced GCE Physics is a level 3 qualification in the NationalQualifications Framework. Students undertaking the course are expected to have an appropriatequalification at level 2, for example at least grade C in National Curriculum Key Stage 4 GCSEScience: Double Award or GCSE Science: Physics. Students may enter via GNVQ Science atIntermediate level if they have achieved an appropriate level. Students should also have attainedGCSE Mathematics grade C or an equivalent qualification.

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Advanced GCE Physics is a recognised entry qualification for a wide range of Higher Educationcourses.

The course is a sound preparation for studies at level 4, for example Edexcel (BTEC) HigherNationals (HNC and HND) in the science sector, as well as degree-level courses in physics andrelated sciences, engineering and medicine, as well as chemical engineering and relatedprogrammes.

Advanced Subsidiary and Advanced GCE Physics are a sound preparation for a wide range ofemployment in the science sector from engineering through to medicine. Possible areas includeradiography and biotechnology, for example.

Advanced Subsidiary and Advanced GCE Physics are recognised as suitable qualifications for awide range of employment.


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As indicated in the specification content, each course unit includes a variety of activities whichdevelop students’ skills in communication, application of number and information technology,to support the acquisition of physics knowledge, understanding and techniques, and which allowstudents to demonstrate their competence in these key skills. In addition, these activities provideopportunities for students to improve their own learning and performance, work with others andsolve problems in the context of physics. The Salters Horners Advanced Physics coursematerials give guidance for students and teachers on carrying out these activities.

Each unit includes many activities that involve the application of number and at least oneactivity which involves written or oral communication; and several activities involving the useof IT. Appendix A summarises the relationship between the Salters Horners Advanced Physicscourse units and the key skills specified by QCA.

The Advanced Subsidiary course includes two distinctive types of coursework assignment,relating to an out-of-school visit and to laboratory practical activities. These laboratory activitiesshould involve the use of IT in data processing and capture. In addition, the Advanced GCEcourse includes a two-week individual practical project. In all these assignments, students willbe expected to apply, and demonstrate competence in, the key skills of communication andapplication of number as listed in Appendix A.

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The course is context-led, and each course unit illustrates some social, economic or industrialaspects of physics. Through the activities detailed in the course units, and through thecoursework assessment, students develop an appreciation of the importance of physics as ahuman endeavour that has an impact on and relevance to such matters.

The course units illustrate the role of physics in:

Reference Title

• playing live and recorded music 1/MUS The sound of music

• managing the energy needs of a satellite 1/SPC Technology in space

• analysing athletic performance 1/HFS Higher, faster, stronger

• processing and packaging food 2/EAT Good enough to eat

• exploring an archaeological site 2/DIG Digging up the past

• improving ‘spare part’ surgery 2/SUR Spare part surgery

• developing a safe and efficient transportsystem

4/TRA Transport on track

• revolutionising telecommunications 4/MDM The medium is themessage

• probing matter at its most fundamental level 4/PRO Probing the heart of thematter

• exploring distant parts of the universe 5/STA Reach for the stars

• designing buildings to withstand earthquakes 5/BLD Build or bust?


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There are several opportunities in the course for students to become aware of, and study thedevelopment of, conceptual and mathematical models in physics. Conceptual models developedand used in the course include:

Reference Title

1/MUS The Sound of music

2/DIG Digging up the past

4/PRO Probing the heart of thematter

• wave and particle models of matter andradiation

2/SUR Spare part surgery

• molecular kinetic theory model of matter 5/STA Reach for the stars

1/SPC Technology in space

2/DIG Digging up the past

• nuclear model of the atom

4/PRO Probing the heart of matter

• Big Bang model of the universe 5/STA Reach for the stars

Mathematical models developed and used include:

Reference Title

• linear variation of resistance with temperature 1/SPC Technology in space

2/EAT Good enough to eat• Hookean model of an elastic solid

2/SUR Spare part surgery

• inverse-square law model for electric andgravitational fields

4/MDM

4/PRO

5/STA

The medium is themessage

Probing the heart of thematter

Reach for the stars


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The course gives students several opportunities to explore spiritual, moral, philosophical andcultural issues relating to physics. (The meanings of the terms ‘spiritual’ and ‘moral’ in thiscontext, as defined by QCA, are given in Appendix B.)

Relevant issues that arise in the course include:

Reference Title

• the origin and ultimate fate of the universe

• the nature of matter at its most fundamentallevel

5/STA

1/SPC

2/DIG

4/PRO

Reach for the stars

Technology in space

Digging up the past


• moral dilemmas associated with fundingscientific research

1/SPC

4/PRO

5/STA

Technology in space


Reach for the stars

• the importance of creative ability andpersonal insight

1/SPC

2/DIG

4/TRA

4/PRO

5/STA

Technology in space

Digging up the past

Transport on track


Reach for the stars

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In the specification there are topics relating to health education. Application of knowledgegained from studying these topics will enable students to achieve a fuller understanding ofrelated health issues. In the delivery of this specification, centres will need to comply withcurrent health and safety regulations, particularly with respect to practical physics; and studentswill need to be made fully aware of, and the underlying reasons for, these regulations.

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• Students may retake each assessment unit once before the final Advanced Subsidiary orAdvanced GCE certification. The better result will count towards the final award.

• Students may retake the whole qualification more than once.

Individual assessment unit results, prior to certification of the qualification, have a shelf-lifelimited only by the shelf-life of the specification.


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Assessment of this specification will be available in English only. Assessment materials will bepublished in English only and all written and spoken work submitted for examination andmoderation must be produced in English.

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The grading, awarding and certification of this specification will comply with the requirementsof the most recent version of the Code of practice applicable to GCE, which is published by theQualifications and Curriculum Authority. Qualifications will be graded and certificated on afive-grade scale from A to E. Individual results will be reported.

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Regulations and guidance relating to students with particular requirements are publishedannually by the Joint Council for General Qualifications and are circulated to examinationsofficers. Further copies of guidance documentation may be obtained from the address below orby telephoning 0870 240 9800.

Edexcel is happy to assess whether special consideration can be made for students withparticular requirements. Requests should be addressed to:

Special RequirementsEdexcel FoundationStewart House32 Russell SquareLondon WC1B 5DN

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Every specification is assigned a national classification code indicating the subject area to whichit belongs.

Centres should be aware that students who enter for more than one GCE qualification with thesame classification code, will have only one grade (the highest) counted for the purpose of theschool and college performance tables.

The classification code for this specification is 1210.

Students entering for this specification may not, in the same series of examinations, enter forany other specification with the title Advanced Subsidiary or Advanced GCE Physics.

Some of the content of this Advanced Subsidiary and Advanced GCE Physics specification maycomplement that found in other level 3 qualifications. In particular, an Advanced Subsidiary orAdvanced GCE Science qualification will complement a proportion of the content of thisspecification, as will Advanced VCE in Science. There will be a small overlap of content withAdvanced Subsidiary or Advanced GCE Chemistry; for example, in the area of content relatedto Gas Laws. In that this Advanced Subsidiary and Advanced GCE Physics specificationrequires application of mathematical skills, any Advanced Subsidiary or Advanced GCEMathematics specification will complement this specification and there will be some overlapwith Applied Mathematics topics.


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The Advanced Subsidiary (AS) examination consists of two written unit tests and one teacher-assessed coursework unit. The Advanced GCE (A) examination includes the AS unit teststogether with two further unit tests (one of which includes some synoptic assessment within thecoursework assessment), and a synoptic test. Unit tests, and the AS coursework assessment,may be taken during or at the end of the course.

The Advanced Subsidiary coursework assessment will be based on laboratory practicalactivities that students have carried out as part of their normal school/college-based work, andon a short written assignment relating to physics that students have observed during an out-of-school visit. The laboratory activities should involve the use of IT in data processing andcapture. At least three activities should be assessed for each student and the marks for the besttwo chosen for assessment.

The Advanced GCE coursework assessment will be based on a two-week individual practicalproject on which students submit a written report.

The Advanced Subsidiary has a weighting of 50% when carried forward towards an AdvancedGCE award.

The scheme of examination is summarised in the table below, followed by a more detailedspecification of each component.

Component Test/Coursework AS A



Unit PSA3 (AS and A) Coursework 33.3% 16.7%

Unit PSA4 (A) Test 1 h 30 min 15%

Unit PSA5 (A)

practical project PSA5i (A) Coursework 10%

test PSA5ii (A) Test 1 h 00 min 10%

Synoptic Unit PSA6 (A) Test 1 h 30 min 15%


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All the assessment components contribute to the assessment of the Advanced Subsidiary (AS)and Advanced GCE (A) Specifications Subject Criteria for Physics. The compulsory subjectcriteria, ie core material, permeate the entire course, and are not distinguished from non-corematerial in the specification. There is no optional material in the specification. Questions, orparts of questions, that test core material will not be distinguished from those that test non-corematerial.

The unit tests will examine the content specified for each unit and will include some testing ofrelevant skills and processes.

The PSA6 synoptic test will contain questions which test knowledge, understanding and skillsacquired during the whole course. Students will be tested on their knowledge and understandingof physics content as specified in the specification, and not on their knowledge of the unitcontexts. They will be expected to apply their knowledge and understanding of physics tocontexts that may not be familiar.

Questions in the tests will be set in contexts that will in general differ from those of the teachingunits. The ‘reading time’ needed for students to think their way into an unfamiliar context willbe allowed for in the timing of the tests.

Each of the questions may range over more than one physics topic area. Where appropriate,questions will be subdivided so those students who have difficulty with one part are notprevented from answering subsequent parts.

In the Salters Horners Advanced Physics course materials, the student books and end-of-unittests contain questions that exemplify the various styles used in examinations. See the sectionentitled Textbooks and other resources.

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The various assessment components for the Advanced Subsidiary and Advanced GCEexaminations are described below. The timings and mark allocations suggested for the differenttypes of question within the tests are for guidance only and are not prescriptive.

The test for Unit 1 will not draw on material contained in any other unit. The test for Unit 2 willmainly examine material contained within that unit, but may also draw on the principlesdeveloped in Unit 1 insofar as they contribute to the knowledge and understanding of materialcontained within Unit 2. Similarly, the tests for Unit 4 and Unit 5ii will mainly examinematerial contained within these units but may draw on relevant principles from Units 1 and 2.The synoptic test, which forms Unit 6, ranges over the entire Advanced GCE specification andrequires students to bring together knowledge and understanding from different areas of physicsand to build on and develop principles and skills that have been introduced in earlier units. Thetest for Unit 6 will test material from throughout the course.

The precise specification of the written tests will ensure that students are not repeatedly testedon the same skills in different tests.

Unit 3 will assess experimental skills, and the associated knowledge and understanding,developed during the study of Units 1 and 2. The practical project in Unit 5 will assessexperimental skills, and the associated knowledge and understanding, developed during thewhole Advanced GCE course.


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PSA1 Unit Test 1 h 30 min

There will be about six compulsory questions allocated approximately 4 to 12 marks each,presented in a question–answer booklet. One of these questions will either ask students tointerpret, comment on or rephrase a sentence or short paragraph, or ask them to interpret datagiven in tabular or graphical form. In the latter case, students may be expected to plot a graph.

This test will not refer to material from any other unit.

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There will be about six compulsory questions allocated approximately 4 to 12 marks each,presented in a question–answer booklet. One of these questions will either ask students tointerpret, comment on or rephrase a sentence or short paragraph, or ask them to interpret datagiven in tabular or graphical form. In the latter case, students may be expected to plot a graph.

Some questions may refer to physical principles developed in Unit 1 where these are relevant tothe content of Unit 2.

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PSA3 Coursework

This coursework assessment has two parts:

Experimental skills 44 marks

Students submit reports of two laboratory practical activities that they have carried out as part oftheir normal school/college-based work.

Visit 16 marks

Students submit a short written assignment relating to the physics they have observed in use inthe course of out-of-school visit.

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There will be about six compulsory questions allocated approximately 4 to 12 marks each,presented in a question–answer booklet. There will be two questions, each of which may requirestudents to do one of the following: solve an unstructured problem; write a short account of thephysics relating to a given situation; answer in free prose; perform an order-of-magnitudecalculation. In the last case, students may be required to estimate quantities.

Some questions may refer to physical principles contained within Units 1 and 2.


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PSA5i Coursework

Students carry out an individual practical project, on a topic of their own choosing, takingapproximately two weeks of normal class and homework time.

The marks awarded for assessment criteria A, C and E are allocated to synoptic assessment andthe work for these assessment criteria must fulfil the criteria for synoptic assessment in order toaward the marks.

The project topics must be selected to give students an opportunity to demonstrate a knowledgeand understanding of physics content, and the use of practical and/or data handling techniques,developed in two or more units of the course.

PSA5ii Unit Test 1 h 00 min

There will be about five compulsory questions allocated approximately 4 to 12 marks each,presented in a question–answer booklet. In each test there will be one question, which mayrequire students to do one of the following: solve an unstructured problem; write a short accountof the physics relating to a given situation; answer in free prose; perform an order-of-magnitudecalculation. In the last case, students may be required to estimate quantities.

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PSA6 Synoptic Test 1 h 30 min

This comprehension and analysis test will range over the entire Advanced GCE specification,and students will be required to bring together knowledge and understanding from differentareas of physics. There will be a set of questions relating to a passage taken or adapted from ascientific book or article, which will not necessarily relate directly to the content of thespecification. The questions might ask students to explain the meaning of terms used in thepassage, rephrase parts of the passage, analyse data contained in or related to the passage,perform calculations or make deductions relating to the passage. Additionally, there will be acompulsory unstructured question and a structured question.


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The weightings of each of the Assessment Objectives in the AS (first year), A2 (second year)and for the complete Advanced GCE examination will be approximately as shown in the tablebelow. The percentages on the left of each column refer to the AS examination, those on theright to the total Advanced GCE examination. It is not intended that this should provide an exactspecification for each operational examination.

The AS has a weighting of 50% when carried forward towards an Advanced GCE award.

