Specification_Physcis.pdf · Edexcel GCE in Physics — Foreword (GH[FHO LV GHOLJKWHG WKDW WKLV VSHFL¿FDWLRQ KDV EHHQ GHYHORSHG LQ FROODERUDWLRQ ZLWK the Salters Horners Advanced

Pearson Edexcel Level 3 Advanced Subsidiary GCE in Physics (8PH01))LUVW�FHUWL¿FDWLRQ��

Pearson Edexcel Level 3 Advanced GCE in Physics (9PH01))LUVW�FHUWL¿FDWLRQ��

Issue 5

6SHFL¿FDWLRQGCE Physics

Edexcel GCE in Physics — Foreword

(GH[FHO�LV�GHOLJKWHG�WKDW�WKLV�VSHFL¿FDWLRQ�KDV�EHHQ�GHYHORSHG�LQ�FROODERUDWLRQ�ZLWK�the Salters Horners Advanced Physics project, a leader for many years in developing innovative approaches to teaching and learning in physics at A level.

Salters Horners Advanced Physics is developed and supported by the University of York 6FLHQFH�(GXFDWLRQ�*URXS��D�PDMRU�IRUFH�IRU�LQQRYDWLRQ�LQ�VFLHQFH�HGXFDWLRQ��)ROORZLQJ�D�WZR�\HDU�SLORW��WKH�FRXUVH�KDV�QRZ�EHHQ�UXQQLQJ�VXFFHVVIXOO\�VLQFH�WKH�\HDU��

Many key elements of this approach, such as studying the contemporary uses and FXWWLQJ�HGJH�DSSOLFDWLRQ�RI�SK\VLFV��DUH�QRZ�SDUW�RI�WKH�How Science Works strand UHTXLUHG�LQ�DOO�$�OHYHO�6FLHQFH�VSHFL¿FDWLRQV��(GH[FHO�*&(�LQ�SK\VLFV�KDV�EHQH¿WHG�enormously from the expertise built up by the Salters Horners project in incorporating HIIHFWLYHO\�WKLV�LPSRUWDQW�QHZ�DVSHFW�RI�$�OHYHO�SK\VLFV�LQWR�WKH�QHZ�VSHFL¿FDWLRQ�

7KH�6DOWHUV�+RUQHUV�SURMHFW�FRQWLQXHV�WR�VXSSRUW�VWXGHQWV�DQG�WHDFKHUV�ZLWK�,16(7�DQG�resources in addition to the support offered by the Edexcel team.

Edexcel University of York

Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Introduction 1

About this specification

The Edexcel GCE in Physics is designed for use in schools and colleges. It is a part of a suite of GCE TXDOL¿FDWLRQV�RIIHUHG�E\�(GH[FHO�

Key features of the specification $Q�LQQRYDWLYH�VSHFL¿FDWLRQ

(GH[FHO¶V�3K\VLFV�VSHFL¿FDWLRQ�SURYLGHV�WKH�EDVLV�RI�DQ�LQQRYDWLYH�FRXUVH�WKDW�KDV�EHHQ�GHVLJQHG�WR�HQJDJH�DQG�LQVSLUH�VWXGHQWV�ZKR�KDYH�GLIIHUHQW�QHHGV�DQG�DELOLWLHV�E\�SURYLGLQJ�WZR�GLVWLQFW��ÀH[LEOH��WHDFKLQJ�DQG�learning approaches:

� D�FRQFHSW�OHG�DSSURDFK��7KLV�DSSURDFK�EHJLQV�ZLWK�D�VWXG\�RI�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�DQG�¿QLVKHV�ZLWK�DQ�H[SORUDWLRQ�RI�WKHLU�SUDFWLFDO�DSSOLFDWLRQV

� D�FRQWH[W�OHG�WRSLF�DSSURDFK��7KLV�DSSURDFK�EHJLQV�ZLWK�WKH�FRQVLGHUDWLRQ�RI�DQ�DSSOLFDWLRQ�WKDW�GUDZV�RQ�PDQ\�GLIIHUHQW�DUHDV�RI�SK\VLFV��DQG�WKHQ�PRYHV�RQ�WR�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�XQGHUO\LQJ�this application. This approach is based on the Salters Horners Advanced Physics Project.

7KHVH�WHDFKLQJ�DSSURDFKHV�FDQ�EH�PL[HG�WR�DOORZ�YDULHW\�LQ�FRXUVH�GHOLYHU\��7HDFKHUV�PD\�VHOHFW�WKH�approach that best meets the needs of their students. These different approaches lead to the same common assessment paper for each unit.

Why choose this specification?$�PRWLYDWLQJ�VSHFL¿FDWLRQ

7KLV�VSHFL¿FDWLRQ�HQDEOHV�PRWLYDWLQJ��XS�WR�GDWH��FRQWHPSRUDU\�FRQWH[WV��WR�EH�LQFOXGHG�LQ�WKH�WHDFKLQJ�DQG�OHDUQLQJ�SURJUDPPH��2SSRUWXQLWLHV�IRU�SUDFWLFDO�ZRUN�DUH�LGHQWL¿HG�WKURXJKRXW�WKH�VSHFL¿FDWLRQ��

7KLV�VSHFL¿FDWLRQ�KDV�D�UHDOLVWLF��PDQDJHDEOH�OHYHO�RI�FRQWHQW�DQG�DVVHVVPHQW�DQG�WKHUHIRUH�SURYLGHV�DQ�enjoyable teaching and learning experience.

$�VXSSRUWHG�VSHFL¿FDWLRQ

(GH[FHO�SURYLGHV�H[WHQVLYH�VXSSRUW�IRU�WKLV�VSHFL¿FDWLRQ��LQFOXGLQJ�JXLGHOLQHV�IRU�WKH�LQWHUQDO�DVVHVVPHQWV�DQG�VFKHPHV�RI�ZRUN�

The Salters Horners Advanced Physics project team at the University of York organises courses for WHDFKHUV�DQG�WHFKQLFLDQV�ZKR�RSHUDWH�WKLV�VSHFL¿FDWLRQ��DQG�DOVR�SURYLGHV�DQ�DGYLFH�VHUYLFH�WR�KHOS�ZLWK�TXHVWLRQV�FRQFHUQLQJ�WKH�WHDFKLQJ�RI�WKH�FRXUVH�

Supporting you

(GH[FHO�DLPV�WR�SURYLGH�WKH�PRVW�FRPSUHKHQVLYH�VXSSRUW�IRU�RXU�TXDOL¿FDWLRQV��:H�KDYH�WKHUHIRUH�SXEOLVKHG�RXU�RZQ�GHGLFDWHG�VXLWH�RI�UHVRXUFHV�IRU�WHDFKHUV�DQG�VWXGHQWV�ZULWWHQ�E\�TXDOL¿FDWLRQ�H[SHUWV��:H�DOVR�HQGRUVH�D�ZLGH�UDQJH�RI�PDWHULDOV�IURP�RWKHU�SXEOLVKHUV�WR�JLYH�\RX�D�FKRLFH�RI�DSSURDFK�

)RU�PRUH�LQIRUPDWLRQ�RQ�RXU�ZLGH�UDQJH�RI�VXSSRUW�DQG�VHUYLFHV�IRU�WKLV�*&(�LQ�3K\VLFV�TXDOL¿FDWLRQ��YLVLW�RXU�*&(�ZHEVLWH��ZZZ�HGH[FHO�FRP�JFH��

Specification updates7KLV�VSHFL¿FDWLRQ�LV�,VVXH��DQG�LV�YDOLG�IRU�H[DPLQDWLRQ�IURP�6XPPHU��,I�WKHUH�DUH�DQ\�VLJQL¿FDQW�FKDQJHV�WR�WKH�VSHFL¿FDWLRQ�(GH[FHO�ZLOO�ZULWH�WR�FHQWUHV�WR�OHW�WKHP�NQRZ��&KDQJHV�ZLOO�DOVR�EH�SRVWHG�RQ�RXU�ZHEVLWH�

)RU�PRUH�LQIRUPDWLRQ�SOHDVH�YLVLW�ZZZ�HGH[FHO�FRP�RU�ZZZ�HGH[FHO�FRP�JFH��

Contents © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics2

Contents

A Specification at a glance 4

B Specification overview 7

Summary of assessment requirements 7

Assessment objectives and weightings 8

Relationship of assessment objectives to units 9

Qualification summary 9

C Physics unit content 11

Course structure 12

Administration of internal assessment 12

Concept-led approach

Unit 1 Physics on the go 17

Unit 2 Physics at Work 23

Unit 3 Exploring Physics 33

Unit 4 Physics on the Move 41

Unit 5 Physics from Creation to Collapse 49

Unit 6 Experimental Physics 57

Context-led approach based on the Salters Horners Advanced Physics project







Contents

Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Contents 3

D Assessment and additional information 115

Assessment information 115

Additional information 119

E Resources, support and training 121

Resources to support the specification 121

Edexcel’s own published resources 121

Edexcel publications 122

Additional resources endorsed by Edexcel 122

Support from the University of York 123

Edexcel support services 124

Training 125

F Appendices 127

Appendix 1 Performance descriptions 129

Appendix 2 Wider curriculum 135

Appendix 3 Codes 137

Appendix 4 How Science Works 139

Appendix 5 Data 141

Appendix 6 Formulae 143

Appendix 7 Glossary 147

Appendix 8 Further resources and support 149

Appendix 9 General and mathematical requirements 151

4 Section A © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics

A Specification at a glance

AS Unit 1: Physics on the go *Unit code 6PH01

� Externally assessed

� Availability: June

��RI�WKH�WRWDO�$6�PDUNV

��RI�WKH�WRWDO�*&(�PDUNV

&RQWHQW�VXPPDU\:

7KLV�XQLW�LQYROYHV�WKH�VWXG\�RI�PHFKDQLFV��UHFWLOLQHDU�PRWLRQ��IRUFHV��HQHUJ\�DQG�SRZHU��DQG�PDWHULDOV��ÀRZ�RI�OLTXLGV��YLVFRVLW\��6WRNHV¶�/DZ��SURSHUWLHV�RI�PDWHULDOV��<RXQJ¶V¶�modulus and elastic strain energy).

Part of this topic may be taught using applications that relate to, for example, sports. The other part of this topic may be taught using, for example, a case study of the SURGXFWLRQ�RI�VZHHWV�DQG�ELVFXLWV��,W�PD\�DOVR�EH�WDXJKW�XVLQJ�WKH�SK\VLFV�DVVRFLDWHG�ZLWK�VSDUH�SDUW�VXUJHU\�IRU�MRLQW�UHSODFHPHQWV�DQG�OHQV�LPSODQWV�

$VVHVVPHQW:

7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�D�ZULWWHQ�H[DPLQDWLRQ�SDSHU�RI��KRXU��PLQXWHV�GXUDWLRQ��ZKLFK�ZLOO�FRQVLVW�RI�REMHFWLYH�TXHVWLRQV��VKRUW�TXHVWLRQV�DQG�ORQJ�TXHVWLRQV�

AS Unit 2: Physics at Work *Unit code 6PH02





&RQWHQW�VXPPDU\:

7KLV�XQLW�LQYROYHV�WKH�VWXG\�RI�ZDYHV��LQFOXGLQJ�UHIUDFWLRQ��SRODULVDWLRQ��GLIIUDFWLRQ�DQG�VWDQGLQJ��VWDWLRQDU\��ZDYHV��HOHFWULFLW\��FXUUHQW�DQG�UHVLVWDQFH��2KP¶V�ODZ�DQG�QRQ�ohmic materials, potential dividers, emf and internal resistance of cells, and negative WHPSHUDWXUH�FRHI¿FLHQW�WKHUPLVWRUV��DQG�WKH�ZDYH�SDUWLFOH�QDWXUH�RI�OLJKW��

Several different contexts may be used to teach parts of this unit including music, medical physics, technology in space, solar cells and an historical study of the nature of light.

$VVHVVPHQW:

7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�D�ZULWWHQ�H[DPLQDWLRQ�SDSHU�RI��KRXU��PLQXWHV�GXUDWLRQ��ZKLFK�ZLOO�FRQVLVW�RI�REMHFWLYH�TXHVWLRQV��VKRUW�TXHVWLRQV�DQG�ORQJ�TXHVWLRQV��

Specification at a glance A

Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Section A 5

AS Unit 3: Exploring Physics *Unit code 6PH03

� Internally or externally assessed




&RQWHQW�VXPPDU\:

7KLV�XQLW�LQYROYHV�DQ�H[SHULPHQW�WKDW�LV�EDVHG�RQ�D�SK\VLFV�EDVHG�YLVLW�RU a case study of an application of physics.

$VVHVVPHQW:

7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�DQ�H[SHULPHQW�WKDW�LV�IRXQGHG�RQ�HLWKHU�D�SK\VLFV�based visit RU�D�FDVH�VWXG\�RI�DQ�DSSOLFDWLRQ�RI�SK\VLFV��6WXGHQWV�ZULWH�D�UHSRUW�WKDW�LV�either internally marked and externally moderated or externally marked by Edexcel.

A2 Unit 4: Physics on the Move *Unit code 6PH04



��RI�WKH�WRWDO�$��PDUNV


&RQWHQW�VXPPDU\:�

This unit involves the study of further mechanics (momentum and circular motion), HOHFWULF�DQG�PDJQHWLF�¿HOGV��DQG�SDUWLFOH�SK\VLFV��

Several different contexts may be used to teach parts of this unit including a modern rail transport system, communications and display techniques.

Particle physics is the subject of current research, involving the acceleration and GHWHFWLRQ�RI�KLJK�HQHUJ\�SDUWLFOHV��7KLV�DUHD�RI�WKH�VSHFL¿FDWLRQ�PD\�EH�WDXJKW�E\�exploring a range of contemporary experiments.

$VVHVVPHQW:


A Specification at a glance

6 Section A © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics

A2 Unit 5: Physics from Creation to Collapse *Unit code 6PH05






This unit involves the study of thermal energy, nuclear decay, oscillations, astrophysics and cosmology.

Several different contexts may be used to teach parts of this unit including space technology, medical physics and the construction of buildings in earthquake zones. 7KH�DVWURSK\VLFV�DQG�FRVPRORJ\�VHFWLRQ�RI�WKLV�VSHFL¿FDWLRQ�PD\�EH�WDXJKW�XVLQJ�WKH�physical interpretation of astronomical observations, the formation and evolution of stars, and the history and future of the universe.

$VVHVVPHQW:


A2 Unit 6: Experimental Physics *Unit code 6PH06

� Internally or externally assessed





This unit involves planning an experiment, carrying out an experiment and analysing experimental results.

$VVHVVPHQW:

6WXGHQWV�PXVW�SODQ�DQ�H[SHULPHQW�DQG�WKHQ�FDUU\�RXW�D�SODQ�RI�DQ�H[SHULPHQW�ZKLFK�PD\�EH�WKHLU�RZQ�SODQ��D�SODQ�SURYLGHG�E\�(GH[FHO�RU�D�SODQ�GHYLVHG�E\�WKH�FHQWUH��

6WXGHQWV�ZULWH�D�UHSRUW�WKDW�LV�HLWKHU�PDUNHG�E\�WKH�WHDFKHU�DQG�H[WHUQDOO\�PRGHUDWHG�or externally marked by Edexcel.

6HH�$SSHQGL[��IRU�GHVFULSWLRQ�RI�WKLV�FRGH�DQG�DOO�RWKHU�FRGHV�UHOHYDQW�WR�WKLV�TXDOL¿FDWLRQ�

7Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Section B

B Specification overview

Summary of assessment requirements

8QLW�QXPEHU�DQG��XQLW�WLWOH�

/HYHO $VVHVVPHQW�LQIRUPDWLRQ 1XPEHU�RI�PDUNV�DOORFDWHG�LQ�WKH�XQLW

Unit 1: Physics on the go AS 7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�D�ZULWWHQ�examination paper of 1 hour 30 minutes duration. 7KH�SDSHU�ZLOO�FRQVLVW�RI�REMHFWLYH�TXHVWLRQV��VKRUW�questions and long questions. Students may be UHTXLUHG�WR�DSSO\�WKHLU�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�of physics to situations that they have not seen before.

It is recommended that students have access to a VFLHQWL¿F�FDOFXODWRU�IRU�WKLV�SDSHU�

6WXGHQWV�ZLOO�EH�SURYLGHG�ZLWK�WKH�IRUPXODH�VKHHW�VKRZQ�LQ�Appendix 6: Formulae. Any other physics IRUPXODH�WKDW�DUH�UHTXLUHG�ZLOO�EH�VWDWHG�LQ�WKH�question paper.

80 marks

8QLW��3K\VLFV�DW�:RUN AS 7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�D�ZULWWHQ�examination paper of 1 hour 30 minutes duration. 7KH�SDSHU�ZLOO�FRQVLVW�RI�REMHFWLYH�TXHVWLRQV��VKRUW�questions and long questions. Students may be UHTXLUHG�WR�DSSO\�WKHLU�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�of physics to situations that they have not seen before.

It is recommended that students have access to a VFLHQWL¿F�FDOFXODWRU�IRU�WKLV�SDSHU�


80 marks

Unit 3: Exploring Physics AS This unit is assessed by means of an experiment that LV�IRXQGHG�RQ�HLWKHU�D�SK\VLFV�EDVHG�YLVLW�RU a case study of an application of physics. The experiment must be conducted under supervised conditions. 6WXGHQWV�ZULWH�D�UHSRUW�WKDW�LV�HLWKHU�PDUNHG�E\�the teacher and externally moderated or marked by Edexcel. The experiment can be done in a normal lesson.

��PDUNV

8QLW��3K\VLFV�RQ�WKH�Move

$� 7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�D�ZULWWHQ�examination paper of 1 hour 35 minutes duration. 7KH�SDSHU�ZLOO�FRQVLVW�RI�REMHFWLYH�TXHVWLRQV��VKRUW�questions and long questions. Students may be UHTXLUHG�WR�DSSO\�WKHLU�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�of physics to situations that they have not seen before.

6WXGHQWV�PD\�XVH�D�VFLHQWL¿F�FDOFXODWRU�IRU�WKLV�SDSHU��


80 marks


8 Section B © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics

8QLW�QXPEHU�DQG��XQLW�WLWOH�

/HYHO $VVHVVPHQW�LQIRUPDWLRQ 1XPEHU�RI�PDUNV�DOORFDWHG�LQ�WKH�XQLW

Unit 5: Physics from Creation to Collapse

$� 7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�D�ZULWWHQ�examination paper of 1 hour 35 minutes duration. 7KH�SDSHU�ZLOO�FRQVLVW�RI�REMHFWLYH�TXHVWLRQV��VKRUW�questions and long questions. Students may be UHTXLUHG�WR�DSSO\�WKHLU�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�of physics to situations that they have not seen before.

6WXGHQWV�PD\�XVH�D�VFLHQWL¿F�FDOFXODWRU�IRU�WKLV�SDSHU�


80 marks

Unit 6: Experimental Physics

$� Students must plan an experiment and then carry RXW�D�SODQ�RI�DQ�H[SHULPHQW�ZKLFK�PD\�EH�WKHLU�RZQ�plan, a plan provided by Edexcel or a plan devised by the centre. The production of a plan may be done at a different time from the implementation of the plan. This assessment must be conducted under supervised FRQGLWLRQV��6WXGHQWV�ZULWH�D�UHSRUW�WKDW�LV�HLWKHU�marked by the teacher and externally moderated or H[WHUQDOO\�PDUNHG�E\�(GH[FHO��7KH�DVVHVVPHQW�ZLOO�WDNH�XS�WR�WZR�KRXUV�

��PDUNV

Information for international centres

A 100 per cent examination option is available ONLY to LQWHUQDWLRQDO�FHQWUHV�ZLVKLQJ�WR�WDNH�*&(�3K\VLFV��7KLV�ZLOO�WDNH�WKH�IRUP�RI�DOWHUQDWLYH�ZULWWHQ�SDSHUV�IRU�8QLWV��DQG��

This option is QRW available for home centres.