Assessment Objective

Component AO1

Knowledgewith

understanding

AO2

Application ofknowledge andunderstanding,synthesis and

evaluation

AO3

Experiment andinvestigation

AO4

Synthesis ofknowledge,

understandingand skills

AS A AS A AS A AS A

PSA1 Unit Test 18% 9% 15% 7.5%

PSA2 Unit Test 18% 9% 15% 7.5%

PSA3 Exp. skills,

Visit

8% 4% 5% 2.5% 20% 10%

AS total marks

AS total % 45% 35% 20%

PSA4 Unit Test 7.5% 7.5%

PSA5i Project 5% 5%

PSA5ii Unit

Test

5% 5%

PSA6 Synoptic

Test

15%

A2 total marks

A2 total %

Advanced GCEtotal marks

Advanced GCEtotal % 35% 30% 15% 20%


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Terminology, symbols and SI units will be used in accordance with the recommendations ofSigns, Symbols and Systematics (1995) published by the Association for Science Education.Certain non-SI units, such as the electronvolt, will also be used.

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Where a question requires a definition of a physical quantity, a definition in words or a wordequation will be expected, and any correct definition will be given full credit. A definingequation written in symbols will be given full credit provided that the meanings of the symbolsare given.

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Students will be expected to have an electronic calculator conforming to Edexcel’s regulationswhen answering all tests. The calculator should have the following keys and functions:

+, −, ×, ÷, π, x2, √x, xy

lg x, ln x, ex, 10x (or EE or EXP) and their inverses

sin x, cos x, tan x and their inverses, in degrees and in radians

Memory.

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In carrying out calculations, and especially when using a calculator, students should showclearly all expressions to be evaluated and record all the steps in their working. The number ofsignificant figures given in an answer to a numerical question should match the number ofsignificant figures given in the question.

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The mathematical requirements are listed as part of the specification content.

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Students will be expected to know the formulae and relationships required by the subject core.These are listed as part of the specification content. A list of data, formulae and relationshipswill be provided for students to use in each written test of the examination. Any additionalformulae and data required will be included with the questions where appropriate.


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Assessment of this specification will be available in English only. Assessment materials will bepublished in English and all written and spoken work submitted for examination and moderationmust be produced in English.

Students may use a bilingual dictionary between their mother tongue and English in theexamination in accordance with Edexcel’s regulations. The dictionary must be a basictranslation dictionary which does not contain additional information which could give thestudent an unfair advantage. Dictionaries of scientific terms and textbooks may not be usedunder any circumstances.

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Quality of written communication is not given a specific mark in any of the written tests.However, students are reminded that they should use clear English when writing their answers.Students must make their meaning clear in order to gain each mark. A correct answer which iscontradicted by an incorrect one will cancel the mark. Irrelevant material in the answer will beignored.

In the coursework assignments, students will be expected to produce written work that is wellorganised and clearly written, and their quality of written communication will be assessed ineach of the coursework units, namely Units 3 and 5i.


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The Salters Horners Advanced Physics Advanced Subsidiary (AS) course consists of six courseunits plus a visit (or other outside contact). The Advanced GCE (A) course contains all the ASmaterial plus an additional five course units and an extended practical project.

Each course unit is driven by a context within which physics concepts and skills are developed,and which illustrates the relevance of physics to social, philosophical, economic and industrialmatters. The units contain a variety of student activities, including laboratory practical work,applications of IT, data analysis, group discussions, presentations and so on. In addition todeveloping students’ knowledge and understanding of physics, these activities provideopportunities for students to develop key skills and to address spiritual, moral and culturalissues where relevant to physics.

For assessment purposes, the course is divided into Assessment Units as shown below.

Unit 1: Physics at work, rest and play AS and A The Sound of Music MUS

Technology in Space SPC

Higher, Faster, Stronger HFS

Unit 2: Physics for life AS and A Good Enough to Eat EAT

Digging up the Past DIG

Spare Part Surgery SUR

Unit 3: Working with physics AS and A Coursework assessment:

experimental skills

visit

Unit 4: Moving with physics A only Transport on Track TRA

The Medium is theMessage

MDM

Probing the Heart ofMatter

PRO

Unit 5: Physics from creation to collapse

Unit 5i A only Coursework assessment:

practical project

Unit 5ii A only Reach for the Stars STA

Build or Bust? BLD

Unit 6 Synoptic assessment

The course is structured so that material in each Assessment Unit builds on that specified for theprevious unit, so the Assessment Units should be taught in the order in which they are listed.Within each Assessment Unit, however, there is no prescribed teaching order.


Each content-based Assessment Unit is intended to require about 65–70 hours of teaching time,including practical work. Within each, the course units may be of unequal length.

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This listing of the specification provides guidance on the organisation of the content in ateaching scheme. There are cross-references showing how areas of physics are developed asstudents progress through the course. There are codes to denote Assessment Unit and courseunit: eg 1/MUS denotes Unit 1/The Sound of Music.

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Owing to the spiral nature of the course, there are learning outcomes included from NationalCurriculum KS4 GCSE Science: Double Award in the earlier parts of this course. Theseoutcomes are underlined.

Where students are required to ‘use’ an item specified here (eg a relationship, definition or law),they may be expected to manipulate and apply it in discussion and calculation relating to a(novel) situation, and to describe, explain and discuss its origins, implications and limitations.


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A study of music and recorded sound, focusing on the production of sound by musicalinstruments and the operation of a CD player.

Main topics:

• synthesised and ‘live’ sounds

• standing waves in string and wind instruments

• reading a CD by laser.

Waves and photons are used to model the behaviour of light.

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• understand and use the terms amplitude, frequency, period, speed and wavelength

• recall and use the wave equation v = fλ

• recall that a sound wave is a longitudinal wave which can be described in terms of thedisplacement of molecules or changes in pressure

• recognise and use the expression v = √(T/µ) for the speed of a wave on a string or wire

• use graphs to represent transverse and longitudinal waves, including standing waves

• explain and use the concepts of coherence, path difference, superposition and phase

• explain what is meant by a standing wave, how such a wave is formed, and identify nodesand antinodes

• identify the physical factors (eg length, tension, mass per unit length) which affect the pitchof a musical note produced by a string and by a pipe, and hence explain how the pitch maybe controlled

• distinguish between analogue and digital signals

• use ray diagrams to trace the path of light through an optical system

• understand and use the terms focal length, power (of a lens), critical angle

• explain how the behaviour of light can be described in terms of waves and photons

• explain atomic line spectra in terms of transitions between discrete energy levels.


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The following topics are introduced here and further developed in other course units:

• travelling waves (2/SUR, 5/BLD, 5/STA)

• superposition, interference and standing waves (5/BLD)

• refraction and reflection (2/EAT, 2/SUR, 5/BLD)

• photons and energy levels (2/DIG, 4/PRO)

• signals (4/TRA, 4/MDM).


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This unit focuses on a satellite whose instruments are run from a solar power supply and alsoneed to be maintained at a suitable operating temperature.

Main topics:

• illuminating solar cells

• combining sources of emf

• the effect of temperature on electrical properties

• cooling by water circulation.

Mathematical models are developed to describe ohmic behaviour and the variation of resistancewith temperature. Simple conceptual models are used for the flow of charge in a circuit, for theoperation of a photocell, and for the variation of resistance with temperature.

The unit includes opportunities to develop IT skills using the internet, spreadsheets and softwarefor data analysis and display.



• describe electric current as the rate of flow of charged particles and recall and use theexpression ∆Q = I∆t

• recall and use the expression V = W/Q

• define and use the concepts of emf and internal resistance and distinguish between emf andterminal potential difference

• recall and use the fact that resistance is defined by R = V/I and that Ohm’s Law is a specialcase when I ∝ V

• recognise and use the relationships between current, voltage and resistance, for series andparallel circuits, and appreciate that these relationships are a consequence of theconservation of charge and energy

• recall and use the expressions P = VI, W = VIt; and derive and use related expressions (eg P = I 2R)

• recall and use the fact that the maximum power transfer from a source of emf is achievedwhen the load resistance is equal to the internal resistance

• recognise and use the expression ∆E = mc∆θ

• explain the principles involved in a continuous flow technique to measure thermal energytransfer

• recognise and use the expression % efficiency = [useful energy (or power) output/totalenergy (or power) input] × 100%

• recall that the resistance of metallic conductors increases with increasing temperature andthat the resistance of NTC thermistors decreases with increasing temperature

• explain, qualitatively, how changes of resistance with temperature may be modelled interms of lattice vibrations and number of conduction electrons.




• current, emf and potential difference (2/DIG)

• resistance and DC circuits (2/DIG, 4/TRA)

• microscopic properties of materials (2/SUR, 2/DIG, 4/MDM).


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In this unit, students use video clips and laboratory practical activities to study some of thephysics behind a variety of sports.

Main topics:

• speed and acceleration in sprinting and jogging

• work and power in weightlifting

• forces and equilibrium in rock-climbing

• forces and projectiles in tennis

• force and energy in bungee jumping.

This unit introduces some ideas about using small changes which are general to muchmathematical modelling in physics.

The unit includes opportunities to develop IT skills using an interactive CD ROM, the internet,spreadsheets and datalogging.



• distinguish between scalar and vector quantities and give examples of each

• resolve a vector into two components at right angles to each other by drawing and bycalculation

• combine two coplanar vectors at any angle to each other by drawing, and at right angles toeach other by calculation

• construct displacement/time and velocity/time graphs for uniformly accelerated motion

• determine the slope and area of a graph by drawing and (in the case of a straight-line graph)by calculation

• identify and use the physical quantities derived from the slopes and areas ofdisplacement/time and velocity/time graphs, including cases of non-uniform acceleration

• recall and use the expressions v = ∆x/∆t and a = ∆v/∆t

• recognise and use the kinematic equations for motion in one dimension with constantvelocity or constant acceleration

• recognise and make use of the independence of vertical and horizontal motion of aprojectile moving freely under gravity

• recall and use the relationship F = ma in situations where mass is constant

• recall and use the independent effect of perpendicular components of a force

• understand and use the concept of work in terms of the product of a force and adisplacement in the direction of that force, including situations where the force is not alongthe line of motion

• calculate power from the rate at which work is done or energy is transferred

• recall and use the relationship Ek = ½ mv2 for the kinetic energy of a body


• recall and use the fact that the strength of a gravitational field is g = F/m and hence thatweight W = mg

• recall and use the relationship ∆Egrav = mg∆h for the gravitational potential energytransferred near the Earth’s surface

• apply the principle of conservation of energy to examples involving gravitational potentialenergy and kinetic energy.



• vectors (4/PRO)

• using graphs (2/DIG, 4/MDM, 4/PRO)

• kinematics and dynamics (2/EAT, 4/TRA)

• kinetic energy and work (4/TRA, 4/PRO, 5/STA)

• bulk properties of solids (2/EAT, 2/SUR, 5/BLD).


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A case-study of the production, testing and packaging of chocolate-covered biscuits. This unitincludes many opportunities to develop experimental skills and techniques.

Main topics:

• measuring and controlling the flow of a viscous liquid

• mechanical testing of products

• measuring sugar content by refraction and polarisation.

The unit includes opportunities to develop IT skills using the internet, spreadsheets anddatalogging.



• understand and use the terms density, laminar flow, streamline flow, terminal velocity,turbulent flow, upthrust and viscous drag

• recall that the rate of flow of a fluid is related to its viscosity

• recognise and use the expression for Stokes’s Law, F = 6πηrv

• recall that the viscosities of most fluids change with temperature

• distinguish between elastic and plastic deformation of a material

• explain what is meant by the terms brittle, ductile, hard, malleable, stiff and tough, usethese terms, and give examples of materials exhibiting such behaviour

• recognise and use the expression for refractive index µ = sin i/sin r = v1/v2 and predictwhether total internal reflection will occur at an interface

• explain how to measure the refractive index of a liquid and how this can be used incomparing the concentrations of, for example, sugar solutions

• explain what is meant by plane polarised light (simple picture only, not E and B fields)

• explain how to measure the rotation of the plane of polarisation by a liquid and how this canbe used in comparing the concentrations of, for example, sugar solutions.


The following topics in this unit are also treated in other units:

• kinematics and dynamics (1/HFS, 4/TRA)

• refraction and reflection (1/MUS, 2/SUR, 5/BLD)

• bulk properties of solids (2/SUR, 5/BLD).


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The excavation of an archaeological site, from geophysical surveying to artefact analysis anddating.

Main topics:

• resistivity surveying

• artefact analysis by X-ray diffraction

• ionising radiation and thermoluminescence

• detecting small amounts of light using photomultipliers.

This unit includes the use of photons to model the behaviour of light, and shows how models ofradiation damage are used in thermoluminescent dating.

The unit includes opportunities to develop IT skills using the internet and software simulations.



• recall and use the relationship R = ρ l/A and derive and use related expressions(eg R = l/σA)

• express quantities with a very large range, eg resistivities of materials, using log10 of thosequantities

• explain how the potential along a uniform current-carrying wire varies with the distancealong it and how this variation can be made use of in a potential divider

• explain qualitatively how the potential varies with distance in a non-uniform current-carrying wire or other medium

• show an awareness of the existence and origin of background radiation, past and present

• recognise nuclear radiations (alpha, beta and gamma) from their penetrating power andionising ability

• recall that waves can be diffracted and that substantial diffraction occurs when the size ofthe gap or obstacle is comparable with the wavelength of the radiation

• recall and use the fact that the amount of light emitted in thermoluminescence depends onthe number of electrons trapped in ‘defect energy levels’ and hence on the nuclear radiationto which the material has been exposed

• recognise and use the expression E = hf to calculate the highest frequency of radiation thatcould be emitted in a transition across a known energy band gap or between known energylevels

• recall that the absorption of a photon can result in the emission of a photoelectron

• understand and use the terms threshold frequency and work function and recognise and usethe expression hf = φ + ½ mv2max

• use the slope and intercept of a graph of a relationship of the form y = mx + c to analyse aphysical situation.




• radioactivity (5/STA)

• diffraction (2/SUR).


• resistance and DC circuits (1/SPC, 4/TRA)

• photons and energy levels (1/MUS, 4/PRO)

• microscopic properties of materials (1/SPC, 2/SUR, 4/MDM)

• using graphs (1/HFS, 4/MDM, 4/PRO).


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A study of the physics associated with hip replacements, lenses and ultrasound scanning.

Main topics:

• mechanical properties of bone

• lens implants and the optical system of the eye

• polymeric materials for lens implants and artificial bone

• ultrasound imaging of the heart.

In this unit, students use a wave model to explain the diffraction of electrons. They also usephysical models: artificial materials model the behaviour of bone and of eyes.



• explain the meaning of, use and calculate tensile/compressive stress, tensile/compressivestrain, strength, breaking stress, stiffness and Young Modulus

• draw force–extension, force–compression, and tensile/compressive stress-strain graphs andidentify the limit of proportionality, elastic limit and yield point

• calculate the elastic strain energy Eel in a deformed material sample, using the expressionEel = ½ Fx where applicable, and from the area under its force/extension graph

• use electron diffraction images to deduce ordered structure, or lack of it

• understand the need for a wave model when explaining electron diffraction

• recall that polymers consist of long chain molecules in varying states of order and disorder

• recognise and use the equation 1/v + 1/u = 1/f for a thin lens (with the real-is-positive signconvention)

• recall that, in general, waves are transmitted and reflected at an interface between media

• explain how different media affect the transmission/reflection of waves travelling from onemedium to another

• explain how a pulse-echo technique can provide details of the position and/or speed of anobject

• explain qualitatively how the movement of a source of sound or light relative to anobserver/detector gives rise to a shift in frequency (Doppler effect).



• travelling waves (1/MUS, 5/BLD, 5/STA)

• refraction and reflection (1/MUS, 2/EAT, 5/BLD)

• bulk properties of solids (2/EAT, 5/BLD)

• microscopic properties of solids (1/SPC, 2/DIG, 4/MDM).


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A study of a modern rail transportation system with an emphasis on safety and control.

Main topics:

• track circuits and signalling

• sensing speed

• mechanical braking

• regenerative and eddy-current braking

• crash-proofing.

In this unit, students use mathematical models to describe the behaviour of moving vehicles andto model electromagnetic induction and capacitor discharge.

The unit includes opportunities to develop IT skills using datalogging, spreadsheets and aninteractive CD ROM.



• recall and use the expression p = mv and apply the principle of conservation of linearmomentum to problems in one dimension

• relate net force to rate of change of momentum in situations where mass is constant

• understand and apply the principle of conservation of energy, and determine whether acollision is elastic or inelastic

• explain qualitatively the factors affecting the emf induced in a coil when there is relativemotion between the coil and a permanent magnet and when there is a change of current in aprimary coil linked with it

• understand and use the terms magnetic flux density B, flux Φ and flux linkage ΝΦ

• recognise and use the expression E = −d(NΦ)/dt and explain how it is a consequence ofFaraday’s and Lenz’s Laws

• describe the operation of an ideal transformer and recall and use the relationshipNs/Np = Vs/Vp

• recognise and use the expression F = Bil sin θ

• recognise digital signals and describe how they can be used in situations incorporatingfeedback and control

• recall and use the expression C = Q/V

• recall and explain the effect that a change of resistance or capacitance has in timing circuits

• recall that the growth and decay curves for resistor–capacitor circuits are exponential, andknow the significance of the time constant RC


• recognise and use the expression Q = Qo e−t/RC and derive and use related expressions, forexponential discharge in RC circuits.



• momentum (4/PRO)

• capacitance (4/MDM)

• B-fields (4/MDM, 4/PRO).


• kinematics and dynamics (1/HFS, 2/EAT)

• kinetic energy and work (1/HFS, 4/PRO, 5/STA)

• resistance and DC circuits (1/SPC, 2/DIG)

• signals (1/MUS, 4/MDM).


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In the context of aircraft, students learn about some modern communication and displaytechniques: transmission of signals, CCD imaging, cathode-ray tube, LCD and LED displays.

Main topics:

• digital and analogue signals

• modulation

• fibre optics and exponential attenuation

• the TV tube

• liquid crystal and LED displays.

In this unit, students use exponential functions to model attenuation losses.

The unit includes opportunities to develop IT skills using computer simulations.



• understand and use the terms companding, quantisation and sampling

• recall some advantages and limitations of digital and analogue transmission systems

• understand the term modulation and be able to outline the principles of amplitudemodulation (AM), frequency modulation (FM) and pulse code modulation (PCM)

• explain the principles of how waveforms are encoded and decoded and the need for asampling rate greater than twice the frequency of the signal being sampled

• explain the principles of frequency division multiplexing (FDM) and time divisionmultiplexing (TDM) and why such techniques are needed

• recall and use the expression C = Q/V

• recognise and use the expression W = ½ QV for the energy stored by a capacitor, derive theexpression from the area under a graph of charge stored against potential difference, andderive and use related expressions, eg W = ½ CV 2

• recall some advantages and disadvantages of optical fibre and coaxial cables

• explain the effect of dispersion in an optical fibre and know how this can be reduced withboth graded index and single mode fibres

• recognise and use the expression I = Io e−µx as applied to attenuation losses

• plot data on a logarithmic graph and hence determine whether they change exponentially

• explain what is meant by an electric field and recognise and use the expression electric fieldstrength E = F/Q

• recall that applying a potential difference to two parallel plates produces a uniform electricfield in the central region between them, and recognise and use the expression E = V/d

• understand and use the term magnetic flux density

• recognise and use the expression F = Bqv sin θ


• recall that electrons are released in the process of thermionic emission and explain how theycan be accelerated by electric and magnetic fields.



• capacitance (4/TRA)

• force fields (4/PRO)

• radiation (5/STA).


• B-fields (4/TRA, 4/PRO)

• signals (1/MUS, 4/TRA)

• using graphs (1/HFS, 2/DIG, 4/PRO).


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An area of fundamental physics that is the subject of current research, involving the accelerationand detection of high-energy particles and the interpretation of experiments.

Main topics:

• alpha scattering and the nuclear model of the atom

• accelerating particles to high energies

• detecting and interpreting interactions between particles

• the quark-lepton model.

In this unit, students study the development of the nuclear model and the quark-lepton model todescribe the behaviour of matter on a subatomic scale.

The unit includes opportunities to develop IT skills using the internet and computer simulations.



• explain the role of electric fields in particle accelerators and detectors

• explain the role of magnetic fields in particle accelerators and detectors

• recall and use the expression F = kQ1Q2/r2, where k = 1/4πεο

• derive and use the expression E = kQ/r2 for the electric field due to a point charge

• describe how large-angle alpha particle scattering gives evidence for a nuclear atom

• plot data on a logarithmic graph and hence decide whether data obey a power law and, ifthey do, determine the exponent

• recognise and use the expression ∆E = c2∆m in situations involving the creation andannihilation of particles

• be aware of relativistic effects and that these need to be taken into account at speeds nearthat of light (use of relativistic equations not required)

• use the non-SI units MeV and GeV (energy) and MeV/c2 and GeV/c2 (mass), and convertbetween these and SI units

• recognise and use the expression λ = h/p for the de Broglie wavelength

• explain why high energies are required to break particles into their constituents and to seefine structure

• derive and use the expression Ek = p2/2m for the kinetic energy of a (non-relativistic)particle

• recall how to calculate the momentum of (non-relativistic) particles and be able to apply theprinciple of conservation of linear momentum to problems in one and two dimensions

• recall and use the fact that charge, energy and momentum are always conserved ininteractions between particles

• combine any number of coplanar vectors at any angle to each other by drawing


• express angular displacement in radians and in degrees and be able to convert between thoseunits

• understand the concept of angular velocity, and recognise and use the relationshipsv = ω r and T = 2π/ω

• recall and use the expression for centripetal force F = mv2/r

• derive and use the expressions for centripetal acceleration a = v2/r and a = rω2

• recognise and use the expression r = p/BQ for a charged particle in a magnetic field

• write and interpret equations using standard nuclear notation and standard particle symbols(eg π+, e−)

• recall that in the standard quark-lepton model each particle has a corresponding antiparticle,that baryons (eg neutrons and protons) are made from three quarks and mesons (eg pions)from a quark and an antiquark and that the symmetry of the model predicted the top andbottom quark.



• motion in a circle (5/STA)

• inverse-square-law fields (5/STA).


• momentum (4/TRA)

• kinetic energy and work (1/HFS, 4/TRA, 5/STA)

• photons and energy levels (1/MUS, 2/DIG)

• force fields (2/EAT, 2/DIG, 4/MDM)

• B-fields (4/MDM, 4/TRA)

• vectors (1/HFS)

• using graphs (1/HFS, 2/DIG, 4/MDM).


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This unit focuses on the physical interpretation of observations, and on the formation andevolution of stars.

Main topics:

• distances of stars

• masses of stars

• energy sources in stars

• star formation

• star death and creation of chemical elements

• the history and future of the universe.

This unit uses the molecular kinetic theory model of matter and includes a study of the BigBang model of the universe. It also involves mathematical modelling of gravitational force andof radioactive decay.

The unit includes opportunities to develop IT skills using the internet, datalogging, simulationsand CD ROM.



• recognise and use the expression F = L/4πd 2

• recognise and use a simple Hertzsprung-Russell diagram to relate luminosity andtemperature for main sequence stars

• recognise and use the expressions z = ∆λ/λ ≈ ∆f/f ≈ v/c for a source of electromagneticradiation moving relative to an observer and z = Hod/c for objects at cosmological distances

• recall and use the expression F = Gm1m2/r2

• derive and use the expression g = Gm/r2 for the gravitational field due to a point mass

• be aware of the controversy over the age and ultimate fate of the Universe associated withthe value of the Hubble Constant and the possible existence of dark matter

• recall similarities and differences between electric and gravitational fields

• describe the processes of nuclear fusion and fission

• explain the mechanism of nuclear fusion and the need for high densities of matter and hightemperatures to bring it about and maintain it

• understand and use the terms nucleon number (mass number) and proton number (atomicnumber)

• understand the concept of nuclear binding energy, and recognise and use the expression∆E = c2∆m


• appreciate the spontaneous and random nature of nuclear decay

• determine the half lives of radioactive isotopes graphically and recognise and use theexpressions for radioactive decay: dN/dt = −λN, λ = ln 2/t½ and N = No e−λt

• understand the concept of absolute zero, how the average kinetic energy of molecules isrelated to the absolute temperature, and understand the concept of internal energy as therandom distribution of potential and kinetic energy amongst molecules

• recognise and use the expression 1/2 m<c2> = 3/2 kT

• recall and use the expression pV = nRT as the equation of state for an ideal gas.



• motion in a circle (4/PRO)

• kinetic energy and work (1/HFS, 4/TRA, 4/PRO)

• radiation (1/SPC, 4/MDM)

• radioactivity (2/DIG)

• nuclear energy (4/PRO)

• travelling waves (1/MUS, 2/SUR, 5/BLD)

• inverse-square law fields (4/PRO).


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A study of some aspects of building design, including withstanding earthquake damage,vibration isolation and sound-proofing.

Main topics:

• earthquake detection

• vibration and resonance in structures

• damping vibrations using ductile materials

• measuring and controlling noise.

This unit uses the mathematics of simple harmonic motion to model the behaviour of oscillators,and uses physical models to explore the behaviour of structures.

The unit includes opportunities to develop IT skills using datalogging and spreadsheets.



• recall that the condition for simple harmonic motion is F = −kx and hence identify situationsin which simple harmonic motion will occur

• recognise and use the expressions a = −ω2x, a = −Aω2 cos ω t, x = A cos ω t andT = 2π/ω as applied to a simple harmonic oscillator

• recall that the total energy of an undamped simple harmonic system remains constant andrecognise and use expressions for total energy of an oscillator

• distinguish between free, damped and forced oscillations

• recall how the amplitude of a forced oscillation changes at and around the natural frequencyof a system and describe, qualitatively, how damping affects resonance

• explain how damping and the plastic deformation of ductile materials reduce the amplitudeof oscillation

• explain why good absorbers of sound tend to be made of porous materials made up of smallfibres or cells surrounded by air

• explain how negative feedback and the principle of superposition are used to bring aboutactive noise control

• recognise and use the expression for the speed of longitudinal waves in a solid,v = √(E/ρ) (where E is the Young modulus)

• recall that the intensity of a sound wave is directly proportional to the square of itsamplitude.



• travelling waves (1/MUS, 2/SUR, 5/STA)

• superposition and standing waves (1/MUS)


• refraction and reflection (1/MUS, 3/EAT, 2/SUR)

• bulk properties of solids (2/EAT, 2/SUR).


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This listing of the specification repeats the content listed above. Each statement is coded toindicate the Assessment Unit and course unit in which is first introduced. For example, 1/MUSdenotes Assessment Unit 1/The Sound of Music.

All the content listed below is required for Advanced GCE. Content introduced in Units 4 and 5is required only in A2 (the second half of the course).

The headings are the same as those used in the QCA subject criteria for physics, where relevant.The numbers in brackets alongside each heading are those used in the QCA document.

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Where students are required to ‘use’ an item specified here (eg a relationship, definition or law),they may be expected to manipulate and apply it in discussion and calculation relating to a(novel) situation, and to describe, explain or discuss its origins, implications and limitations.

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Vectors (3.6.1)


• distinguish between scalar and vector quantities and give examples of each 1/HFS

• resolve a vector into two components at right angles to each other by drawingand by calculation

1/HFS

• combine two coplanar vectors at any angle to each other by drawing, and atright angles to each other by calculation

1/HFS

• combine any number of coplanar vectors at any angle to each other by drawing. 4/PRO

Kinematics (3.6.2)


• construct displacement/time and velocity/time graphs for uniformly acceleratedmotion

1/HFS

• identify and use the physical quantities derived from the slopes and areas ofdisplacement/time and velocity/time graphs, including cases of non-uniformacceleration

1/HFS

• recall and use the expressions v = ∆x/∆t and a = ∆v/∆t 1/HFS

• recognise and use the kinematic equations for motion in one dimension withconstant velocity or constant acceleration

1/HFS

• recognise and make use of the independence of vertical and horizontal motionof a projectile moving freely under gravity.

1/HFS


Dynamics (3.6.3)


• recall and use the relationship F = ma in situations where mass is constant 1/HFS

• recall and use the independent effect of perpendicular components of a force. 1/HFS

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• understand the concept of angular velocity, and recognise and use therelationships v = ω r and T = 2π/ω

4/PRO

• recall and use the expression for centripetal force F = mv2/r 4/PRO

• derive and use the expressions for centripetal acceleration a = v2/r and a = rω. 4/PRO

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Momentum concepts (3.7.1)


• relate net force to rate of change of momentum in situations where mass isconstant

4/TRA

• recall and use the expression p = mv and apply the principle of conservation oflinear momentum to problems in one dimension

4/TRA

• recall how to calculate the momentum of (non-relativistic) particles and be ableto apply the principle of conservation of linear momentum to problems in oneand two dimensions.