International private centres, including all centres entering candidates via the British Council, are not permitted to enter candidates for internal assessment and therefore must take the DOWHUQDWLYH�ZULWWHQ�SDSHUV�

)RU�IXUWKHU�GHWDLOV�SOHDVH�UHIHU�WR�WKH�(GH[FHO�LQWHUQDWLRQDO�ZHEVLWH�ZZZ�HGH[FHO�LQWHUQDWLRQDO�RUJ�

Assessment objectives and weightings

��LQ�$6 ��LQ�$��LQ�GCE

A01.QRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�VFLHQFH�DQG�RI�µHow Science Works’

��

A02$SSOLFDWLRQ�RI�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�VFLHQFH�DQG�RI�µHow Science Works’

��

A03 µHow Science Works’ ��

TOTAL ��

Specification overview B

9Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Section B

Relationship of assessment objectives to units

8QLW�QXPEHU $VVHVVPHQW�REMHFWLYH

AO1 AO2 AO3 7RWDO�IRU�$2�,�$2��DQG�$2�

Unit 1 ��

8QLW��

Unit 3 ��

8QLW��

Unit 5 ��

Unit 6 ��

7RWDO�IRU�$GYDQFHG�*&(

35% 45% 20% 100%

Qualification summary

Subject Criteria 7KH�*HQHUDO�&HUWL¿FDWH�RI�(GXFDWLRQ�LV�SDUW�RI�WKH�/HYHO��SURYLVLRQ��7KLV�VSHFL¿FDWLRQ�LV�EDVHG�RQ�WKH�$GYDQFHG�6XEVLGLDU\�*&(�DQG�$GYDQFHG�*&(�6XEMHFW�&ULWHULD�IRU�6FLHQFH�ZKLFK�DUH�SUHVFULEHG�E\�WKH�UHJXODWRU\�DXWKRULWLHV�DQG�DUH�PDQGDWRU\�IRU�DOO�DZDUGLQJ�ERGLHV��

The GCE in Physics has been designed to encourage students to:

a develop their interest in, and enthusiasm for, the subject, including developing an interest in further study and careers in the subject

E� DSSUHFLDWH�KRZ�VRFLHW\�PDNHV�GHFLVLRQV�DERXW�VFLHQWL¿F�LVVXHV�DQG�KRZ�WKH�VFLHQFHV�FRQWULEXWH�WR�WKH�VXFFHVV�RI�WKH�HFRQRP\�and society

c develop and demonstrate a deeper appreciation of the skills, NQRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�How Science Works

G� GHYHORS�HVVHQWLDO�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�GLIIHUHQW�DUHDV�RI�WKH�VXEMHFW�DQG�KRZ�WKH\�UHODWH�WR�HDFK�RWKHU�


10 Section B © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics

Aims The aims of the Edexcel Advanced Subsidiary and Advanced GCE in Physics are to:

� SURYLGH�VHDPOHVV�SURJUHVVLRQ�IURP�WKH�.H\�6WDJH��SURJUDPPH�of study and enable students to sustain and develop an enjoyment of, and interest in, physics and its applications

� GHYHORS�DQ�XQGHUVWDQGLQJ�RI�WKH�OLQN�EHWZHHQ�WKHRU\�DQG�experiment and foster the development of skills in the design and execution of experiments

� GHYHORS�HVVHQWLDO�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�LQ�SK\VLFV�DQG��ZKHUH�DSSURSULDWH��WKH�DSSOLFDWLRQV�RI�SK\VLFV�ZLWK�DQ�DSSUHFLDWLRQ�RI�WKHLU�VLJQL¿FDQFH�DQG�WKH�VNLOOV�QHHGHG�IRU�WKH�XVH�RI�WKHVH�LQ�QHZ�DQG�FKDQJLQJ�VLWXDWLRQV

� demonstrate the importance of physics as a human endeavour that LQWHUDFWV�ZLWK�VRFLDO��SKLORVRSKLFDO��HFRQRPLF�DQG�LQGXVWULDO�PDWWHUV

� be a suitable preparation for higher educational courses in physics and related courses.

AS/A2 knowledge and understanding

7KLV�$GYDQFHG�6XEVLGLDU\�DQG�$GYDQFHG�*&(�VSHFL¿FDWLRQ�UHTXLUHV�students to:

� UHFRJQLVH��UHFDOO�DQG�VKRZ�XQGHUVWDQGLQJ�RI�VFLHQWL¿F�NQRZOHGJH

� select, organise and communicate relevant information in a variety of forms

� DQDO\VH�DQG�HYDOXDWH�VFLHQWL¿F�NQRZOHGJH�DQG�SURFHVVHV�

� DSSO\�VFLHQWL¿F�NQRZOHGJH�DQG�SURFHVVHV�WR�XQIDPLOLDU�VLWXDWLRQV

� DVVHVV�WKH�YDOLGLW\��UHOLDELOLW\�DQG�FUHGLELOLW\�RI�VFLHQWL¿F�LQIRUPDWLRQ�

AS/A2 skills 7KLV�$GYDQFHG�6XEVLGLDU\�DQG�$GYDQFHG�*&(�VSHFL¿FDWLRQ�UHTXLUHV�students to:

� demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods

� make, record and communicate reliable and valid observations DQG�PHDVXUHPHQWV�ZLWK�DSSURSULDWH�SUHFLVLRQ�DQG�DFFXUDF\

� analyse, interpret, explain and evaluate the methodology, UHVXOWV�DQG�LPSDFW�RI�WKHLU�RZQ�DQG�RWKHUV¶�H[SHULPHQWDO�DQG�LQYHVWLJDWLYH�DFWLYLWLHV�LQ�D�YDULHW\�RI�ZD\V�

11Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Section C

C Physics unit content

Concept-led approach







Context-led approach based on the Salters Horners Advanced Physics project








12 Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics

Course structure

� Edexcel’s GCE in Physics comprises six units and contains an Advanced Subsidiary subset of three AS units.

� 7KH�$GYDQFHG�6XEVLGLDU\�*&(�LV�WKH�¿UVW�KDOI�RI�WKH�*&(�FRXUVH�DQG�FRQVLVWV�RI�8QLWV��DQG��,W�PD\�EH�DZDUGHG�DV�D�GLVFUHWH�TXDOL¿FDWLRQ�RU�FDQ�FRQWULEXWH��SHU�FHQW�RI�WKH�WRWDO�$GYDQFHG�GCE marks.

� 7KH�IXOO�$GYDQFHG�*&(�DZDUG�FRQVLVWV�RI�WKH�WKUHH�$6�XQLWV� �8QLWV��DQG��SOXV�WKUHH�$��XQLWV��8QLWV��DQG��ZKLFK�make up the other 50 per cent of the Advanced GCE. Students ZLVKLQJ�WR�WDNH�WKH�IXOO�$GYDQFHG�*&(�PXVW��WKHUHIRUH��FRPSOHWH�all six units.

� 7KH�VWUXFWXUH�RI�WKLV�TXDOL¿FDWLRQ�DOORZV�WHDFKHUV�WR�FRQVWUXFW�D�FRXUVH�RI�VWXG\�ZKLFK�FDQ�EH�WDXJKW�DQG�DVVHVVHG�HLWKHU�DV��

� GLVWLQFW�PRGXOHV�RI�WHDFKLQJ�DQG�OHDUQLQJ�ZLWK�UHODWHG�XQLWV�RI�assessment taken at appropriate stages during the course; or

� D�OLQHDU�FRXUVH�ZKLFK�LV�DVVHVVHG�LQ�LWV�HQWLUHW\�DW�WKH�HQG�

Administration of internal assessment

Internal standardisation

Teachers choosing the option of marking the internal assessment PXVW�VKRZ�FOHDUO\�KRZ�WKH�PDUNV�KDYH�EHHQ�DZDUGHG�LQ�UHODWLRQ�to the assessment criteria. If more than one teacher in a centre LV�PDUNLQJ�VWXGHQWV¶�ZRUN��WKHUH�PXVW�EH�D�SURFHVV�RI�LQWHUQDO�standardisation to ensure that there is consistent application of the assessment criteria.

Authentication All candidates must sign an authentication statement. Statements UHODWLQJ�WR�ZRUN�QRW�VDPSOHG�VKRXOG�EH�KHOG�VHFXUHO\�LQ�\RXU�FHQWUH��7KRVH�ZKLFK�UHODWH�WR�VDPSOHG�FDQGLGDWHV�PXVW�EH�DWWDFKHG�WR�WKH�ZRUN�DQG�VHQW�WR�WKH�PRGHUDWRU��,Q�DFFRUGDQFH�ZLWK�D�UHYLVLRQ�WR�the current Code of Practice, any candidate unable to provide an DXWKHQWLFDWLRQ�VWDWHPHQW�ZLOO�UHFHLYH�]HUR�FUHGLW�IRU�WKH�FRPSRQHQW��:KHUH�FUHGLW�KDV�EHHQ�DZDUGHG�E\�D�FHQWUH�DVVHVVRU�WR�VDPSOHG�ZRUN�ZLWKRXW�DQ�DFFRPSDQ\LQJ�DXWKHQWLFDWLRQ�VWDWHPHQW��WKH�PRGHUDWRU�ZLOO�LQIRUP�(GH[FHO�DQG�WKH�PDUN�ZLOO�EH�DGMXVWHG�WR�]HUR�

Physics unit content C


Further information

For more information on annotation, authentication, mark submission and moderation procedures, please refer to the Edexcel Information Manual�GRFXPHQW��ZKLFK�LV�DYDLODEOH�RQ�WKH�(GH[FHO�ZHEVLWH��

)RU�XS�WR�GDWH�DGYLFH�RQ�WHDFKHU�LQYROYHPHQW��PDOSUDFWLFH�DQG�plagiarism, please refer to the latest -RLQW�&RXQFLO�IRU�4XDOL¿FDWLRQV�(JCQ) Instructions for Conducting Coursework document. This GRFXPHQW�LV�DYDLODEOH�RQ�WKH�-&4�ZHEVLWH��ZZZ�MFT�RUJ�XN.

For additional information on malpractice, please refer to the latest -RLQW�&RXQFLO�IRU�4XDOL¿FDWLRQV��-&4��6XVSHFWHG�0DOSUDFWLFH�LQ�Examinations and Assessments: Policies and Procedures document, DYDLODEOH�RQ�WKH�-&4�ZHEVLWH�





CONCEPT-LED APPROACH

7KH�IROORZLQJ�VHFWLRQ�VKRZV�KRZ�WKH�VSHFL¿FDWLRQ�PD\�EH�WDXJKW�XVLQJ�WKH�FRQFHSW�OHG�DSSURDFK




Unit 1 Physics on the go AS compulsory unit Externally assessed

1.1 Introduction

Concept approach This unit covers mechanics and materials. The unit may be taught using either a concept approach or a context approach. The concept DSSURDFK�EHJLQV�ZLWK�D�VWXG\�RI�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�physics and then explores their practical applications. This section RI�WKH�VSHFL¿FDWLRQ�LV�SUHVHQWHG�LQ�D�IRUPDW�IRU�WHDFKHUV�ZKR�ZLVK�to use the concept approach.

Context approach This unit is presented in a different format on page 65 for teachers ZKR�ZLVK�WR�XVH�D�FRQWH[W�DSSURDFK��7KH�FRQWH[W�DSSURDFK�EHJLQV�ZLWK�WKH�FRQVLGHUDWLRQ�RI�DQ�DSSOLFDWLRQ�WKDW�GUDZV�RQ�PDQ\�GLIIHUHQW�DUHDV�RI�SK\VLFV��DQG�WKHQ�WKH�ODZV��WKHRULHV�DQG�PRGHOV�of physics that apply to this application are studied. The context approach for this unit uses three contexts for teaching this unit: VSRUWV��WKH�SURGXFWLRQ�RI�VZHHWV�DQG�ELVFXLWV�DQG�VSDUH�SDUW�VXUJHU\�

How Science Works

The GCE Science Criteria includes How Science Works (see Appendix 4��7KLV�VKRXOG�EH�LQWHJUDWHG�ZLWK�WKH�WHDFKLQJ�DQG�learning of this unit.

,W�LV�H[SHFWHG�WKDW�VWXGHQWV�ZLOO�EH�JLYHQ�RSSRUWXQLWLHV�WR�XVH�spreadsheets and computer models to analyse and present data, and make predictions.