4/PRO

Energy concepts (3.7.2)


• understand and use the concept of work in terms of the product of a force and adisplacement in the direction of that force, including situations where the forceis not along the line of motion

1/HFS

• calculate power from the rate at which work is done or energy is transferred 1/HFS

• recall and use the relationship ∆Egrav = mg∆h for the gravitational potentialenergy transferred near the Earth’s surface

1/HFS

• calculate the elastic strain energy Eel in a deformed material sample, using theexpression Eel = ½ Fx where applicable, and from the area under itsforce/extension graph

2/SUR

• recall and use the relationship Ek = ½ mv2 for the kinetic energy of a body 1/HFS

• apply the principle of conservation of energy to examples involvinggravitational potential energy and kinetic energy

1/HFS


• derive and use the expression Ek = p2/2m for the kinetic energy of a (non-relativistic) particle

4/PRO

• understand and apply the principle of conservation of energy, and determinewhether a collision is elastic or inelastic

4/TRA

• recognise and use the expression ∆E = mc∆θ 1/SPC

• explain the principles involved in a continuous flow technique to measurethermal energy transfer

1/SPC

• recognise and use the expression % efficiency = [useful energy (or power)output/total energy (or power) input] × 100%.

1/SPC

Molecular kinetic theory (3.7.3)


• understand the concept of absolute zero, how the average kinetic energy ofmolecules is related to the absolute temperature, and understand the concept ofinternal energy as the random distribution of potential and kinetic energyamongst molecules

5/STA

• recognise and use the expression 1/2 m<c2> = 3/2 kT 5/STA

• recall and use the expression pV = nRT as the equation of state for an ideal gas. 5/STA

Radiation


• recognise and use the expression I = I0e−µx as applied to attenuation losses 4/MDM

• recognise and use the expression F = L/4πd 2 5/STA

• recognise and use a simple Hertzsprung–Russell diagram to relate luminosityand temperature for main sequence stars.

5/STA

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Current (3.8.1)


• describe electric current as the rate of flow of charged particles and recall anduse the expression ∆Q = I∆t.

1/SPC

Emf and potential difference (3.8.2)


• recall and use the expression V = W/Q 1/SPC

• define and use the concepts of emf and internal resistance and distinguishbetween emf and terminal potential difference

1/SPC

• recall and use the fact that the maximum power transfer from a source of emf isachieved when the load resistance is equal to the internal resistance.

1/SPC


Resistance (3.8.3)


• recall and use the fact that resistance is defined by R = V/I and that Ohm’s Lawis a special case when I ∝ V

1/SPC

• recall and use the expressions P = VI and W = Vit; and derive and use relatedexpressions (eg P = I2R)

1/SPC

• recall that the resistance of metallic conductors increases with increasingtemperature and that the resistance of NTC thermistors decreases withincreasing temperature

1/SPC

• recall and use the relationship R = ρl/A and derive and use related expressions(eg R = l/σA).

2/DIG

DC circuits (3.8.4)


• recognise and use the relationships between current, voltage and resistance, forseries and parallel circuits, and appreciate that these relationships are aconsequence of the conservation of charge and energy

1/SPC

• explain how the potential along a uniform current-carrying wire varies with thedistance along it and how this variation can be made use of in a potentialdivider

2/DIG

• explain qualitatively how the potential varies with distance in a non-uniformcurrent-carrying wire or other medium.

2/DIG

Capacitance (3.8.5)


• recall and use the expression C = Q/V 4/TRA, MDM

• recall and explain the effect that a change of resistance or capacitance has intiming circuits

4/TRA

• recognise and use the expression W = ½ QV for the energy stored by acapacitor, derive the expression from the area under a graph of charge storedagainst potential difference, and derive and use related expressionseg W = ½ CV 2

4/MDM

• recall that the growth and decay curves for resistor-capacitor circuits areexponential, and know the significance of the time constant RC

4/TRA

• recognise and use the expression Q = Qoe−t/RC, and derive and use relatedexpressions for exponential discharge in RC circuits.

4/TRA

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Probing matter (3.9.1)


• describe how large-angle alpha particle scattering gives evidence for a nuclearatom

4/PRO

• recall that electrons are released in the process of thermionic emission andexplain how they can be accelerated by electric and magnetic fields.

4/MDM


Ionising radiation (3.9.2)


• show an awareness of the existence and origin of background radiation, pastand present

2/DIG

• recognise nuclear radiations (alpha, beta and gamma) from their penetratingpower and ionising ability

2/DIG

• write and interpret balanced nuclear equations using standard notation 4/PRO

• understand and use the terms nucleon number (mass number) and protonnumber (atomic number)

5/STA

• appreciate the spontaneous and random nature of nuclear decay 5/STA

• determine the half lives of radioactive isotopes graphically and recognise anduse the expressions for radioactive decay:dN/dt = −λN λ = ln 2/t½ N = Noe−λt

5/STA

Energy (3.9.3)


• explain the mechanism of nuclear fusion and the need for high densities ofmatter and high temperatures to bring it about and maintain it

5/STA

• describe the processes of nuclear fusion and fission 5/STA

• understand the concept of nuclear binding energy, and recognise and use theexpression ∆E = c2∆m.

5/STA

Subatomic particle physics


• use the non-SI units MeV and GeV (energy) and MeV/c2 and GeV/c2 (mass),and convert between these and SI units

4/PRO

• explain why high energies are required to break particles into their constituentsand to see fine structure

4/PRO

• recognise and use the expression ∆E = c2∆m in situations involving the creationand annihilation of particles

4/PRO

• be aware of relativistic effects and that these need to be taken into account atspeeds near that of light (use of relativistic equations not required)

4/PRO

• write and interpret reaction equations using standard particle symbols(eg π+, e−)

4/PRO

• recall that in the standard quark-lepton model each particle has a correspondingantiparticle, that baryons (eg neutrons and protons) are made from three quarksand mesons (eg pions) from a quark and an antiquark and that the symmetry ofthe model predicted the top and bottom quark

4/PRO

• recall and use the fact that charge, energy and momentum are always conservedin interactions between particles.

4/PRO


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Photons (3.10.1)


• explain how the behaviour of light can be described in terms of waves andphotons

1/MUS

• explain atomic line spectra in terms of transitions between discrete energylevels

1/MUS

• recognise and use the expression E = hf to calculate the highest frequency ofradiation that could be emitted in a transition across a known energy band gapor between known energy levels

2/DIG

• recall that the absorption of a photon can result in the emission of aphotoelectron

2/DIG

• understand and use the terms threshold frequency and work function andrecognise and use the expression hf = φ + ½ mv2max

2/DIG

• recognise and use the expression λ = h/p for the de Broglie wavelength. 4/PRO

Matter (3.10.2)


• understand the need for a wave model when explaining electron diffraction 2/SUR

• use electron diffraction images to deduce ordered structure, or lack of it. 2/SUR

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Travelling waves (3.11.1, part)


• understand and use the terms amplitude, frequency, period, speed andwavelength

1/MUS

• recall and use the wave equation v = fλ 1/MUS

• recall that a sound wave is a longitudinal wave which can be described in termsof the displacement of molecules or changes in pressure

1/MUS

• recall that the intensity of a sound wave is directly proportional to the square ofits amplitude

5/BLD

• recognise and use the expression v = √(T/µ) for the speed of a wave on a stringor wire

1/MUS

• recognise and use the expression for the speed of longitudinal waves in a solidv = √(E/ρ), where E is the Young modulus

5/BLD

• explain qualitatively how the movement of a source of sound or light relative toan observer/detector gives rise to a shift in frequency (Doppler effect)

2/SUR


• explain how a pulse-echo technique can provide details of the position and/orspeed of an object

2/SUR

• recognise and use the expressions z = ∆λ/λ ≈ ∆f/f ≈ v/c for a source ofelectromagnetic radiation moving relative to an observer and z = Hod/c forobjects at cosmological distances.

5/STA

Superposition, interference and standing waves (3.11.1, part)


• use graphs to represent transverse and longitudinal waves, including standingwaves

1/MUS

• explain and use the concepts of coherence, path difference, superposition andphase

1/MUS

• explain what is meant by a standing wave, how such a wave is formed, andidentify nodes and antinodes

1/MUS

• identify the physical factors (eg length, tension, mass per unit length) whichaffect the pitch of a musical note produced by a string and by a pipe, and henceexplain how the pitch may be controlled

1/MUS

• explain how negative feedback and the principle of superposition are used tobring about active noise control.

5/BLD

Polarisation and diffraction (3.11.1, part)


• explain what is meant by plane polarised light (simple picture only, not E and Bfields)

2/EAT

• explain how to measure the rotation of the plane of polarisation by a liquid andhow this can be used in comparing the concentrations of, for example, sugarsolutions

2/EAT

• recall that waves can be diffracted and that substantial diffraction occurs whenthe size of the gap or obstacle is comparable with the wavelength of theradiation.

2/DIG

Refraction and reflection


• understand and use the terms focal length, power (of a lens), critical angle 1/MUS

• use ray diagrams to trace the path of light through an optical system 1/MUS

• recognise and use the equation 1/v + 1/u = 1/f for a thin lens (with the real-is-positive sign convention)

2/SUR

• recognise and use the expression for refractive indexµ = sin i/sin r = v1/v2 and predict whether total internal reflection will occur atan interface

2/EAT

• explain how to measure the refractive index of a liquid and how this can beused in comparing the concentrations of, for example, sugar solutions

2/EAT


• recall that, in general, waves are transmitted and reflected at an interfacebetween media

2/SUR

• explain how different media affect the transmission/reflection of wavestravelling from one medium to another.

2/SUR

Oscillations (3.11.2)


• recall that the condition for simple harmonic motion is F = −kx and henceidentify situations in which simple harmonic motion will occur

5/BLD

• recognise and use the expressionsa = −ω2x and a = −Aω

2 cos ω t; x = A cos ω t and T = 2π/ωas applied to a simple harmonic oscillator

5/BLD

• recall that the total energy of an undamped simple harmonic system remainsconstant and recognise and use the expressions for total energy of an oscillator

5/BLD

• distinguish between free, damped and forced oscillations 5/BLD

• recall how the amplitude of a forced oscillation changes at and around thenatural frequency of a system and describe, qualitatively, how damping affectsresonance.

5/BLD

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Force fields (3.12.1)


• recall and use the fact that the strength of a gravitational field isg = F/m and hence that weight W = mg

1/HFS

• explain what is meant by an electric field and recognise and use the expressionelectric field strength E = F/Q

4/MDM

• recall that applying a potential difference to two parallel plates produces auniform electric field in the central region between them, and recognise and usethe expression E = V/d

4/MDM

• explain the role of electric fields in particle accelerators and detectors 4/PRO

• recall and use the expression F = kQ1Q2/r2, where k = 1/4πεο 4/PRO

• derive and use the expression E = kQ/r2 for the electric field due to a pointcharge

4/PRO

• recall and use the expression F = Gm1m2/r2 5/STA

• derive and use the expression g = Gm/r2 for the gravitational field due to apoint mass

5/STA

• recall similarities and differences between electric and gravitational fields 5/STA

• be aware of the controversy over the age and ultimate fate of the Universeassociated with the value of Hubble Constant and the possible existence of darkmatter.

5/STA


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B-fields (3.13.1)


• understand and use the terms magnetic flux density B, flux Φ and flux linkageΝΦ

4/TRA

• recognise and use the expression F = Bil sin θ 4/TRA

• recognise and use the expression F = Bqv sin θ 4/MDM

• explain the role of magnetic fields in particle accelerators and detectors 4/PRO

• recognise and use the expression r = p/BQ for a charged particle in a magneticfield.

4/PRO

Flux and electromagnetic induction (3.13.2)


• explain qualitatively the factors affecting the emf induced in a coil when thereis relative motion between the coil and a permanent magnet and when there is achange of current in a primary coil linked with it

4/TRA

• understand and use the terms magnetic flux density B, flux Φ and flux linkageΝΦ

4/TRA

• recognise and use the expression E = −d(NΦ)/dt and explain how it is aconsequence of Faraday’s and Lenz’s Laws

4/TRA

• describe the operation of an ideal transformer and recall and use therelationship Ns/Np = Vs/Vp.

4/TRA

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Bulk properties of solids


• distinguish between elastic and plastic deformation of a material 2/EAT

• explain what is meant by the terms brittle, ductile, hard, malleable, stiff andtough, use these terms, and give examples of materials exhibiting suchbehaviour

2/EAT

• explain the meaning of, use and calculate tensile/compressive stress,tensile/compressive strain, strength, breaking stress, stiffness and YoungModulus

2/SUR

• draw force-extension, force-compression and tensile/compressive stress-straingraphs, and identify the limit of proportionality, elastic limit and yield point

2/SUR

• explain how damping and the plastic deformation of ductile materials reducethe amplitude of oscillation

5/BLD

• explain why good absorbers of sound tend to be made of porous materials madeup of small fibres or cells surrounded by air.

5/BLD


Bulk properties of fluids


• understand and use the terms density, laminar flow, streamline flow, terminalvelocity, turbulent flow, upthrust and viscous drag

2/EAT

• recall that the rate of flow of a fluid is related to its viscosity 2/EAT

• recognise and use the expression for Stokes’s Law, F = 6πηrv 2/EAT

• recall that the viscosities of most fluids change with temperature. 2/EAT

Microscopic properties


• explain, qualitatively, how changes of resistance with temperature may bemodelled in terms of lattice vibrations and number of conduction electrons

1/SPC

• use electron diffraction images to deduce ordered structure, or lack of it 2/SUR

• recall that polymers consist of long chain molecules in varying states of orderand disorder

2/SUR

• recall and use the fact that the amount of light emitted in thermoluminescencedepends on the number of electrons trapped in ‘defect energy levels’ and henceon the nuclear radiation to which the material has been exposed.

2/DIG

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• distinguish between analogue and digital signals; 1/MUS

• recognise digital signals and describe how they can be used in situationsincorporating feedback and control

4/TRA

• recall some advantages and limitations of digital and analogue transmissionsystems

4/MDM

• understand and use the terms companding, quantisation and sampling 4/MDM

• understand the term modulation and be able to outline the principles ofamplitude modulation (AM), frequency modulation (FM) and pulse codemodulation (PCM)

4/MDM

• explain the principles of how waveforms are encoded and decoded and the needfor a sampling rate greater than twice the frequency of the signal being sampled

4/MDM

• explain the principles of frequency division multiplexing (FDM) and timedivision multiplexing (TDM) and why such techniques are needed

4/MDM

• recall some advantages and disadvantages of optical fibre and coaxial cables 4/MDM

• explain the effect of dispersion in an optical fibre and know how this can bereduced with both graded index and single mode fibres.