7KH�ZRUG�µLQYHVWLJDWH¶�LQGLFDWHV�ZKHUH�VWXGHQWV�VKRXOG�GHYHORS�WKHLU�practical skills for How Science Works, numbers 1–6 as detailed in Appendix 4 (internal assessment may require these skills). Students should communicate the outcomes of their investigations XVLQJ�DSSURSULDWH�VFLHQWL¿F��WHFKQLFDO�DQG�PDWKHPDWLFDO�ODQJXDJH��conventions and symbols.

Applications of physics should be studied using a range of contemporary contexts that relate to this unit.

Con

cept

app

roac

h

Unit 1 Physics on the go


1.2 Assessment information

Examination paper

7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�D�ZULWWHQ�H[DPLQDWLRQ�SDSHU�RI��KRXU��PLQXWHV�GXUDWLRQ��7KH�SDSHU�ZLOO�FRQVLVW�RI�REMHFWLYH�questions, short questions and long questions. Students may be UHTXLUHG�WR�DSSO\�WKHLU�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�SK\VLFV�to situations that they have not encountered before.

The total number of marks available for this examination paper is ��,W�FRQWULEXWHV��WR�$6�3K\VLFV�DQG��WR�WKH�$GYDQFHG�GCE in Physics.

Calculator ,W�LV�UHFRPPHQGHG�WKDW�VWXGHQWV�KDYH�DFFHVV�WR�D�VFLHQWL¿F�calculator for this paper.

Formulae sheet 6WXGHQWV�ZLOO�EH�SURYLGHG�ZLWK�WKH�IRUPXODH�VKHHW�VKRZQ�LQ�Appendix 6: Formulae. Any other physics formulae that are UHTXLUHG�ZLOO�EH�VWDWHG�LQ�WKH�TXHVWLRQ�SDSHU�

Concept approach

Physics on the go Unit 1


1.3 Mechanics

7KLV�WRSLF�OHDGV�RQ�IURP�WKH�.H\�6WDJH��SURJUDPPH�RI�VWXG\�DQG�FRYHUV�UHFWLOLQHDU�PRWLRQ��IRUFHV��HQHUJ\�DQG�SRZHU��,W�may be studied using applications that relate to mechanics, for example, sports.

Students will be assessed on their ability to: Suggested experiments

1 use the equations for uniformly accelerated motion in one dimension:

v = u + at s = ut + ½at� v� = u��as

�� GHPRQVWUDWH�DQ�XQGHUVWDQGLQJ�RI�KRZ�,&7�can be used to collect data for, and display, GLVSODFHPHQW�WLPH�DQG�YHORFLW\�WLPH�JUDSKV�for uniformly accelerated motion and FRPSDUH�WKLV�ZLWK�WUDGLWLRQDO�PHWKRGV�LQ�terms of reliability and validity of data

Determine speed and acceleration, for example use light gates

3 identify and use the physical quantities derived from the slopes and areas of GLVSODFHPHQW�WLPH�DQG�YHORFLW\�WLPH�JUDSKV��LQFOXGLQJ�FDVHV�RI�QRQ�XQLIRUP�DFFHOHUDWLRQ

�� LQYHVWLJDWH��XVLQJ�SULPDU\�GDWD��UHFRJQLVH�and make use of the independence of vertical and horizontal motion of a projectile moving freely under gravity

Strobe photography or video camera to analyse motion

�� GLVWLQJXLVK�EHWZHHQ�VFDODU�DQG�YHFWRU�quantities and give examples of each

�� UHVROYH�D�YHFWRU�LQWR�WZR�FRPSRQHQWV�DW�ULJKW�DQJOHV�WR�HDFK�RWKHU�E\�GUDZLQJ�DQG�by calculation

�� FRPELQH�WZR�FRSODQDU�YHFWRUV�DW�DQ\�DQJOH�WR�HDFK�RWKHU�E\�GUDZLQJ��DQG�DW�ULJKW�angles to each other by calculation

Con

cept

app

roac

h




�� GUDZ�DQG�LQWHUSUHW�IUHH�ERG\�IRUFH�GLDJUDPV�to represent forces on a particle or on an extended but rigid body, using the concept of centre of gravity of an extended body

Find the centre of gravity of an irregular rod

9 investigate, by collecting primary data, and use !F = ma�LQ�VLWXDWLRQV�ZKHUH�m is FRQVWDQW��1HZWRQ¶V�¿UVW�ODZ�RI�PRWLRQ� (a� ��DQG�VHFRQG�ODZ�RI�PRWLRQ�

Use an air track to investigate factors affecting acceleration

�� XVH�WKH�H[SUHVVLRQV�IRU�JUDYLWDWLRQDO�¿HOG�strength g = F/m�DQG�ZHLJKW�W = mg

Measure g using, for example, light gates.

Estimate, and then measure, the ZHLJKW�RI�IDPLOLDU�REMHFWV

11 identify pairs of forces constituting an LQWHUDFWLRQ�EHWZHHQ�WZR�ERGLHV��1HZWRQ¶V�WKLUG�ODZ�RI�PRWLRQ�

�� XVH�WKH�UHODWLRQVKLS�Ek = ½ mv� for the

kinetic energy of a body

13 use the relationship "Egrav

= mg"h for the gravitational potential energy transferred near the Earth’s surface

�� LQYHVWLJDWH�DQG�DSSO\�WKH�SULQFLSOH�RI�conservation of energy including use of ZRUN�GRQH��JUDYLWDWLRQDO�SRWHQWLDO�HQHUJ\�and kinetic energy

Use, for example, light gates to investigate the speed of a falling object

�� XVH�WKH�H[SUHVVLRQ�IRU�ZRUN�"W = F"s LQFOXGLQJ�FDOFXODWLRQV�ZKHQ�WKH�IRUFH�LV�QRW�along the line of motion

16 understand some applications of mechanics, for example to safety or to sports

�� LQYHVWLJDWH�DQG�FDOFXODWH�SRZHU�IURP�WKH�UDWH�DW�ZKLFK�ZRUN�LV�GRQH�RU�HQHUJ\�WUDQVIHUUHG

(VWLPDWH�SRZHU�RXWSXW�RI�HOHFWULF�motor (see also outcome 53)

Concept approach



1.4 Materials

7KLV�WRSLF�FRYHUV�ÀRZ�RI�OLTXLGV��YLVFRVLW\��6WRNHV¶�ODZ��SURSHUWLHV�RI�PDWHULDOV��+RRNH¶V�ODZ��<RXQJ¶V�PRGXOXV�DQG�HODVWLF�VWUDLQ�HQHUJ\�

This topic may be taught using, for example, a case study of WKH�SURGXFWLRQ�RI�VZHHWV�DQG�ELVFXLWV��,W�FRXOG�DOVR�EH�WDXJKW�XVLQJ�WKH�SK\VLFV�DVVRFLDWHG�ZLWK�VSDUH�SDUW�VXUJHU\�IRU�MRLQW�replacements and lens implants.

/HDUQLQJ�RXWFRPHV��±��VKRXOG�EH�VWXGLHG�XVLQJ�YDULHW\�RI�applications, for example, making and testing food, engineering materials, spare part surgery. This unit includes many opportunities to develop experimental skills and techniques.


18 understand and use the terms density, ODPLQDU�ÀRZ, streamline ÀRZ, terminal velocity, turbulent ÀRZ, upthrust and viscous drag, for example, in transport design or in manufacturing

19 recall, and use primary or secondary data WR�VKRZ�WKDW�WKH�UDWH�RI�ÀRZ�RI�D�ÀXLG�LV�related to its viscosity

�� UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQ�IRU�6WRNHV¶V�/DZ��F = 6# $rv and XSWKUXVW� �ZHLJKW�RI�ÀXLG�GLVSODFHG

�� LQYHVWLJDWH��XVLQJ�SULPDU\�RU�VHFRQGDU\�data, and recall that the viscosities of most ÀXLGV�FKDQJH�ZLWK�WHPSHUDWXUH��([SODLQ�WKH�importance of this for industrial applications

�� REWDLQ�DQG�GUDZ�IRUFH±H[WHQVLRQ��IRUFH±FRPSUHVVLRQ��DQG�WHQVLOH�FRPSUHVVLYH�VWUHVV�VWUDLQ�JUDSKV��,GHQWLI\�WKH�limit of proportionality, elastic limit and yield point

Obtain graphs for, example, FRSSHU�ZLUH��Q\ORQ�DQG�UXEEHU

Con

cept

app

roac

h




�� LQYHVWLJDWH�DQG�XVH�+RRNH¶V�ODZ��F = k"x, DQG�NQRZ�WKDW�LW�DSSOLHV�RQO\�WR�VRPH�materials

�� H[SODLQ�WKH�PHDQLQJ�DQG�XVH�RI��DQG�calculate tensile/compressive stress, tensile/compressive strain, strength, breaking stress, stiffness and Young Modulus. Obtain the Young modulus for a material

Investigations could include, for example, copper and rubber

�� LQYHVWLJDWH�HODVWLF�DQG�SODVWLF�GHIRUPDWLRQ�RI�D�PDWHULDO�DQG�GLVWLQJXLVK�EHWZHHQ�WKHP

�� H[SORUH�DQG�H[SODLQ�ZKDW�LV�PHDQW�E\�WKH�terms brittle, ductile, hard, malleable, stiff and tough. Use these terms, give examples of materials exhibiting such properties and H[SODLQ�KRZ�WKHVH�SURSHUWLHV�DUH�XVHG�LQ�D�variety of applications, for example, safety clothing, foodstuffs

�� FDOFXODWH�WKH�HODVWLF�VWUDLQ�HQHUJ\�Eel in

a deformed material sample, using the expression E

el = ½ F"x, and from the area

XQGHU�LWV�IRUFH�H[WHQVLRQ�JUDSK


Unit 2 Physics at Work AS compulsory unit Externally assessed

2.1 Introduction

Concept approach 7KLV�XQLW�FRYHUV�ZDYHV��HOHFWULFLW\�DQG�WKH�QDWXUH�RI�OLJKW��7KH�unit may be taught using either a concept approach or a context DSSURDFK��7KH�FRQFHSW�DSSURDFK�EHJLQV�ZLWK�D�VWXG\�RI�WKH�ODZV��theories and models of physics and then explores their practical DSSOLFDWLRQV��7KLV�VHFWLRQ�RI�WKH�VSHFL¿FDWLRQ�LV�SUHVHQWHG�LQ�D�IRUPDW�IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�WKH�FRQFHSW�DSSURDFK��

Context approach This unit is presented in a different format on page 73 for teachers ZKR�ZLVK�WR�XVH�D�FRQWH[W�DSSURDFK��7KH�FRQWH[W�DSSURDFK�EHJLQV�ZLWK�WKH�FRQVLGHUDWLRQ�RI�DQ�DSSOLFDWLRQ�WKDW�GUDZV�RQ�PDQ\�GLIIHUHQW�DUHDV�RI�SK\VLFV��DQG�WKHQ�WKH�ODZV��WKHRULHV�DQG�PRGHOV�of physics that apply to this application are studied. The context approach for this unit uses three contexts for teaching: music, technology in space and archaeology.