4/MDM


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In each unit test, students should be able to:

• recognise and use expressions in decimal and standard form

• use ratios, fractions and percentages

• use calculators to find and use xn, 1/x and √x

• use calculators to handle sin x, cos x, tan x, where x is expressed in degrees

• make order-of-magnitude calculations

• use an appropriate number of significant figures

• find arithmetic means

• change the subject of an equation by manipulation of the terms, including positive, negative,integer and fractional indices

• solve simple algebraic equations

• substitute numerical values into algebraic equations using appropriate units for physicalquantities

• understand and use the symbols =, ≈, <, <<, >>, >, ∝, ∆

• calculate areas of triangles, circumferences and areas of circles, surface areas of rectangularblocks, cylinders and spheres

• use Pythagoras’ theorem, and the angle sum of a triangle

• use sines, cosines and tangents in physical problems

• translate information between graphical, numerical and algebraic forms

• plot graphs of two variables from experimental or other data.

Some additional mathematical techniques are introduced within particular course units, and arelisted explicitly in the specifications for the relevant units. In addition to the generalmathematical requirements listed above, students should be able to:

• determine the slope and area of a graph by drawing and (in the case of astraight-line graph) by calculation

1/HFS

• express quantities with a very large range, eg resistivities of materials, usinglog10 of those quantities

2/DIG

• use the slope and intercept of a graph of a relationship of the form y = mx + c to analyse a physical situation

2/DIG

• plot data on a logarithmic graph and hence determine whether they changeexponentially

4/MDM

• express angular displacement in radians and in degrees and be able to convertbetween those units

4/PRO

• plot data on a logarithmic graph and hence decide whether data obey a powerlaw and, if they do, determine the exponent

4/PRO

• combine any number of coplanar vectors at any angle to each other by drawing. 4/PRO


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The subject core for Advanced Subsidiary and Advanced GCE physics expects students toknow, understand and apply the following formulae. They will not be provided in the list forexaminations. The right-hand column indicates where each is first introduced. For example,1/MUS denotes Unit 1/The Sound of Music. If a formula is introduced within a unit, studentsmay be expected to use it in the test for that unit and in all subsequent unit tests.

the relationship between speed,distance and time

speed = distance/time taken v = ∆x/∆t 1/HFS

the quantitative relationshipbetween force, mass andacceleration

force = mass × acceleration F = ma 1/HFS

acceleration = change invelocity/time taken

a = ∆v/∆t 1/HFS

the concept of momentum andits conservation

momentum = mass ×velocity

p = mv 4/TRA

the quantitative relationshipsbetween force, distance, work,power and time

work done = force ×distance moved in directionof force

∆W = F∆x 1/HFS

power = energytransferred/time taken =work done/time taken

P = ∆W/∆t 1/HFS

the relationships between mass,weight, potential energy, kineticenergy and work

weight = mass ×gravitational field strength

W = mg 1/HFS

1/SPC

kinetic energy = ½ × mass ×speed2

Ek = ½ mv2 1/HFS

change in gravitationalpotential energy = mass ×gravitational field strength ×change in height

∆Egrav = mg∆h 1/HFS

the relationship between anapplied force, the area overwhich it acts and the resultingpressure

pressure = force/area p = F/A

the Gas Law pressure × volume =number of moles ×molar gas constant ×absolute temperature

pV = nRT 5/STA


the relationships betweencharge, current, potentialdifference, resistance andelectrical power

charge = current × time ∆Q = I∆t 1/SPC

potential difference =current × resistance

V = IR 1/SPC

electrical power =potential difference ×current

P = IV 1/SPC

the relationship betweenpotential difference, energy andcharge

potential difference =energy transferred/charge

V = W/Q 1/SPC

the relationship betweenresistance and resistivity

resistance = resistivity ×length/cross-sectional area

R = ρ l/A 2/DIG

the relationship between chargeflow and energy transfer in acircuit

energy = potentialdifference × current × time

W = VIt 1/SPC

the quantitative relationshipbetween speed, frequency andwavelength

wave speed = frequency ×wavelength

v = fλ 1/MUS

the relationship betweencentripetal force, mass, speedand radius

centripetal force = mass ×speed2/radius

F = mv2/r 4/PRO

the inverse-square laws for forcein radial electric andgravitational fields

F = kQ1Q2/r2

where

k = 1/4πεo

4/PRO

F = Gm1m2/r2 5/STA

the relationship betweencapacitance, charge andpotential difference

capacitance = chargestored/potential difference

C = Q/V 4/TRA

the quantitative relationshipbetween the potential differenceacross the coils in a transformerand the numbers of turns inthem

pd across coil 1/pd acrosscoil 2 = no. of turns in coil1/no. of turns in coil 2

V1/V2 = N1/N2 4/TRA


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This list will be provided for use with each test of the examination.

(Note that Unit 3 is coursework, so no formulae and relationships are listed for that unit.)

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Gravitational constant G = 6.67 × 10−11 N m−2 kg−2

Acceleration of free fall g = 9.81 m s−2 (close to Earth’s surface)

Gravitational field strength g = 9.81 N kg−1 (close to Earth’s surface)

Electron charge e = −1.60 × 10−19 C

Electron mass me = 9.11 × 10−31 kg

Electronvolt 1 eV = 1.60 × 10−19 J

Proton mass mp = 1.67 × 10−27 kg

Planck constant h = 6.63 × 10−34 J s

Speed of light in a vacuum c = 3.00 × 108 m s−1

Molar gas constant R = 8.31 J K−1 mol−1

Boltzmann constant k = 1.38 × 10−23 J K−1

Permittivity of free space εo = 8.85 × 10−12 F m−1

Permeability of free space µo = 4π × 10−7 N A−1


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If you are taking the Unit 1 test you should not need to refer to the formulae and relationshipslisted for any other unit.

Mechanics

Kinematic equations of motion s = ut + ½ at2

v2 = u2 + 2as

Momentum and Energy

% efficiency = [useful energy (or power) output/total energy (or power) input] × 100%

Heating ∆E = mc∆θ

Quantum Phenomena

Photon model E = hf

Waves and Oscillations

For waves on a wire or string v = √(T/µ)

Refraction µ = sin i/sin r = v1/v2

For a lens 1/v + 1/u = 1/f

P = 1/f


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If you are taking the Unit 2 test you may also need to refer to the formulae and relationshipslisted for Unit 1.

Quantum Phenomena

Photoelectric effect hf = φ + ½ mv2max

Materials

Elastic strain energy ∆Eel = F∆x/2

Stress σ = F/A

Strain ε = ∆x/x

Young modulus E = σ/ε

Stokes’ Law F = 6πηrv


For lenses P = P1 + P2

Mathematics

Volume of sphere V = 4/3 πr3


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If you are taking the Unit 4 test you may also need to refer to the formulae and relationshipslisted for Units 1 and 2.

Mechanics

Motion in a circle v = ω r

T = 2π/ω

Momentum and Energy

Attenuation I = I0 e−µx

Nuclear Physics

Mass-energy ∆E = c2∆m

Quantum Phenomena

de Broglie wavelength λ = h/p

Fields

Electric field E = F/Q

E = V/d

In a magnetic field F = Bil sin θ

F = Bqv sin θ

r = p/BQ

Energy stored in capacitor W = ½ QV

Capacitor discharge Q = Qoe−t/RC

Magnetic Effects of Currents

Faraday’s and Lenz’s Laws E = −d(NΦ)/dt


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Mechanics

Two masses in mutual orbit T2 = G[(m1 + m2)/4π2]r3

Momentum and Energy

Radiant energy flux F = L/4πd 2

Molecular kinetic theory ½ m<c2> = 3/2 kT

Nuclear Physics

Radioactive decay dN/dt = –λN

λ = ln 2/t½

N = Noe-λt


Waves in a solid v = √(E/ρ)

Redshift of electromagnetic radiation z = ∆λ/λ ≈ ∆f/f ≈ v/c

Cosmological redshift z = ∆λ/λ = Hod/cSimple harmonic motion a = −ω2x

a = −Aω2 cos ω t

x = A cos ω t

E = Ek + Ep = ½ mv2 + ½ kx2

= ½ mω2x2 + ½ mω2(A2 – x2)

= ½ mω2A2

If you are taking the Synoptic Test (Unit 6), you will need to refer to the formulae andrelationships listed for all the other units.


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The following table summarises the coursework assessment.

Coursework component AS A

Unit PSA3 AS and A 33.3% 16.7%

Experimental skills

Students carry out three or more laboratory practical activities,two of which are used to provide evidence of competence in allof four experimental skill areas.

24% 12%

A

B

C

D

Planning

Implementing

Observing and recording

Interpreting and evaluating

6 marks

4 marks

4 marks

8 marks

44 marks

Visit

Students observe physics in use at an industrial or researchestablishment or at a local venue (eg a hospital or garage) andwrite a short report.

9.3% 4.7%

A

B

C

Identification of purpose of

physics

Account of physics

Communication

4 marks

8 marks

4 marks

16 marks

Unit PSA5i A only 10%

Practical project

Students plan and carry out an individual two-week practicalproject, and write a report of their work.

A

B

C

D

E

F

Research and rationale

Planning

Implementing

Observing and recording

Interpreting and evaluating

Communication

8 marks

8 marks

6 marks

6 marks

6 marks

6 marks

40 marks

The Teacher Assessment of Coursework booklet gives exemplars of students’ work markedaccording to the criteria given below, together with some further guidance on arranging a visit.


The coursework is to be marked by the teacher responsible for teaching the students, accordingto the criteria set out below. Intermediate marks (1, 3, 5) should be used freely when studentshave partially achieved a listed mark level of the criteria, but half-marks should not be used.Note that for each aspect, the criteria are hierarchical: for a mark to be awarded, all of the earliermark levels for that aspect must have been satisfied. A mark of 0 should be awarded if the worksubmitted is unworthy of any credit. When a student fails to hand in work, this should beindicated by recording A (for absence) in the mark record.

Centres will be required to supply a specified sample of students’ work for external moderation,together with a brief commentary on each of these reports. Where more than one teacher hasbeen involved, centres must make arrangements for internal moderation to be carried out, anddetails of this procedure must be sent to the moderator along with the samples.

Edexcel will require teachers to confirm that they have taken steps to ensure that work assessedis solely that of the student concerned, and to sign a written declaration to this effect.

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Information about moderation procedures will be sent to centres making entries for thisspecification.


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The following assessments may be carried out at any time during the course, but the standardsapplied must be appropriate to AS rather than the full Advanced GCE.

While the rules for modular examinations permit students to re-sit this unit, re-submission ofcoursework should only be necessary under exceptional circumstances. Normally it is expectedthat coursework marks will only be submitted to Edexcel when the teacher is satisfied that theygive a fair reflection of a student’s abilities.

Experimental Skills 44 marks

Students are expected to carry out laboratory-based practical activities as part of their normalAdvanced Subsidiary and Advanced GCE work in physics. The Salters Horners AdvancedPhysics course materials include details of many such activities, some of which would besuitable for assessment. Centres may assess students carrying out an activity of their owndevising or choosing, but activities chosen for assessment should be investigative in nature,allowing students to demonstrate competence in all four experimental skill areas identifiedbelow. The level of demand of the chosen activities should show progression from GCSE andoffer an appropriate challenge for Advanced Subsidiary. At least three activities should beassessed for each student and the marks from the best two chosen.

Students should be informed when an assessment is to take place. Activities that are to beassessed must be carried out by students working individually.

Assessment of aspect B is to be based on direct observation of students at work in the laboratoryand assessment of aspects A, C and D on written work. It is helpful if teachers draw up a list offeatures they would expect to see in each assessed activity, and record for each student whethereach feature was present. For aspect B, the teacher should make a brief note, on each student’sscript, of the reasons for awarding the marks.

Each activity used for assessment should be marked out of 22, using the criteria given below.The marks for the two activities are then added to produce an overall mark out of 44 for theexperimental skills assessment.

A Planning 6 marks

2 marks

There is some attempt at planning. Apparatus selected is largely appropriate, with some regardto safety.

4 marks

There is a coherent plan for the experiment, with attention paid to safety. There is someattention to accuracy and sensitivity in the selection of apparatus.

6 marks

There is a clear plan of action. Work is planned in order to make good use of the time andfacilities available. Apparatus selected is appropriate to the experiment. There is thought andingenuity in the design of the experiment, with due attention to sensitivity and accuracy.Apparatus is devised or modified to suit the experiment.


B Implementing 4 marks

2 marks

Apparatus is set up and used correctly, with attention paid to safety. Previously learnedtechniques and procedures are carried out correctly. Work is generally well organised.

4 marks

Apparatus is used with confidence, care and skill. Techniques are applied correctly, andextended or modified where appropriate. Work is methodical and well organised.

C Observing and recording 4 marks

2 marks

Measurements and observations are recorded methodically. Measurements are recorded withappropriate units. A reasonable number and range of observations and measurements are carriedout. Some turning points or anomalous results (if present) are noted.

4 marks

Measurements and observations are repeated as appropriate. Numerical results are recorded toan appropriate degree of precision. Any turning points or anomalous results are noted andinvestigated. If problems arise in the making of measurements or observations, procedures areadapted.

D Interpreting and evaluating 8 marks

2 marks

Data are processed using routine methods, including a graph where appropriate. There is anattempt to apply physics principles. A conclusion is stated.

4 marks

Conclusions are stated and are supported by the experimental results. The limitations of theexperimental results, and conclusions based upon them, are recognised and discussedqualitatively.

6 marks

Data are processed thoughtfully, using appropriate methods that reveal trends and patterns.Results are interpreted using physics principles and concepts. Relevant physics principles areapplied correctly throughout. The limitations of experimental results, and conclusions basedupon them, are recognised and there is some attempt to discuss them quantitatively.

8 marks

There is a thorough quantitative discussion of the limitations of the experimental results and theconclusions based upon them. Any limitations of the experimental procedure are commentedupon, and sensible modifications suggested.