How Science Works

The GCE Science Criteria include How Science Works (see Appendix 4). 7KLV�VKRXOG�EH�LQWHJUDWHG�ZLWK�WKH�WHDFKLQJ�DQG�OHDUQLQJ�RI�WKLV�XQLW��

,W�LV�H[SHFWHG�WKDW�VWXGHQWV�ZLOO�EH�JLYHQ�RSSRUWXQLWLHV�WR�XVH�spreadsheets and computer models to analyse and present data, DQG�PDNH�SUHGLFWLRQV�ZKLOH�VWXG\LQJ�WKLV�XQLW��

7KH�ZRUG�µLQYHVWLJDWH¶�LQGLFDWHV�ZKHUH�VWXGHQWV�VKRXOG�GHYHORS�WKHLU�practical skills for How Science Works, numbers 1–6 as detailed in Appendix 4 (internal assessment may require these skills). They should communicate the outcomes of their investigations XVLQJ�DSSURSULDWH�VFLHQWL¿F��WHFKQLFDO�DQG�PDWKHPDWLFDO�ODQJXDJH��conventions and symbols.


Con

cept

app

roac

h

24

Unit 2 Physics at Work

Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics


Examination paper

7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�D�ZULWWHQ�H[DPLQDWLRQ�SDSHU�RI��KRXU��PLQXWHV�GXUDWLRQ��7KH�SDSHU�ZLOO�FRQVLVW�RI�REMHFWLYH�questions, short questions and long questions. Students may be UHTXLUHG�WR�DSSO\�WKHLU�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�SK\VLFV�to situations that they have not encounterd before.




Concept approach

25

Physics at Work Unit 2

Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Section C

2.3 Waves

7KLV�WRSLF�FRYHUV�WKH�SURSHUWLHV�RI�GLIIHUHQW�W\SHV�RI�ZDYHV��LQFOXGLQJ�VWDQGLQJ��VWDWLRQDU\��ZDYHV��5HIUDFWLRQ��SRODULVDWLRQ�and diffraction is included.

7KLV�WRSLF�VKRXOG�EH�VWXGLHG�E\�H[SORULQJ�DSSOLFDWLRQV�RI�ZDYHV��for example, applications in medical physics or applications in music. This topic includes many opportunities to develop experimental skills and techniques.


�� XQGHUVWDQG�DQG�XVH�WKH�WHUPV�amplitude, frequency, period, speed and wavelength

:DYH�PDFKLQH�RU�FRPSXWHU�VLPXODWLRQ�RI�ZDYH�SURSHUWLHV

�� LGHQWLI\�WKH�GLIIHUHQW�UHJLRQV�RI�WKH�electromagnetic spectrum and describe some of their applications

�� XVH�WKH�ZDYH�HTXDWLRQ�v = f %

�� UHFDOO�WKDW�D�VRXQG�ZDYH�LV�D�ORQJLWXGLQDO�ZDYH�ZKLFK�FDQ�EH�GHVFULEHG�LQ�WHUPV�RI�the displacement of molecules

Demonstration using a loudspeaker

'HPRQVWUDWLRQ�XVLQJ�ZDYHV�RQ�D�long spring

�� XVH�JUDSKV�WR�UHSUHVHQW�WUDQVYHUVH�DQG�ORQJLWXGLQDO�ZDYHV��LQFOXGLQJ�VWDQGLQJ�ZDYHV

�� H[SODLQ�DQG�XVH�WKH�FRQFHSWV�RI�ZDYHIURQW��coherence, path difference, superposition and phase

'HPRQVWUDWLRQ�ZLWK�ULSSOH�WDQN

�� UHFRJQLVH�DQG�XVH�WKH�UHODWLRQVKLS�EHWZHHQ�phase difference and path difference

�� H[SODLQ�ZKDW�LV�PHDQW�E\�D�standing (stationary) wave��LQYHVWLJDWH�KRZ�VXFK�D�ZDYH�LV�IRUPHG��DQG�LGHQWLI\�QRGHV�DQG�antinodes

Melde’s experiment, sonometer

Con

cept

app

roac

h

26




36 recognise and use the expression for refractive index

1μ

2 = sin i�sin r = v

1�v

2,

determine refractive index for a material in WKH�ODERUDWRU\��DQG�SUHGLFW�ZKHWKHU�WRWDO�LQWHUQDO�UHÀHFWLRQ�ZLOO�RFFXU�DW�DQ�LQWHUIDFH�using critical angle

�� LQYHVWLJDWH�DQG�H[SODLQ�KRZ�WR�PHDVXUH�refractive index

Measure the refractive index of solids and liquids

38 discuss situations that require the accurate determination of refractive index

�� LQYHVWLJDWH�DQG�H[SODLQ�ZKDW�LV�PHDQW�E\�plane polarised light

Models of structures to investigate stress concentrations

�� LQYHVWLJDWH�DQG�H[SODLQ�KRZ�WR�PHDVXUH�WKH�rotation of the plane of polarisation

�� LQYHVWLJDWH�DQG�UHFDOO�WKDW�ZDYHV�FDQ�EH�diffracted and that substantial diffraction RFFXUV�ZKHQ�WKH�VL]H�RI�WKH�JDS�RU�REVWDFOH�LV�VLPLODU�WR�WKH�ZDYHOHQJWK�RI�WKH�ZDYH

Demonstration using a ripple tank

�� H[SODLQ�KRZ�GLIIUDFWLRQ�H[SHULPHQWV�SURYLGH�HYLGHQFH�IRU�WKH�ZDYH�QDWXUH�RI�HOHFWURQV

�� GLVFXVV�KRZ�VFLHQWL¿F�LGHDV�PD\�FKDQJH�over time, for example, our ideas on the SDUWLFOH�ZDYH�QDWXUH�RI�HOHFWURQV

�� UHFDOO�WKDW��LQ�JHQHUDO��ZDYHV�DUH�WUDQVPLWWHG�DQG�UHÀHFWHG�DW�DQ�LQWHUIDFH�EHWZHHQ�PHGLD

Demonstration using a laser

�� H[SODLQ�KRZ�GLIIHUHQW�PHGLD�DIIHFW�WKH�WUDQVPLVVLRQ�UHÀHFWLRQ�RI�ZDYHV�WUDYHOOLQJ�from one medium to another

Concept approach

27




�� H[SORUH�DQG�H[SODLQ�KRZ�D�SXOVH�HFKR�technique can provide details of the position DQG�RU�VSHHG�RI�DQ�REMHFW�DQG�GHVFULEH�applications that use this technique

�� H[SODLQ�TXDOLWDWLYHO\�KRZ�WKH�PRYHPHQW�of a source of sound or light relative to DQ�REVHUYHU�GHWHFWRU�JLYHV�ULVH�WR�D�VKLIW�in frequency (Doppler effect) and explore applications that use this effect

Demonstration using a ripple tank or computer simulation

�� H[SODLQ�KRZ�WKH�DPRXQW�RI�GHWDLO�LQ�D�VFDQ�PD\�EH�OLPLWHG�E\�WKH�ZDYHOHQJWK�RI�WKH�radiation or by the duration of pulses

�� GLVFXVV�WKH�VRFLDO�DQG�HWKLFDO�LVVXHV�WKDW�QHHG�WR�EH�FRQVLGHUHG��HJ��ZKHQ�GHYHORSLQJ�DQG�WULDOOLQJ�QHZ�PHGLFDO�WHFKQLTXHV�RQ�SDWLHQWV�RU�ZKHQ�IXQGLQJ�D�VSDFH�PLVVLRQ

Con

cept

app

roac

h

28



2.4 DC Electricity

7KLV�WRSLF�FRYHUV�WKH�GH¿QLWLRQV�RI�YDULRXV�HOHFWULFDO�TXDQWLWLHV��IRU�H[DPSOH��FXUUHQW�DQG�UHVLVWDQFH��2KP¶V�ODZ�DQG�QRQ�RKPLF�materials, potential dividers, emf and internal resistance of cells, DQG�QHJDWLYH�WHPSHUDWXUH�FRHI¿FLHQW�WKHUPLVWRUV�

This topic may be studied using applications that relate to, for example, technology in space.


�� GHVFULEH�HOHFWULF�FXUUHQW�DV�WKH�UDWH�RI�ÀRZ�of charged particles and use the expression I = "Q��"t

51 use the expression V = W�Q

�� UHFRJQLVH��LQYHVWLJDWH�DQG�XVH�WKH�UHODWLRQVKLSV�EHWZHHQ�FXUUHQW��YROWDJH�DQG�resistance, for series and parallel circuits, DQG�NQRZ�WKDW�WKHVH�UHODWLRQVKLSV�DUH�D�consequence of the conservation of charge and energy

Measure current and voltage in series and parallel circuits

Use ohmmeter to measure total UHVLVWDQFH�RI�VHULHV�SDUDOOHO�circuits

53 investigate and use the expressions P = VI, W = VIt��5HFRJQLVH�DQG�XVH�UHODWHG�expressions eg P = I2R and P = V2/R

0HDVXUH�WKH�HI¿FLHQF\�RI�DQ�HOHFWULF�motor (see also outcome 17)

�� XVH�WKH�IDFW�WKDW�UHVLVWDQFH�LV�GH¿QHG�E\� R = V�I�DQG�WKDW�2KP¶V�ODZ�LV�D�VSHFLDO�FDVH�ZKHQ�I & V

�� GHPRQVWUDWH�DQ�XQGHUVWDQGLQJ�RI�KRZ�,&7�PD\�EH�XVHG�WR�REWDLQ�FXUUHQW�SRWHQWLDO�GLIIHUHQFH�JUDSKV��LQFOXGLQJ�QRQ�RKPLF�PDWHULDOV�DQG�FRPSDUH�WKLV�ZLWK�WUDGLWLRQDO�techniques in terms of reliability and validity of data

�� LQWHUSUHW�FXUUHQW�SRWHQWLDO�GLIIHUHQFH�JUDSKV��LQFOXGLQJ�QRQ�RKPLF�PDWHULDOV

Investigate I-V�JUDSKV�IRU�¿ODPHQW�lamp, diode and thermistor

Concept approach

29




57 investigate and use the relationship R = 'l�A Measure resisitivity of a metal and polythene

�� LQYHVWLJDWH�DQG�H[SODLQ�KRZ�WKH�SRWHQWLDO�DORQJ�D�XQLIRUP�FXUUHQW�FDUU\LQJ�ZLUH�YDULHV�ZLWK�WKH�GLVWDQFH�DORQJ�LW�DQG�KRZ�this variation can be made use of in a potential divider

Use a digital voltmeter to LQYHVWLJDWH�µRXWSXW¶�RI�D�SRWHQWLDO�divider

�� GH¿QH�DQG�XVH�WKH�FRQFHSWV�RI�HPI�DQG�LQWHUQDO�UHVLVWDQFH�DQG�GLVWLQJXLVK�EHWZHHQ�emf and terminal potential difference

Measure the emf and internal resistance of a cell eg a solar cell

60 investigate and recall that the resistance RI�PHWDOOLF�FRQGXFWRUV�LQFUHDVHV�ZLWK�increasing temperature and that the resistance of negative temperature FRHI¿FLHQW�WKHUPLVWRUV�GHFUHDVHV�ZLWK�increasing temperature

Use of ohmmeter and temperature sensor

61 use I = nqvA to explain the large range of resistivities of different materials

'HPRQVWUDWLRQ�RI�VORZ�VSHHG�RI�LRQ�PRYHPHQW�GXULQJ�FXUUHQW�ÀRZ

�� H[SODLQ��TXDOLWDWLYHO\��KRZ�FKDQJHV�RI�UHVLVWDQFH�ZLWK�WHPSHUDWXUH�PD\�EH�modelled in terms of lattice vibrations and number of conduction electrons

Con

cept

app

roac

h

30



2.5 Nature of Light

7KLV�WRSLF�FRYHUV�WKH�ZDYH�SDUWLFOH�QDWXUH�RI�OLJKW�

This topic may be studied either by using applications that relate to, for example, solar cells or by the historical study of the nature of light.