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The visit is intended to bring students into direct contact with a ‘real-life’ example of physics inuse. Students will be assessed on their ability to identify and explain the physics principles inuse, to recognise the purpose for which they are being used, and to present the relevantinformation clearly and logically.

The visit also provides students with opportunities to demonstrate competence in Key Skills,both through the work they produce for their physics assessment, and through other aspects ofthe visit.

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Students are to take part in at least one visit, which may take a variety of forms. Provided thevisit gives students an opportunity to meet the assessment criteria given below, there are norestrictions on the nature of the visit. Some teachers may wish to arrange a whole-class visit toan industrial or research institution, but the criteria could equally well be met by studentsmaking their own arrangements to visit a local venue such as a hospital, garage or supermarket.

In general, teachers will need to contact the chosen venue well in advance of the visit. In somecases an initial approach will be followed up by students making their own contact. Whateverthe nature of the visit, it is essential to ensure that students will be able to observe physics of anappropriate nature, and that due regard is paid to health and safety.

Students are expected to explore the physics that they observe in the context of their visit, andthis exploration should contribute to their reports. This is not intended to be a major or time-consuming exercise. A student who has asked physics-related questions during the visit, kept arecord of physics observed and discussed, and read any literature supplied by the venue, shouldbe able to meet the relevant assessment criteria.

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Students are required to write a report of their visit. It should demonstrate a knowledge ofAdvanced Subsidiary physics and be written assuming that readers have a knowledge of physicsto at least GCSE standard. The report could be a straightforward account of the visit, but piecesin other styles should be encouraged. Students could, for example, write an article for a schoolmagazine or local paper.

The report should have a clear structure. Technical vocabulary should be used whereappropriate. Visual methods of presentation should be used freely. Illustrations might includestudents’ hand-drawn or computer-generated artwork, students’ own photographs, or artwork orphotographs from other publications (which must be acknowledged), and may be scanned intothe document or pasted in by hand.

The report should demonstrate due care with the correct use of English, and should be clear andlegible. The use of a word processor by the student is strongly encouraged. Symbols, subscriptsand superscripts, if needed, must be drawn in correctly by hand if they are not available on theword processor. The text should be approximately 1000 words including text attached to anydiagrams, graphs and tables.

Students should be allowed a period of about two to three weeks following the visit to write andsubmit their reports. The report of the visit is marked out of a total of 16 marks under headingsA–C below.


A Identification of purpose of physics 4 marks

Students should clearly identify two aspects of physics that they observed in the context of thevisit. They should demonstrate an ability to recognise physical facts, terminology, principles,relationships, concepts and practical techniques. Students should identify the purpose for whichthey observed physics being used. They should demonstrate an understanding of the ethical,social, economic, environmental or technological applications and implications of physics.

2 marks

Two aspects of physics observed are identified. The purpose for which these are used is stated.

4 marks

The purposes of both aspects of physics are thoroughly described.

B Account of physics principles 8 marks

Students should give an accurate account of one aspect of physics that they have observed in thecourse of their visit and identified under A above. They should describe, explain and interpretphenomena in terms of physical principles and concepts. Students should show that they haveexplored an aspect of the physics observed in the course of the visit. This may be throughquestioning ‘experts’, reading relevant literature, and through their own thinking andspeculation before, during or after the visit.

2 marks

Relevant physics principles are stated. There is some attempt to discuss physics principles inrelation to the context of the visit.

4 marks

Relevant physics principles are stated and are largely correct. There are no major errors inillustrations relating to physics principles or techniques. There is some evidence of thoughtabout limitations.

6 marks

Relevant physics principles are stated correctly. Illustrations relating to physics are accurate.There is a clear discussion of the physics observed, which is related to the context of the visitand indicates a sound understanding of the relevant principles. There is a good awareness of thestrengths or limitations of physics being used in this context.

8 marks

There is a full explanation of the physics involved, containing relevant quantitative argumentswhere appropriate. There is some informed speculation as to the future developments of this useof physics and some awareness of how the same principles of physics could be used elsewhere.


C Communication 4 marks

Students should produce a well-organised and clear report. They should select, organise andpresent information clearly and logically, present their work appropriately, select and useimages to illustrate points clearly, and use standard conventions of spelling, punctuation andgrammar. Sources should be listed in a bibliography. Quotes from printed material should beclearly identifiable as such and should not be excessive in length.

2 marks

The organisation of the report shows evidence of some thought and planning. There are someappropriate illustrations. Some thought has been given to organisation and layout. Spelling andgrammar are largely correct. Some attention has been paid to the appearance of the report. Allsources are acknowledged.

4 marks

The report is well organised with a clear structure. Sub-headings, if used, are appropriate andhelpful. The report is word-processed, making good use of the wordprocessor to enhancepresentation, or is legibly written and laid out by hand. Illustrations enhance the text and areappropriately placed and neatly presented. Spelling and grammar are correct. Technical termsare used correctly. The report is written in a style that is appropriate to the readership.


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This assessment must be at full Advanced GCE standard, though it may be carried out at anytime during the course. Note that Assessment Unit PSA5i is synoptic.

The practical project 40 marks

Each student is required to carry out an extended practical project, taking two weeks of normallesson and homework time. Students will be assessed on their ability to plan and carry outexperimental procedures, to interpret their experimental results, and to report on their work.

The marks awarded for assessment criteria A, C and E are allocated to synoptic assessment andthe work for these assessment criteria must fulfil the criteria for synoptic assessment in order toaward the marks.

The project topics must be selected to give students an opportunity to demonstrate a knowledgeand understanding of physics content, and the use of practical and/or data handling techniques,developed in two or more units of the course.

At all times during the project, from initial planning to writing up, students should beencouraged to discuss their ideas with their teachers. This is particularly important in the earlystages when students are choosing their topics, but the dialogue should continue throughout. Itshould be made clear to students that seeking advice constructively and acting thoughtfullyupon advice given is to be encouraged and will not be penalised.

During the project, it is anticipated that the teacher and student will discuss together thestudent’s work as it progresses. During the two-week laboratory period, students should begiven advice and encouragement freely. The writing of the report, however, must be entirely thestudent’s own work.

Assessment is to be based on direct observation of students at work in the laboratory and onwritten work produced by the student.

Organisation

The Salters Horners Advanced Physics website and course materials contain several suggestionsfor project topics, and students can be encouraged to select one of these. However, the choiceshould not be restricted to these topics. Students may wish to suggest their own topics, perhapsarising from a visit carried during the AS, or relating to a personal interest. Provided such topicshave the potential to allow students to meet all the assessment criteria given below, they shouldbe encouraged.

Students should work individually. Two or more students may choose the same or similartopics, provided each works independently.

Normally the laboratory work will be undertaken under the direct supervision of the teacher. Ifthe nature of the project involves a student carrying out practical work outside the school orcollege laboratory, sufficient work must take place under direct supervision to allow the teacherto ensure that it is the student’s own work. The teacher must discuss the practical aspects withthe student to establish that the student did undertake the work personally. This might be doneby asking about precise details of the work, the apparatus used, the practical problemsencountered and how they were overcome.

Preparation

Students should do some background research in connection with their project topics. Thisresearch should help them identify and define a question or problem that can be addressed usingknowledge of physics, and to provide a clear rationale for their work. They should consultappropriate sources, which may include textbooks, magazines and journals, CD ROMs and the


World Wide Web. Some research should be carried out before the two-week laboratory period,but may also be carried out during and after this period and may inform the progress of theproject or the interpretation of the results. Reports should include a bibliography of the sourcesconsulted.

In advance of the two-week laboratory period, students should form a clear plan that promises tomake good use of the time and facilities available. They should have some idea of how theyexpect the work to proceed over the two-week period but should also be prepared to modifytheir plan in the light of initial results. They should decide what apparatus they will need, andcheck that it will be available for their use. They may devise their own apparatus orexperimental set-ups, modify standard apparatus, or use standard items in ways that are novel.In most cases, students should carry out a brief pilot experiment in advance of the two-weeklaboratory period to check the feasibility of their proposed laboratory work.

Students should devise and plan their experimental activities. They should choose effective andsafe procedures, consider appropriate methods, and select suitable apparatus and techniques.

Experimentation

Students are expected to use safe and skilful practical techniques that are appropriate to thepurpose of the project and to the apparatus available. They should demonstrate an ability to setup apparatus correctly and use it effectively with due regard to safety.

Students should make observations and measurements. They should make and record sufficientrelevant observations and measurements to an appropriate degree of precision, record thesemethodically, and modify procedures in order to generate results that are as accurate andreliable as allowed by the apparatus.

Students should interpret, explain and evaluate the results of their experimental activities usingknowledge and understanding of physics. They should present their results appropriately inwritten, graphical or other forms. They should analyse their results and draw conclusions,showing an awareness of the limitations of their experimental data and the procedures used.

The Report

Each student is required to produce a project report. Students should be encouraged to startwork on their reports before they have completed their experimental work. They should beallowed a further period of about two to three weeks to produce their reports after they havecompleted their experimental work.

Students should aim to produce well-organised and clear reports. They should select, organiseand present information clearly and logically, present their work appropriately, select and useimages to illustrate points clearly, and use standard conventions of spelling, punctuation andgrammar.

A day-by-day account is fully acceptable, as is a formal report in the style of a scientific paper.Sub-headings should be used to aid organisation. The initial aim of the project should be statedclearly, as should any overall conclusions that have been drawn. The report should include abibliography listing all reference sources consulted.

Graphs, tables and diagrams should be used freely where they add to the clarity and concisenessof the report.

There is no word limit, but reports that are written in a verbose style and include muchirrelevant detail should not be awarded the highest rating.

Reports should be clearly legible (preferably word-processed), with care taken over use ofEnglish. Technical vocabulary should be used where appropriate.

The project is marked out of a total of 40 marks, using the criteria given below.


A Research and rationale 8 marks

2 marks

There is some attempt to provide a rationale for the choice of topic in terms of its scope and itsrelation to physics principles. Advice may be sought. Few resources are consulted and theirscope is limited.

4 marks

There is some clear rationale for the choice of topic. The physics background to the project isdeveloped to some extent. Relevant resources are consulted. Advice is sought as appropriate andacted upon. Information gathered from relevant resources has a bearing on the planning andexecution of the project.

6 marks

The rationale for the project is clear, in terms of its scope, interest and relationship to physicsprinciples. Several relevant resources are consulted, and are used to provide a sound physicsbackground to the project.

8 marks

Initiative is shown in going beyond the sources that were most readily to hand or were initiallysuggested by the teacher. Material relevant to the project is selected, and used to provide acontext for the project, to assist with the planning or execution of laboratory work, or to informthe interpretation of results.

B Planning 8 marks

2 marks

There is some attempt at planning. Some thought is given to the request and selection ofapparatus. Some potential safety hazards are identified. A pilot experiment may be carried out.

4 marks

There is a coherent plan for the project, including details of how variables are to be controlled ormanipulated and how relevant observations are to be made. Apparatus selected is largelyappropriate. There is some attention to accuracy and sensitivity in the selection of apparatus.Appropriate safety aspects are considered. If potential safety hazards are pointed out by theteacher, a means of dealing with them is devised. A pilot experiment is performed that has somebearing on the planning of the project.

6 marks

There is a clear plan of action, both for the initial laboratory sessions and for the entire two-week period. Work is planned in order to make good use of the time and facilities available. Awell thought out pilot experiment is performed some time in advance of the two-week period,and is used to inform the planning of the project. Potential safety hazards are identified, andsuitable steps taken to avoid or minimise them. Apparatus selected is appropriate to the project,with due consideration of accuracy and sensitivity.

8 marks

There is thought and ingenuity in the design of experiments, with good attention to detailincluding the control and manipulation of variables and the making of relevant observations asappropriate. Apparatus is devised or modified to suit the project.


C Implementing 6 marks

2 marks

Attention is paid to safety. Some previously learned techniques and procedures are carried outcorrectly. The initial plan has some bearing on the execution of the experimental work.

4 marks

Apparatus is used with confidence, care and skill throughout. Techniques are applied correctly,and may be extended or modified. Work is methodical and well organised. There is somereviewing of the initial plan as the project proceeds.

6 marks

Calibration of instruments is verified where this is in question. The initial plan is reviewedfrequently in the course of the project, and modified or maintained according to results obtained.

D Observing and recording 6 marks

2 marksSome appropriate measurements and observations are recorded. There is some repeating orchecking of values obtained.

4 marksMeasurements and observations are recorded methodically. Some thought is given to precisionand repeatability. Measurements are recorded with appropriate units. A reasonable number andrange of observations and measurements are carried out. Any turning points or anomalousresults are noted. There is some appropriate modification of procedures.

6 marksObservations and measurements are carried out over a suitable range of values.Sufficient observations and measurements are made to allow a conclusion. Measurements andobservations are repeated as appropriate. Numerical results are recorded to an appropriatedegree of precision. Any turning points or anomalous results are noted and investigated. Ifproblems arise in the making of measurements or observations, procedures are adapted.

E Interpreting and evaluating 6 marks

2 marksData are processed using routine methods. There is an attempt to apply physics principles. Someconclusions are stated. There is some awareness of the limitations of experimental results andconclusions.

4 marksData are processed with some thought as to choice of method. Some attempt is made to interpretresults using physics principles, and to draw conclusions based on experimental results.Conclusions are supported by the experimental results. The limitations of the experimentalresults, and conclusions based upon them, are recognised. Any limitations of the experimentalprocedure are recognised.

6 marksData are processed thoughtfully, using appropriate methods that reveal trends and patterns.Results are interpreted using physics principles and concepts of Advanced GCE standard.Relevant physics principles are applied correctly throughout. Conclusions are supported by theexperimental results. The limitations of experimental results, and conclusions based upon them,are recognised and evaluated. Any limitations of the experimental procedure are commentedupon, and sensible modifications suggested.


F Communicating 6 marks

2 marks

A report is produced. The report is a mainly factual account. There is some attempt atorganisation and layout. There is some attempt to provide a bibliography. There are somegraphs, tables or diagrams. There is some attempt to use relevant scientific or technicalvocabulary.

4 marks

The organisation of the report shows evidence of some thought and planning. Aims andconclusions of the project are stated. A bibliography is provided. Sub-headings are used.Relevant graphs, tables and diagrams are included. Spelling and grammar are largely correct.Some attention has been paid to the appearance of the report.