�� H[SODLQ�KRZ�WKH�EHKDYLRXU�RI�OLJKW�FDQ�EH�GHVFULEHG�LQ�WHUPV�RI�ZDYHV�DQG�SKRWRQV

�� UHFDOO�WKDW�WKH�DEVRUSWLRQ�RI�D�SKRWRQ�FDQ�result in the emission of a photoelectron

Demonstration of discharge of a zinc plate by ultra violet light

65 understand and use the terms threshold IUHTXHQF\�DQG�ZRUN�IXQFWLRQ�DQG�UHFRJQLVH�and use the expression hf = ( + ½ mv2

max

�� XVH�WKH�QRQ�6,�XQLW��WKH�HOHFWURQYROW��H9��WR�express small energies

67 recognise and use the expression E = hf to calculate the highest frequency of radiation that could be emitted in a transition across D�NQRZQ�HQHUJ\�EDQG�JDS�RU�EHWZHHQ�NQRZQ�HQHUJ\�OHYHOV

68 explain atomic line spectra in terms of WUDQVLWLRQV�EHWZHHQ�GLVFUHWH�HQHUJ\�OHYHOV

'HPRQVWUDWLRQ�XVLQJ�JDV�¿OOHG�tubes

�� GH¿QH�DQG�XVH�UDGLDWLRQ�ÀX[�DV�SRZHU�SHU�unit area

70 recognise and use the expression HI¿FLHQF\� �>XVHIXO�HQHUJ\��RU�SRZHU��RXWSXW@�>WRWDO�HQHUJ\��RU�SRZHU��LQSXW@

Concept approach

31




�� H[SODLQ�KRZ�ZDYH�DQG�SKRWRQ�PRGHOV�KDYH�contributed to the understanding of the nature of light

�� H[SORUH�KRZ�VFLHQFH�LV�XVHG�E\�VRFLHW\�WR�make decisions, for example, the viability of solar cells as a replacement for other energy sources, the uses of remote sensing




Unit 3 Exploring Physics AS compulsory unit Internally or externally assessed

3.1 Unit description

Introduction This unit requires that students undertake HLWKHU a case study involving an application of physics and a related practical, RU a SK\VLFV�EDVHG�YLVLW�DQG�D�UHODWHG�SUDFWLFDO��7KH�WHDFKHU��QRW�WKH�VWXGHQW��LGHQWL¿HV�WKH�YLVLW�RU�FDVH�VWXG\�WKDW�VWXGHQWV�ZLOO�EH�doing. All candidates may do the same case study or the same YLVLW��KRZHYHU�LW�LV�YLWDO�WKDW�FDQGLGDWHV�GHPRQVWUDWH�WKDW�WKH�DVVHVVHG�ZRUN�WKDW�WKH\�SURGXFH�LV�HQWLUHO\�WKHLU�RZQ�ZRUN��

This unit may be completed at any time during the AS course but it ZRXOG�EH�PRUH�DSSURSULDWH�WR�DGPLQLVWHU�WKLV�DVVHVVPHQW�QHDU�WKH�end of the AS year.

Case study (GH[FHO�ZLOO�SURYLGH�FDVH�VWXGLHV�IRU�¿YH�GLIIHUHQW�WRSLFV��&HQWUHV�may either use one of the case studies provided by Edexcel or GHYLVH�WKHLU�RZQ�FDVH�VWXG\�WR�PDWFK�ORFDO�QHHGV�DQG�WKH�LQWHUHVWV�RI�WKHLU�FDQGLGDWHV��&HQWUH�GHYLVHG�FDVH�VWXGLHV�ZLOO�QRW�UHTXLUH�DSSURYDO�IURP�(GH[FHO��KRZHYHU��LW�LV�WKH�UHVSRQVLELOLW\�RI�WKH�FHQWUH�WR�HQVXUH�WKDW�FHQWUH�GHYLVHG�FDVH�VWXGLHV�PDWFK�WKH�DVVHVVPHQW�criteria for this unit and that students have the opportunity to gain all the marks in the mark scheme. Candidates may all do the same case study or they may do different case studies. If all candidates GR�WKH�VDPH�FDVH�VWXG\�WKHQ�WKH\�PXVW�HQVXUH�WKDW�ZRUN�VXEPLWWHG�IRU�DVVHVVPHQW�LV�WKHLU�RZQ��7KHUH�VKRXOG�EH�D�FRQQHFWLRQ�EHWZHHQ�WKH�FDVH�VWXG\�DQG�WKH�SUDFWLFDO�ZRUN�WKDW�LV�XQGHUWDNHQ�IRU�WKLV�unit. For example a case study might be based on an application of 4XDQWXP�7XQQHOOLQJ�&RPSRVLWH��7KLV�ZRXOG�RIIHU�WKH�RSSRUWXQLW\�IRU�SUDFWLFDO�ZRUN�UHODWLQJ�FRPSUHVVLYH�IRUFH�WR�UHVLVWDQFH�LQ�WKLV�W\SH�RI�PDWHULDO��,GHDOO\�WKH�FDVH�VWXG\�VKRXOG�GHDO�ZLWK�FRQFHSWV�FRYHUHG�ZLWKLQ�WKH�$6�VSHFL¿FDWLRQ�EXW�WKLV�LV�QRW�D�UHTXLUHPHQW�IRU�the assessment of this unit.

Visit 7KH�YLVLW�LV�LQWHQGHG�WR�EULQJ�FDQGLGDWHV�LQWR�GLUHFW�FRQWDFW�ZLWK�D�UHDO�OLIH�H[DPSOH�RI�SK\VLFV�LQ�XVH��7KHUH�VKRXOG�EH�D�FRQQHFWLRQ�EHWZHHQ�WKH�YLVLW�DQG�WKH�SUDFWLFDO�ZRUN�WKDW�LV�XQGHUWDNHQ�IRU�WKLV�unit. For example candidates might visit a church or concert hall. $�UHODWHG�SUDFWLFDO�FRXOG�EH�WR�LQYHVWLJDWH�WKH�UHODWLRQVKLS�EHWZHHQ�the length of an organ pipe (using a glass tube to represent the organ pipe) and the frequency of its sound at resonance. The WHDFKHU�RU�WKH�KRVW�PD\�SURYLGH�EULH¿QJ�PDWHULDOV�IRU�WKH�YLVLW�

Con

cept

app

roac

h

34

Unit 3 Exploring Physics


Practical The practical that relates to the case study or visit should give candidates the opportunity to be assessed in four skill areas:

� summarising details of a visit or case study

� planning a practical

� implementation and recording of measurements

� DQDO\VLV�RI�UHVXOWV�DQG�GUDZLQJ�FRQFOXVLRQV�

The planning, implementation and analysis aspects of the SUDFWLFDO�ZRUN�PXVW�EH�FDUULHG�RXW�LQGLYLGXDOO\�DQG�XQGHU�supervision.

7KH�SUDFWLFDO�VKRXOG�OHDG�WR�D�JUDSK�UHODWLQJ�WZR�PHDVXUHG�variables. Ideally the candidate should then attempt to derive WKH�HTXDWLRQ�UHODWLQJ�WKH�WZR�YDULDEOHV�RU�D�UHOHYDQW�TXDQWLW\�to the topic, for example the value of resisitivity for a particular material.

Use of ICT &DQGLGDWHV�FDQ�ZRUG�SURFHVV�WKHLU�VXPPDU\�RI�WKH�YLVLW�RU�FDVH�VWXG\��DOWKRXJK�WKH\�ZLOO�QRW�JDLQ�DQ\�H[WUD�PDUNV�IRU�GRLQJ�VR��7KH�UHSRUW�RI�WKH�H[SHULPHQW�PXVW�EH�KDQG�ZULWWHQ�DQG�JUDSKV�PXVW�EH�KDQG�GUDZQ��,&7�PD\�EH�XVHG�IRU�FROOHFWLQJ�GDWD��HJ�the use of data loggers is permitted. ICT must not be used for processing results. If a candidate uses a spreadsheet package to SURGXFH�D�JUDSK�WKHQ�LW�ZLOO�EH�DVVXPHG�WKDW�WKH�FDQGLGDWH�KDV�used its facilities for automatically selecting an appropriate scale, GUDZLQJ�WKH�EHVW�OLQH�WKURXJK�WKH�SRLQWV��HWF��DQG�KHQFH�WKH�FDQGLGDWH�ZLOO�ORVH�WKH�UHOHYDQW�PDUNV�

Draft work &DQGLGDWHV�VKRXOG�GR�D�YDULHW\�RI�SUDFWLFDO�ZRUN�GXULQJ�WKH�course so that they develop the necessary skills to succeed in this unit. They should QRW��WKHUHIRUH��VXEPLW�GUDIW�ZRUN�IRU�FKHFNLQJ�DQG�UH�PDUNLQJ��+RZHYHU��WHDFKHUV�VKRXOG�FKHFN�candidates’ plans for health and safety issues.

:RUN�VXEPLWWHG�IRU�WKLV�XQLW�PXVW�QRW be returned to candidates for them to improve it.