6 marks

The report is well organised with a clear structure. Material is presented in a logical order. Aimsand conclusions are clearly stated. A bibliography is provided. Sub-headings are appropriate andhelpful. The report is word-processed, making good use of the wordprocessor to enhancepresentation, or is legibly written and laid out by hand. Graphs, tables and diagrams are usedeffectively, and are clearly and accurately labelled. Spelling and grammar are correct. Technicalterms are used correctly. The report is clear on first reading.


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Coursework must be marked by the centre using the criteria set out above. Written work mustbe marked by the teacher who has supervised the student in the laboratory, and should beannotated by the teacher to show how the marks have been awarded.

Teachers must keep records of assessment for each student during the course, using thecoursework record sheets provided by Edexcel (see pages 93–98) which may be copied for usein centres.

The centre must certify that the assessed work is the unaided work of the student concerned.This takes the form of a certificate signed by the student and by the teacher.

The written work and the marks awarded may be discussed with the student, but students mustbe warned that marks are subject to external moderation. Written work must be retained by thecentre for moderation until 30 September in the year of the examination.

Internal standardisation

Where more than one teacher has been involved in the assessment of coursework, centres mustmake arrangements for internal standardisation. Internal standardisation should be supervised bya nominated teacher from those who have carried out the assessment, and should ensure that theassessment criteria have been applied consistently.

Checks of the addition of marks should be made when completing the Teacher ExaminerMarksheets.

Centres will be required to verify to Edexcel that internal standardisation has taken place.

External moderation

Edexcel will appoint an external moderator to undertake the moderation of teachers’ assessmentof coursework. The moderation will be by postal inspection of students’ work. All courseworkshould be completed by the dates notified to centres, including internal standardisation ofmarking. By the dates notified, the coursework marks of all the students should be submitted toEdexcel via Electronic Data Interchange (EDI) or on optically-read mark sheets supplied byEdexcel. The material to be used for moderation will consist of:

• the record sheet for each student

• samples of each student’s assessed coursework.

A specified sample of students’ work must be posted to the external moderator by a datenotified by Edexcel. The remaining materials must be retained, for possible use in moderationand in enquiries about results.


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The following grade descriptions indicate the level of attainment characteristic of the givengrade at Advanced GCE. They give a general indication of the required learning outcomes ateach specified grade. The descriptions should be interpreted in relation to the content outlined inthe specification; they are not designed to define that content. The grade awarded will depend inpractice upon the extent to which the candidate has met the assessment objectives overall.Shortcomings in some aspects of the examination may be balanced by better performances inothers.

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Candidates recall and use knowledge of physics from the whole specification with fewsignificant omissions and show good understanding of the principles and concepts they use.They select appropriate information from which to construct arguments or techniques withwhich to solve problems. In the solution of some problems, candidates bring togetherfundamental principles from different content areas of the common specification anddemonstrate a clear understanding of the relationships between these.

Candidates apply knowledge and physical principles contained within the specification in bothfamiliar and unfamiliar contexts. In questions requiring numerical calculations, candidatesdemonstrate good understanding of the underlying relationships between physical quantitiesinvolved and carry out all elements of extended calculations correctly, in situations where littleor no guidance is given.

In experimental activities, candidates identify a problem, independently formulate a clear andeffective plan, using knowledge and understanding of physics, and use a range of relevanttechniques with care and skill. They make and record measurements which are sufficient andwith a precision which is appropriate to the task. They interpret and explain their results withsound use of physical principles and evaluate critically the reliability of their methods.

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Candidates recall and use knowledge of physics from most parts of the specification anddemonstrate understanding of a significant number of the main principles and concepts within it.They select and make good use of information that is presented in familiar ways to solveproblems, and make some use of the concepts and terminology of physics in communicatingtheir answers. In their answers to some questions, candidates demonstrate some knowledge ofthe links between different areas of physics.

Candidates apply knowledge and physical principles contained within the specification whenthe context provides some guidance on the required area of work. They show someunderstanding of the physical principles involved and the magnitudes of common physicalquantities when carrying out numerical work. Candidates carry out calculations in most areas ofphysics correctly when these calculations are of a familiar kind or when some guidance isprovided, using correct units for most physical quantities.

In experimental activities, candidates formulate a clear plan. They make and recordmeasurements with skill and care and show some awareness of the need for appropriateprecision. They interpret and explain their experimental results, making some use offundamental principles of physics and mathematical techniques.


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Candidates recall knowledge of physics from parts of the specification and demonstrate someunderstanding of fundamental principles and concepts. Their level of knowledge andunderstanding may vary significantly across major areas of the specification. They selectdiscrete items of knowledge in structured questions and make some use of the terminology ofphysics in communicating answers.

Candidates apply knowledge and principles of physics contained within the specification tomaterial presented in a familiar or closely related context. They carry out straightforwardcalculations where guidance is given, usually using the correct units for physical quantities.They use some fundamental skills of physics in contexts which bring together different areas ofthe subject.

In experimental activities, candidates formulate some aspects of a practical approach to aproblem. They make and record some appropriate measurements, showing care and appropriateprocedure in implementation. They present results appropriately and provide some descriptiveinterpretation of the outcomes of the investigation.


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Comprehensive support materials for students, teachers and technicians are being produced bythe Salters Horners Advanced Physics project team in the University of York Science EducationGroup, working with teachers, academics and industrialists.

All the Salters Horners Advanced Physics course materials are published by HeinemannEducational. Pilot materials for the AS were published in 1998, and those for A2 in 1999. Thematerials have been revised and re-edited in the light of feedback from pilot centres for fullpublication.

For details, including publication dates and prices, contact:

Heinemann Educational PublishersHalley CourtJordan HillOxfordOX2 8EJ

The post-pilot materials will consist of two student books (one for the AS course and one for theA2) and two resource packs.

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These devote one chapter to each of the course units. Each includes:

• overviews of the course and of each unit

• statements of learning objectives

• contextual material

• exposition of physics concepts and principles

• discussion and illustration of mathematical techniques

• details of activities and assignments(activities include some designed for students to develop skills in communication, and IT and to improve their own learning)

• suggestions for further reading and investigation

• questions and problems.


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These loose-leaf packs accompany the student books and include the following materials:

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These are supplied as photocopy masters and are intended to be used for a variety of purposes atthe teacher’s discretion. Sheets include the following types of material:

• revision of key topics from GCSE

• alternative mathematical approaches (eg using calculus)

• extension materials

• additional guidance for some activities

• end-of-unit tests.

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• Overviews of the course and of each unit

• Statements of student learning objectives

• Guidance on teaching order and timing

• Suggestions for managing activities

• Guidance on helping students to develop their skills in IT and communication and toimprove their own learning

• Details of apparatus and other resources

• Answers to questions in the student books

• Additional information relating to context and to physics content

• References to other relevant resources

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• Details of apparatus and other resource requirements

• Lists of suppliers of apparatus and other resources

• Details on making and assembling apparatus

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The Salters Horners Advanced Physics course materials give further details of resources that arerelevant to each unit. The following lists indicate just a few resources that are particularly usefulin addition to the course materials.


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Salters Horners Advanced Physics requires mainly such apparatus as is likely to be alreadyavailable in schools and colleges equipped to teach any Advanced GCE physics course.

Any additional items required are available from:

Philip Harris/UnilabLynn LaneShenstoneLichfieldStaffordshireWS14 0EE

Phone: 01543 483064Fax: 01543 483056

There are two multimedia CD ROM packages that are used extensively in the course:Multimedia Motion and Multimedia Sound. Both are available from:

Cambridge Science Media354 Mill RoadCambridgeCB1 3NN

Phone: 01223 357546Fax: 01223 573994E-mail: [email protected]: www.csmedia.demon.co.uk

Some use is made of SPLOT satellite data plotting software, which is available from the RadioAmateur Satellite Organisation of the United Kingdom (AMSAT-UK):

AMSAT-UK40 DownsviewSmall DoleWest SussexBN5 9YB

Phone: 01273 495733Internet: www.mcc.ac.uk/AMSAT/

There are several activities which use Crocodile Clips circuit design and simulation software,which is available from:

Crocodile Clips Ltd11 Randolph PlaceEdinburghEH3 7TA

Phone: 0131 226 1511E-mail: [email protected]: www.crocodileclips.com/education/idee.htm


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New Scientist

(especially the Inside Science packs)

ISSN 0262-4079

IPC Magazines

Physics Education ISSN 0031-9120

Institute of Physics Publishing

Physics Review ISSN 0959-8472

Philip Allan Publishers


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The Salters Horners Advanced Physics project team in the University of York ScienceEducation Group runs in-service courses for teachers and technicians from centres that arefollowing, or preparing to follow, the Salters Horners Advanced Physics course.

The project team also runs an advice service to help with questions concerning the teaching ofthe course.

For further information please contact the project secretary:

Salters Horners Advanced Physics ProjectScience Education GroupUniversity of YorkHeslingtonYorkYO10 5DD

Phone: 01904 432537Fax: 01904 434078E-mail: [email protected]

The Salters Horners Advanced Physics website contains some general information about theproject:

www.york.ac.uk/org/seg/salters/physics

Enquiries concerning assessment and administration should be addressed to the AssessmentLeader for Physics at Edexcel.


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The Teacher Assessment of Coursework booklet and a full range of specimen papers is availablefrom Edexcel Publications. Past papers and mark schemes are also available.

A full set of unit test mark schemes and examiners’ comments is published after each June andJanuary examination. Publications are available from:

Edexcel PublicationsAdamswayMansfieldNotts NG18 4FN

Tel: 01623 467467Fax: 01623 450481E-mail: [email protected]

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Customer Services deals with straightforward general enquiries. Enquiries relating tospecification content and support should be addressed to the Qualification Leader for GCEPhysics. Enquiries relating to assessment should be addressed to the Assessment Leader forGCE Physics.

Detailed enquiries about the subject content or matters which might also involve the operationof other subjects usually have to be referred to other people and will usually take longer toanswer. It is helpful if these more detailed enquiries are sent by letter or fax.

Telephone (Customer Services): 0870 240 9800

Fax: 020 7758 6960

E-mail: [email protected]

Enquiries about the teaching and organisation of the course, and the availability of curriculummaterials, should be addressed to the Salters Horners Advanced Physics project office at theUniversity of York.

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A varied programme of INSET days and other courses is provided to support teachers inunderstanding the requirements of the specification content and the examination. Full details ofthe courses are given in the annual Edexcel INSET Guide, which is issued to all centres everyyear. Some meetings are specific to Salters Horners Advanced Physics, some are designedprimarily for users of the other Edexcel Advanced Physics specification and others are ofgeneral relevance to both specifications.

Meetings include feedback sessions in which Principal Examiners review the main features ofeach unit test and provide feedback on the marking, as well as feedback and support for thecoursework.



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The Salters Horners Advanced Physics course provides opportunities for the development of allthose aspects of the key skills identified in the subject core as being integral to the study ofphysics. There are also opportunities for students to develop, or demonstrate competence in,other aspects of all the key skills at level 3 of the Key Skills Qualification. For full details of theperformance criteria, skills and knowledge, and the evidence of achievement required foraccreditation in the three key skills at levels 1–5, refer to the QCA documentation.

The level 3 key skills units are summarised below. The numbers in the tables correspond to thenumbered activities in the Salters Horners Advanced Physics course materials; they indicatesome of the activities in the course within which students can develop their key skills and that,once competence has been acquired, can provide evidence of achievement. The tables are notexhaustive; in most units, there are other relevant activities in addition to those identified here.For the key skills of working with others and improving own learning and performance, almostall the activities in the course could contribute to the required evidence if suitable records werekept; the tables for these key skills indicate just a few activities that might make a particularlyapt contribution. For full details of all activities, refer to the Salters Horners student books andresource packs. In the coursework units, a tick indicates that the output from the assessmentinvolves the key skill(s) indicated.

Italic print denotes items that correspond to those aspects of communication and application ofnumber which have been identified in the mandatory subject core as integral to the study ofphysics.

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This key skills unit is about reading and communicating with others through speaking andwriting. At level 3 students should:

• take part in discussions and make presentations in which they:− make clear and relevant contributions− contribute in a way that suits the situation, using images where appropriate, and review

this process− listen and respond appropriately, and create opportunities for others to contribute.

• read and respond to written material and in so doing:− select and read appropriate materials for a purpose, and review this process− extract and collate the necessary information from text and images− summarise coherently the necessary information obtained from different sources.

• produce written material in which they:− present clear and relevant information in a suitable format, using images where

appropriate− organise material coherently, using an appropriate style of writing, and review this

process− ensure that text is legible and accurate.


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This key skills unit is about applying number skills to practical activities. At level 3 studentsshould:

• collect and record data, and in so doing:− make and explain decisions about how to approach the task− collect appropriate data efficiently, to appropriate levels of accuracy− organise the data, and record it fully, clearly and accurately.

• work with data, and in so doing:− make and explain decisions about which data and calculations to use for the task− carry out calculations to appropriate levels of accuracy− check their calculations and allow for possible errors.

• present findings, and in so doing:− present their findings effectively, to appropriate levels of accuracy− interpret their findings, allowing for possible sources of error− review the choices they made in their approach to the task.

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This key skills unit is about using information technology (IT) skills for practical purposes. Atlevel 3 students should:

• prepare information, and in so doing:− select and use appropriate sources of information− prepare software facilities, and create automatic routines where appropriate, to aid

efficient processing of information− enter, edit and save information, so that it is ready for processing.

• process and present information, and in so doing:− search efficiently for information, as needed− develop information, using appropriate routines to aid efficient processing− select and use appropriate ways to combine, and present effectively, different types of

information.• review their use of information technology, and in so doing:

− explain their reasons for using IT− describe safe and efficient working practice− describe problems and issues, and their potential effects when using IT− judge the effectiveness of using IT to meet their purpose.

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This key skills unit is about students applying their skills in working with others to meet agreedobjectives. They will need to contribute to substantial activities involving work in one-to-oneand group situations. At level 3 students should:

• agree objectives and working arrangements

• organise tasks to meet their responsibilities

• seek to establish and maintain co-operative working relationships

• review outcomes and identify ways of enhancing work with others.


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This key skills unit is about students planning and reviewing their learning and improving whatthey can do. At level 3 students should:

• agree targets and plan how these will be met

• use their plans, seeking feedback and support for others to help meet targets

• review their progress and establish evidence of their achievements.