How Science Works

7KLV�XQLW�ZLOO�FRYHU�WKH�IROORZLQJ�DVSHFWV�RI�how science works as listed in Appendix 4: How science works��DQG��

Concept approach

35

Exploring Physics Unit 3



Summary of visit or case study

Students should produce a brief summary of the case study RU�SK\VLFV�EDVHG�YLVLW�DV�KRPHZRUN��,W�LV�UHFRPPHQGHG�WKDW�VWXGHQWV�ZRUG�SURFHVV�WKLV�SDUW�RI�WKH�DVVHVVPHQW��7KH�VXPPDU\�VKRXOG�EH�EHWZHHQ��±��ZRUGV�

Plan Students may be given the title of the experiment that they are to plan and carry out in advance. The plan should be produced XQGHU�VXSHUYLVHG�FRQGLWLRQV�LQ�FODVV�LQ�WKH�VWXGHQWV¶�RZQ�KDQGZULWLQJ��6WXGHQWV�VKRXOG�QRW�WDNH�DQ\�GRFXPHQWV�LQWR�WKH�FODVVURRP�DV�WKH\�VKRXOG�KDYH�JDLQHG�VXI¿FLHQW�H[SHULHQFH�RI�SODQQLQJ�SUDFWLFDO�ZRUN�GXULQJ�QRUPDO�SUDFWLFDO�OHVVRQV��7HDFKHUV�should collect in the plan at the end of the session to check IRU�KHDOWK�DQG�VDIHW\�LVVXHV��7KH�SODQ�ZLOO�QHHG�WR�EH�UHWXUQHG�to students so that they can carry out their plan. At this stage teachers could either:

i) photocopy the plan, mark the original plan if it is to EH�LQWHUQDOO\�DVVHVVHG�DQG�SURYLGH�VWXGHQWV�ZLWK�WKH�photocopy in the laboratory so that they can carry out their plan

ii) collect in the plan, not mark it and return it to students in the laboratory under supervised conditions so that they can carry out their plan.

Practical 7KH�SUDFWLFDO�ZRUN�VKRXOG�EH�FDUULHG�RXW�XQGHU�VXSHUYLVHG�conditions in a separate session from the planning session. Unmarked plans should be returned to students so that they can carry out the experiment that they have planned. Students VKRXOG�ZRUN�LQGLYLGXDOO\��,I�QHFHVVDU\��WHDFKHUV�PD\�DOORZ�students to analyse results under supervision in their next OHVVRQ��,Q�WKLV�VLWXDWLRQ��WHDFKHUV�PXVW�FROOHFW�LQ�WKH�ZULWWHQ�ZRUN�SURGXFHG�E\�WKHLU�VWXGHQWV��7HDFKHUV�VKRXOG�QRW�PDUN�WKH�SODQ�RU�SUDFWLFDO�ZRUN��,Q�WKH�QH[W�OHVVRQ��WKH�GRFXPHQWV�should be returned to students under supervised conditions for analysis. Students should not have access to any other sources RI�LQIRUPDWLRQ�ZKLOH�WKH\�DUH�FRPSOHWLQJ�WKH�DQDO\VLV�RI�WKHLU�results

Con

cept

app

roac

h

36



Assessing work 7KH�DVVHVVPHQW�FULWHULD�DUH�VKRZQ�LQ�WKH�QH[W�VHFWLRQ��(DFK�criterion scores a maximum of 1 mark. The criteria are not hierarchical. The assessment of the summary of the visit or WKH�FDVH�VWXG\��WRJHWKHU�ZLWK�WKH�SODQQLQJ��WKH�UHFRUGLQJ�RI�measurements and the analysis is based on documents produced by the students.

For centres marking the written report

The marks for the report should be submitted to Edexcel by the ¿QDO�GDWH�SXEOLVKHG�LQ�WKH�Information manual.

(DFK�SLHFH�RI�ZRUN�VKRXOG�EH�DQQRWDWHG�E\�WKH�WHDFKHU��7KLV�FDQ�EH�GRQH�E\�ZULWLQJ�WKH�VNLOO�FRGH�HJ�$��QHDU�WR�WKH�DSSURSULDWH�VHFWLRQ�RI�WKH�UHSRUW�DQG�WLFNLQJ�WKH�ER[�$��RQ�WKH�JULG�EHORZ�

For centres not marking the written report

7KH�ZULWWHQ�UHSRUW�VKRXOG�EH�VXEPLWWHG�WR�(GH[FHO�E\�WKH�¿QDO�date published in the Information manual.

Guidance to students

7HDFKHUV�PD\�SURYLGH�JXLGDQFH�WR�VWXGHQWV�ZLWKRXW�SHQDOW\��Guidance is feedback that a teacher might reasonably be H[SHFWHG�WR�JLYH�WR�D�VWXGHQW�ZKR�DVNV�TXHVWLRQV�DERXW�WKH�ZRUN�that they are carrying out. In effect, the teacher is being used as a resource.

6WXGHQWV�PD\�UHTXLUH�DVVLVWDQFH�ZKHUHE\�WKH�WHDFKHU�QHHGV�WR�WHOO�WKH�VWXGHQW�ZKDW�WKH\�KDYH�WR�GR��$VVLVWDQFH�LQ�WKLV�UHVSHFW�carries a penalty. The teacher should record details of any assistance provided on the report.

Important 6WXGHQWV�VKRXOG�VXEPLW�WKHLU�ZRUN�IRU�DVVHVVPHQW�RQFH only. ,QWHUQDOO\�DVVHVVHG�ZRUN�VKRXOG�QRW be given back to students to be improved.

Concept approach

37



3.3 Assessment criteria

A: Summary of case study or physics-based visit

5HI &ULWHULRQ 0DUN

S1 Carries out a visit OR uses library, consulting a PLQLPXP�RI�WKUHH different sources RI�LQIRUPDWLRQ��HJ�ERRNV�ZHEVLWHV�MRXUQDOV�PDJD]LQHV�FDVH�VWXG\�SURYLGHG�E\�(GH[FHO�manufacturers’ data sheets)

1

6� States details of visit venue OR provides IXOO details of sources of information 1

S3 Provides a brief description of the visit OR case study 1

6� Makes correct statement on relevant physics principles 1

S5 Uses relevant specialist terminology correctly 1

S6 Provides one piece of relevant information (eg data, graph, diagram) that is not PHQWLRQHG�LQ�WKH�EULH¿QJ�SDSHUV�IRU�WKH�YLVLW�RU�FDVH�VWXG\

1

S7 %ULHÀ\�GLVFXVVHV�FRQWH[W��HJ�VRFLDO�HQYLURQPHQWDO�KLVWRULFDO� 1

S8 &RPPHQWV�RQ�LPSOLFDWLRQ�RI�SK\VLFV��HJ�EHQH¿WV�ULVNV� 1

S9 ([SODLQV�KRZ�WKH�SUDFWLFDO�UHODWHV�WR�WKH�YLVLW�RU�FDVH�VWXG\ 1

0D[LPXP�PDUNV�IRU�WKLV�VHFWLRQ� 9

Con

cept

app

roac

h

38



B: Planning

5HI &ULWHULRQ 0DUN

P1 Lists all material required 1

3� 6WDWHV�KRZ�WR�PHDVXUH�RQH�UHOHYDQW�TXDQWLW\�XVLQJ�WKH�PRVW�DSSURSULDWH�LQVWUXPHQW 1

P3 ([SODLQV�WKH�FKRLFH�RI�WKH�PHDVXULQJ�LQVWUXPHQW�ZLWK�UHIHUHQFH�WR�WKH�VFDOH�RI�WKH�LQVWUXPHQW�DV�DSSURSULDWH�DQG�RU�WKH�QXPEHU�RI�PHDVXUHPHQWV�WR�EH�WDNHQ

1

3� 6WDWHV�KRZ�WR�PHDVXUH�D�VHFRQG�UHOHYDQW�TXDQWLW\�XVLQJ�WKH�PRVW�DSSURSULDWH�instrument

1

P5 ([SODLQV�WKH�FKRLFH�RI�WKH�VHFRQG�PHDVXULQJ�LQVWUXPHQW�ZLWK�UHIHUHQFH�WR�WKH�VFDOH�RI�WKH�LQVWUXPHQW�DV�DSSURSULDWH�DQG�RU�WKH�QXPEHU�RI�PHDVXUHPHQWV�WR�EH�WDNHQ

1

P6 'HPRQVWUDWHV�NQRZOHGJH�RI�FRUUHFW�PHDVXULQJ�WHFKQLTXHV 1

P7 6WDWHV�ZKLFK�LV�WKH�LQGHSHQGHQW�DQG�ZKLFK�LV�WKH�GHSHQGHQW�YDULDEOH 1

P8 ,GHQWL¿HV�DQG�VWDWHV�KRZ�WR�FRQWURO�DOO�RWKHU�UHOHYDQW�YDULDEOHV�WR�PDNH�LW�D�IDLU�WHVW 1

P9 &RPPHQWV�RQ�ZKHWKHU�UHSHDW�UHDGLQJV�DUH�DSSURSULDWH�LQ�WKLV�FDVH 1

P10 Comments on safety 1

P11 'LVFXVVHV�KRZ�WKH�GDWD�FROOHFWHG�ZLOO�EH�XVHG 1

3�� ,GHQWL¿HV�WKH�PDLQ�VRXUFHV�RI�XQFHUWDLQW\�DQG�RU�V\VWHPDWLF�HUURU 1

P13 'UDZV�DQ�DSSURSULDWHO\�ODEHOOHG�GLDJUDP�RI�WKH�DSSDUDWXV�WR�EH�XVHG 1

3�� 3ODQ�LV�ZHOO�RUJDQLVHG�DQG�PHWKRGLFDO��XVLQJ�DQ�DSSURSULDWHO\�VHTXHQFHG�VWHS�E\�VWHS�procedure

1

0D[LPXP�PDUNV�IRU�WKLV�VHFWLRQ 14

C: Implementation and Measurements

5HI &ULWHULRQ 0DUN

M1 5HFRUGV�DOO�PHDVXUHPHQWV�XVLQJ�WKH�FRUUHFW�QXPEHU�RI�VLJQL¿FDQW�¿JXUHV��WDEXODWLQJ�PHDVXUHPHQWV�ZKHUH�DSSURSULDWH

1

0� Uses correct units WKURXJKRXW 1

M3 Obtains an appropriate number of measurements 1

0� Obtains measurements over an appropriate range 1


Concept approach

39



D: Analysis

5HI &ULWHULRQ 0DUN

A1 3URGXFHV�D�JUDSK�ZLWK�DSSURSULDWHO\�ODEHOOHG�D[HV�DQG�ZLWK�FRUUHFW�XQLWV 1

$� 3URGXFHV�D�JUDSK�ZLWK�VHQVLEOH�VFDOHV� 1

A3 Plots points accurately 1

$� 'UDZV�OLQH�RI�EHVW�¿W��HLWKHU�D�VWUDLJKW�OLQH�RU�D�VPRRWK�FXUYH� 1

A5 &RPPHQWV�RQ�WKH�WUHQG�SDWWHUQ�REWDLQHG� 1

A6 'HULYHV�UHODWLRQ�EHWZHHQ�WZR�YDULDEOHV��RU�GHWHUPLQHV�FRQVWDQW 1

A7 'LVFXVVHV�XVHV�UHODWHG�SK\VLFV�SULQFLSOHV 1

A8 Attempts to qualitatively consider sources of error 1

A9 6XJJHVWV�UHDOLVWLF�PRGL¿FDWLRQV�WR�UHGXFH�HUURU�LPSURYH�H[SHULPHQW 1

A10 Calculates uncertainties 1

A11 3URYLGHV�D�¿QDO�FRQFOXVLRQ 1


E: Report

5HI &ULWHULRQ 0DUN

5� 6XPPDU\�FRQWDLQV�IHZ�JUDPPDWLFDO�RU�VSHOOLQJ�HUURUV 1

5� Summary is structured using appropriate subheadings 1


7RWDO�PDUNV�IRU�WKLV�XQLW 40




Unit 4 Physics on the Move A2 compulsory unit Externally assessed

4.1 Introduction

Concept approach 7KLV�XQLW�FRYHUV�IXUWKHU�PHFKDQLFV��HOHFWULF�DQG�PDJQHWLF�¿HOGV�and particle physics. The unit may be taught using either a concept approach or a context approach. The concept approach EHJLQV�ZLWK�D�VWXG\�RI�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�and then explores their practical applications. This section of the VSHFL¿FDWLRQ�LV�SUHVHQWHG�LQ�D�IRUPDW�IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�the concept approach.