At times they should be expected to take responsibility for directing their own learning withoutsupervision.

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This key skills unit is about students applying their problem-solving skills to complex activities.At level 3 students will need to show that they can:

• recognise, explore and describe problems

• generate and compare different ways of solving problems

• plan and implement options

• agree and apply methods for checking that problems have been solved and reviewapproaches to tackling problems.


Communication Unit 1 Unit 2 Unit 3 Unit 4 U 5i Unit 5ii

Evidence required for achievement at level 3 MUS SPC HFS EAT DIG SUR prac visit TRA MDM PRO proj STA BLD

C1 A description of factors affectingcommunication, and choices made in readingspeaking and writing.

This can draw on activities relating to C2–C5 below.

C2 Records of discussions about complex subjectswith different people, including those who arenot familiar with the subject. A least:

a one one-to-one discussion 1

b one group discussion 1 24 16 22 36 22

c one presentation followed by questioning. 30 27C3 Records of materials selected to read. This can draw on activities relating to C4 below.C4 A summary of information extracted and

collated from at least three different types ofdocument that deal with complex subjects,including:

a two different types of extended document 6 ✓ 22 26

b at least two different types of image. 10 23 17 15 31 5

C5 Material written for different readers, with atleast three examples of documents that presentcomplex subjects. At least one document mustbe written for readers who are not familiarwith the subject. At least one must behandwritten. There must be:

a two different extended documents,including at least two different types ofimage

26 28 ✓ 13 ✓ 33

b one other document. 29 15 18 27 11 25 ✓ 34 32 23 28

The numbers in this table correspond to the numbered activities in the Salters Horners course materials.


Application of number Unit 1 Unit 2 Unit 3 Unit 4 U 5i Unit 5ii


N1 Descriptions of activities and a review ofchoices made.

These can draw on activities relating to N2–N4 below.

N2 Records of data, recorded in at least twoformats, collected from:

a primary sources (by measurement orobservation), including:

12 5 15 9 4 5 ✓ 4 9 13 ✓ 9 27

b two estimations 20 19 1 24

c two different types of secondary source,including data from a scale drawing.

5

N3 Details of calculations involving several stagesand including at least one large data set, inworking with data to do with:

a quantities and dimensions 12 14 27 5 4 4 ✓ 4 25 13 ✓ 9 20

b scale and proportion 17 4 4 18

c handling statistics (including finding themean, median, mode and range)

5

d using and rearranging formulae. 12 17 33 5 5 4 ✓ 14 25 13 ✓ 9 20

N4 Descriptions of findings, includinginterpretation and the use of at least:

a one chart

b one graph 11 14 5 9 30 5 19 12 ✓ 10 5

c one scale diagram. 23 12



Information technology Unit 1 Unit 2 Unit 3 Unit 4 U 5i Unit 5ii


IT1 A report on their own use of IT whichexplains their reasons for using it,describes methods and problems, andcompares its effectiveness with alternativemethods.

This can draw on activities relating to IT2–IT4 below.

IT2 Work that includes at least two differentexamples each of:

a text ✓ ✓

b numbers ✓ ✓

c images 29 ✓ ✓ 27

and involves generating at least one graph 11 7 4 30 23 ✓ 21

IT3 At least two multi-page documents whichincorporate and combine text, images andnumbers selected from different types ofsources.

✓ ✓

IT4 Evidence of the ability to:

a create at least two different types ofautomated routine ✓

b create at least one format (eg databaseor spreadsheet) which allows for therepeated entry of data and therearrangement of records

11 7 31 20 23 ✓ 18

c create formulae to generateinformation 11 7 7

d use an on-line communications systemto obtain and send information. 1 1 27 8 31 22 ✓ 6 25



Working with others Unit 1 Unit 2 Unit 3 Unit 4 U 5i Unit 5ii


WO1 Planning activities

Students’ reports which describe the activities andthe outcomes of the planning process, includingobjectives, responsibilities and workingarrangements. Records from an assessor whoobserved students’ discussions with others or anaudio/video tape.

14 36 36 20

WO2 Working towards objectives

Students’ records of how they have organised andcarried out tasks and worked co-operatively,including a progress report.

14 3 36 36 20

WO3 Reviewing the activity

Statements from students and others comparingactivity processes and outcomes against the agreedobjectives. Students’ reports produced with otherson ways to enhance working relationships andmethods.

14 36 36 20



Improving own learning and performance Unit 1 Unit 2 Unit 3 Unit 4 U 5i Unit 5ii


LP1 Agreeing targets

Students’ records of discussions which show howthey have obtained and used information to agreetargets. An action plan for an extended period oftime, including alternative courses of action and anote of support needed.

✓ ✓

LP2 Using plan

Students’ logs of study-based and activity-basedlearning.

Records from those who have seen students’ workwhich show how they managed their timeeffectively and completed tasks.

✓ ✓

LP3 Reviewing progress

Records of information provided by students ontheir learning and performance.

19 34 33 24 ✓ 32 31 ✓ 39 34

Examples of work which show what studentslearned from two study-based and two activity-based learning activities.

Students’ records of discussions which show howthey sought to establish evidence of theirachievements and exchanged views on action toimprove their performance.

✓

Students’ notes on their action plan to show thetargets they have met.

✓



Problem solving Unit 1 Unit 2 Unit 3 Unit 4 U 5i Unit 5ii


PS1 Confirm problems and identify options

Students’ descriptions of two problems and howthey intended to show they had been solvedsuccessfully; ways for solving the problems andthe most realistic options to try; records of the helpthey were given.

11 15 25 3 ✓ 36 ✓ 26 27

PS2 Plan and try-out options

Students’ statements on how they confirmed theoptions to be tried out; a plan for trying out eachoption; records of what they did in following theirplan, with notes on the advice and support theywere given.

11 15 25 3 ✓ 36 ✓ 26 27

PS3 Check and describe results

Students’ records of the methods they were givenand how they used them. Students’ descriptions oftheir problem-solving activities and ways toimprove their approach to problem solving.

11 15 25 3 ✓ 36 ✓ 26 27



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Documentation produced by QCA defines what is meant by ‘spiritual’ and ‘moral’ in thecontext of Advanced Subsidiary and Advanced GCE specifications.

The ‘spiritual’ is concerned with:

• the quest for meaning in life, truth and ultimate values

• awareness of aspects of human life other than the physical and material

• feelings of transcendence, awe, wonder and mystery

• the inner world of imagination, inspiration and creativity

• awareness of self-identity and self-worth

• recognising and valuing the world and others.

The ‘moral’ is concerned with:

• knowledge and awareness of the values and attitudes of individuals and society as a wholeand socially accepted codes of behaviour

• skill in reasoning on matters concerning values, attitudes and actions of individuals insociety

• ability to make responsible judgements on issues of significance to individuals and societyin general

• personal conduct and taking responsibility for one’s own actions.

The moral is often linked with the spiritual, which may act as a context for the moral, but theyare not synonymous. Neither is limited to a religious context.


mp^P=ÉñéÉêáãÉåí=ã~êâáåÖ=ÖêáÇ

Name

Skill Annotationcode

Draft Final

A2aA2bA2c

some attempt at planregard to safetyapparatus largely appropriate

A4aA4bA4c

coherent planaccuracy consideredsensitivity considered

A6aA6bA6cA6d

A

A6e

clear plan including details of data treatmentappropriate apparatusthought and ingenuity in designdue attention to accuracydue consideration to sensitivitymark

B2aB2bB2cB2d

apparatus used correctlyattention paid to safetytechniques correctgenerally well organised

B4aB4b

B

B4c

confidence, care and skilltechniques extended/modifiedmethodicalmark

C2aC2bC2cC2dC2e

methodical recordingappropriate unitsreasonable number of resultsreasonable range of resultsturning points/anomalous results noted

C4aC4bC4c

C

C4d

repetition if appropriateprecision*turning points/anomalous results investigated*procedures adaptedmark

D2aD2bD2c

routine methods for processinggraph with suitable scale, grid and best-fit lineconclusion stated

D4aD4bD4c

conclusions related to resultsqualitative discussion of limitations of resultsand of conclusions

D6aD6bD6c

thought given to processing of dataphysics principles and concepts usedattempt at quantitative discussion of limitations

D8aD8bD8c

thorough quantitative discussion of errorsquantitative discussion of limitations & conclusionsensible modifications suggested

D

marktotal

*if necessary


mp^P=îáëáí=ã~êâáåÖ=ÖêáÇ

Name

pâáää `çÇÉë aê~Ñí cáå~ä

A2aA2b

two aspects identifiedpurpose is stated

A4a

A

A4bpurpose of one aspect thoroughly describedpurpose of both aspects thoroughly described

markB2aB2bB2c

account of one aspectphysics principles/concepts statedrelated to context

B4aB4bB4c

physics largely correctno major errors in illustrationslimitations mentioned

B6aB6bB6c

accurate illustrationsclear discussion of physics principlesgood awareness of strengths/limitations

B8a quantitative argumentsB8b

B

B8cdiscussion of future developmentsdiscussion of other uses

markC2aC2bC2cC2d

some appropriate illustrationsthought given to presentationall sources acknowledgedspelling and grammar largely correct

C4aC4bC4c

C

C4d

clear structuresubheadingsspelling and grammar correctcorrect use of technical terms

marktotal


mp^Rá=éêçàÉÅí=ã~êâáåÖ=ÖêáÇ

Name

pâáää cáå~ä

A 2a2b

some attempt at rationalefew sources consulted

4a4b4c

fairly clear rationale for choice of topicphysics background developedinformation gathered is used in planning

6a6b6c

very clear rationaleseveral sources are consultedsound physics background given

8a8b

initiative shown in choice of sourcesrelevant material selected and used

markB 2a

2b2c2d

attempt at planningsome thought given to apparatussome safety hazards identifiedpilot experiment (not essential for 2 marks)

4a4b4c4d4e

coherent plan with controlled variables and details of observationsapparatus selected is largely appropriatethought given to accuracy and sensitivitysafety consideredappropriate pilot experiment performed

6a6b6c6d

clear plan for entire period of investigationwell thought out pilot informs projectsafety fully consideredapparatus selected is fully suitable

8a8b

thought and ingenuity in designapparatus devised or modified for project

markC 2a

2b2c

attention paid to safetysome techniques/procedures correctplan used

4a4b4c4d

confidence, care and skill shownall techniques/procedures correctmethodicalplan reviewed

6a6b

calibration checked where appropriatefrequent reviewing of plan, with changes made if required

markD 2a

2bSome appropriate measurements/observationsSome repeating/checking

4a4b4c4d4e4f

measurements and observations recorded methodicallyprecision and reliability consideredappropriate unitsreasonable number and range of resultsany anomalous or turning points notedmodification of procedures if appropriate

6a6b6c

suitable range and sufficient observations, including appropriate repeatsprecision appropriateany anomalous or turning points investigated

mark


mp^Rá=éêçàÉÅí=ã~êâáåÖ=ÖêáÇ

E 2a2b2c2d

routine methods for processingattempt to apply physics principlesconclusion statedsome awareness of limitations

4a4b4c4d4e

some consideration of appropriate choice of method for processing dataphysics principles used to interpret resultsconclusions drawn based on resultsconclusions supported by experimental resultsqualitative discussion of limitations

6a6b6c6d

thoughtful choice of method for processing dataphysics principles and concepts used correctlythorough quantitative discussion of errorsthorough discussion of limitations, modifications, conclusions

markF 2a

2b2c2d

factual report, some structurebasic bibliographygraphs, tables and diagrams presentrelevant scientific vocabulary attempted

4a4b4c4d4e

evidence of planning of reportaims and conclusions statedreasonable bibliographyrelevant graphs, tables and diagramsspelling and grammar largely correct

6a6b6c6d6e6f

well organised reportaims and conclusions stated clearlygood bibliographyeffective graphs, tables and diagramsspelling and grammar correctclear on first reading

marktotal


p~äíÉêë=eçêåÉêë=mÜóëáÅë=URRO=~åÇ=VRRO

`çìêëÉïçêâ=oÉÅçêÇ=pÜÉÉí=jçÇìäÉ=mp^P

bñ~ãáå~íáçå=pÉêáÉëW

`ÉåíêÉW `~åÇáÇ~íÉW

kìãÄÉêW kìãÄÉêW

bñéÉêáãÉåí~ä=pâáääë ^Åíáîáíó=N ^Åíáîáíó=O qçí~ä

A Planning /6 /6

B Implementing /4 /4

C Observing and recording /4 /4

D Interpreting and evaluating /8 /8

Total = Activity 1 + Activity 2 /22 /22 /44

sáëáí

A Identification of purpose of physics /4

B Account of physics /8

C Communication /4 /16

qçí~ä=Ñçê=mp^P=EbñéÉêáãÉåí~ä=ëâáääë=H=îáëáíF /60

Declaration of Authentication:

I declare that the work submitted for assessment has been carried out without assistanceother than that which is acceptable under the scheme of assessment.

Signed (candidate) …………………………………………………..

Date …………………

Signed (teacher) …………………………………………………..

Name of teacher …………………………………………………..

Date …………………


p~äíÉêë=eçêåÉêë=mÜóëáÅë=VRRO

`çìêëÉïçêâ=oÉÅçêÇ=pÜÉÉí=jçÇìäÉ=mp^R

bñ~ãáå~íáçå=pÉêáÉëW

`ÉåíêÉW `~åÇáÇ~íÉW

kìãÄÉêW kìãÄÉêW

mê~ÅíáÅ~ä=mêçàÉÅí qçí~ä

A Research and rationale /8

B Planning /8

C Implementing /6

D Observing and recording /6

E Interpreting and evaluating /6

F Communicating /6

qçí~ä=Ñçê=mp^R /40

Declaration of Authentication:

I declare that the work submitted for assessment has been carried out without assistanceother than that which is acceptable under the scheme of assessment.

Signed (candidate) …………………………………………………..

Date …………………

Signed (teacher) …………………………………………………..

Name of teacher …………………………………………………..

Date …………………


sb300802LT\PD\A LEVEL\PHYSICS SALTERS HORNERS-ISS2.DOC.1-104/1

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bÇÉñÅÉä=^Çî~åÅÉÇ=pìÄëáÇá~êó=d`b=áå=mÜóëáÅë … · UA006822 – Specification – Edexcel AS/A GCE Physics (Salters Horners) ... ♦ Comprehensive student