Context approach This unit is presented in a different format on page 91 for teachers ZKR�ZLVK�WR�XVH�D�FRQWH[W�DSSURDFK��7KH�FRQWH[W�DSSURDFK�EHJLQV�ZLWK�WKH�FRQVLGHUDWLRQ�RI�DQ�DSSOLFDWLRQ�WKDW�GUDZV�RQ�PDQ\�GLIIHUHQW�DUHDV�RI�SK\VLFV��DQG�WKHQ�WKH�ODZV��WKHRULHV�DQG�models of physics that apply to this application are studied. The FRQWH[W�DSSURDFK�IRU�WKLV�XQLW�XVHV�WZR�FRQWH[WV�IRU�WHDFKLQJ��transport and communications. Particle physics may be studied YLD�WKH�DFFHOHUDWLRQ�DQG�GHWHFWLRQ�RI�KLJK�HQHUJ\�SDUWLFOHV�DQG�WKH�interpretation of experiments.

How Science Works

The GCE Science Criteria include How Science Works (see Appendix 4). 7KLV�VKRXOG�EH�LQWHJUDWHG�ZLWK�WKH�WHDFKLQJ�DQG�OHDUQLQJ�RI�WKLV�XQLW��




Con

cept

app

roac

h

42

Unit 4 Physics on the Move



Examination paper


The total number of marks available for this examination paper is ��,W�FRQWULEXWHV��WR�WKH�$GYDQFHG�*&(�LQ�3K\VLFV�



Concept approach

43

Physics on the Move Unit 4


4.3 Further Mechanics

This topic covers momentum and circular motion.

This topic may be studied using applications that relate to, for example, a modern rail transport system.


73 use the expression p = mv

�� LQYHVWLJDWH�DQG�DSSO\�WKH�SULQFLSOH�RI�conservation of linear momentum to problems in one dimension

Use of, for example, light gates and air track to investigate momentum.

75 investigate and relate net force to rate of FKDQJH�RI�PRPHQWXP�LQ�VLWXDWLRQV�ZKHUH�PDVV�LV�FRQVWDQW��1HZWRQ¶V�VHFRQG�ODZ�RI�motion)

Use of, for example, light gates and air track to investigate change in momentum.

76 derive and use the expression Ek = p2/2m for

WKH�NLQHWLF�HQHUJ\�RI�D�QRQ�UHODWLYLVWLF�SDUWLFOH

77 analyse and interpret data to calculate the PRPHQWXP�RI��QRQ�UHODWLYLVWLF��SDUWLFOHV�and apply the principle of conservation of linear momentum to problems in one and WZR�GLPHQVLRQV

78 explain and apply the principle of conservation of energy, and determine ZKHWKHU�D�FROOLVLRQ�LV�HODVWLF�RU�LQHODVWLF

79 express angular displacement in radians and LQ�GHJUHHV��DQG�FRQYHUW�EHWZHHQ�WKRVH�XQLWV

80 explain the concept of angular velocity, and recognise and use the relationships v = )r and T = 2#/)

81 explain that a resultant force (centripetal force) is required to produce and maintain circular motion

Con

cept

app

roac

h

44




�� XVH�WKH�H[SUHVVLRQ�IRU�FHQWULSHWDO�IRUFH� F = ma = mv2/r and hence derive and use the expressions for centripetal acceleration a = v2/r and a = r)2.

Investigate the effect of m, v and r of orbit on centripetal force

Concept approach

45



4.4 Electric and Magnetic Fields

7KLV�WRSLF�FRYHUV�&RXORPE¶V�ODZ��FDSDFLWRUV��PDJQHWLF�ÀX[�GHQVLW\�DQG�WKH�ODZV�RI�HOHFWURPDJQHWLF�LQGXFWLRQ��7KLV�WRSLF�may be studied using applications that relate to, for example, communications and display techniques.


�� H[SODLQ�ZKDW�LV�PHDQW�E\�DQ�HOHFWULF�¿HOG�and recognise and use the expression HOHFWULF�¿HOG�VWUHQJWK�E = F/Q

�� GUDZ�DQG�LQWHUSUHW�GLDJUDPV�XVLQJ�OLQHV�RI�force to describe radial and uniform electric ¿HOGV�TXDOLWDWLYHO\

Demonstration of electric lines of IRUFH�EHWZHHQ�HOHFWURGHV

85 use the expression F = kQ1Q

2/r2��ZKHUH�

N� ��*+0 and derive and use the expression E = kQ/r2�IRU�WKH�HOHFWULF�¿HOG�due to a point charge

Use electronic balance to measure WKH�IRUFH�EHWZHHQ�WZR�FKDUJHV

86 investigate and recall that applying a SRWHQWLDO�GLIIHUHQFH�WR�WZR�SDUDOOHO�SODWHV�SURGXFHV�D�XQLIRUP�HOHFWULF�¿HOG�LQ�WKH�FHQWUDO�UHJLRQ�EHWZHHQ�WKHP��DQG�UHFRJQLVH�and use the expression E = V�d

87 investigate and use the expression C = Q�V Use a Coulometer to measure charge stored

88 recognise and use the expression W = ½ QV for the energy stored by a capacitor, derive the expression from the area under a graph of potential difference against charge stored, and derive and use related expressions, for example, W = ½ CV �

Investigate energy stored by GLVFKDUJLQJ�WKURXJK�VHULHV�SDUDOOHO�combination of light bulbs

�� LQYHVWLJDWH�DQG�UHFDOO�WKDW�WKH�JURZWK�DQG�decay curves for resistor–capacitor circuits DUH�H[SRQHQWLDO��DQG�NQRZ�WKH�VLJQL¿FDQFH�of the time constant RC

Con

cept

app

roac

h

46




90 recognise and use the expression Q = Q0 e

,t�RC and derive and use related expressions, for exponential discharge in 5&�FLUFXLWV��IRU�H[DPSOH��I = Io e,t�RC

8VH�RI�GDWD�ORJJHU�WR�REWDLQ�,�W�graph

�� H[SORUH�DQG�XVH�WKH�WHUPV�PDJQHWLF�ÀX[�density B��ÀX[�-�DQG�ÀX[�OLQNDJH�N-

�� LQYHVWLJDWH��UHFRJQLVH�DQG�XVH�WKH�expression F = BIl sin . and apply Fleming’s left hand rule to currents

Electronic balance to measure effect of I and l on force

93 recognise and use the expression F = Bqv sin . and apply Fleming’s left hand rule to charges

'HÀHFW�HOHFWURQ�EHDPV�ZLWK�D�PDJQHWLF�¿HOG

�� LQYHVWLJDWH�DQG�H[SODLQ�TXDOLWDWLYHO\�WKH�factors affecting the emf induced in a coil ZKHQ�WKHUH�LV�UHODWLYH�PRWLRQ�EHWZHHQ�WKH�FRLO�DQG�D�SHUPDQHQW�PDJQHW�DQG�ZKHQ�there is a change of current in a primary FRLO�OLQNHG�ZLWK�LW

8VH�D�GDWD�ORJJHU�WR�SORW�9�DJDLQVW�t as a magnet falls through a coil RI�ZLUH

95 investigate, recognise and use the expression + = ,d(N-��Gt�DQG�H[SODLQ�KRZ�LW�LV�D�FRQVHTXHQFH�RI�)DUDGD\¶V�DQG�/HQ]¶V�ODZV

Concept approach

47



4.5 Particle physics

This topic covers atomic structure, particle accelerators, and the VWDQGDUG�TXDUN�OHSWRQ�PRGHO��HQDEOLQJ�VWXGHQWV�WR�GHVFULEH�WKH�behaviour of matter on a subatomic scale.

This topic is the subject of current research, involving the DFFHOHUDWLRQ�DQG�GHWHFWLRQ�RI�KLJK�HQHUJ\�SDUWLFOHV��,W�PD\�EH�taught by exploring a range of experiments:

� alpha scattering and the nuclear model of the atom

� accelerating particles to high energies

� GHWHFWLQJ�DQG�LQWHUSUHWLQJ�LQWHUDFWLRQV�EHWZHHQ�SDUWLFOHV�


96 use the terms nucleon number (mass number) and proton number (atomic number)

�� GHVFULEH�KRZ�ODUJH�DQJOH�DOSKD�SDUWLFOH�scattering gives evidence for a nuclear atom

98 recall that electrons are released in the process of thermionic emission and explain KRZ�WKH\�FDQ�EH�DFFHOHUDWHG�E\�HOHFWULF�DQG�PDJQHWLF�¿HOGV

99 explain the role of electric and magnetic ¿HOGV�LQ�SDUWLFOH�DFFHOHUDWRUV��OLQDF�DQG�cyclotron) and detectors (general principles RI�LRQLVDWLRQ�DQG�GHÀHFWLRQ�RQO\�

100 recognise and use the expression r = p�BQ IRU�D�FKDUJHG�SDUWLFOH�LQ�D�PDJQHWLF�¿HOG

101 recall and use the fact that charge, energy DQG�PRPHQWXP�DUH�DOZD\V�FRQVHUYHG�LQ�LQWHUDFWLRQV�EHWZHHQ�SDUWLFOHV�DQG�KHQFH�interpret records of particle tracks

Con

cept

app

roac

h

48




��H[SODLQ�ZK\�KLJK�HQHUJLHV�DUH�UHTXLUHG�WR�break particles into their constituents and WR�VHH�¿QH�VWUXFWXUH

103 recognise and use the expression "E = c�"m in situations involving the creation and annihilation of matter and antimatter particles

��XVH�WKH�QRQ�6,�XQLWV�0H9�DQG�*H9��HQHUJ\��DQG�0H9�F��*H9�F� (mass) and DWRPLF�PDVV�XQLW�X��DQG�FRQYHUW�EHWZHHQ�these and SI units

��EH�DZDUH�RI�UHODWLYLVWLF�HIIHFWV�DQG�WKDW�these need to be taken into account at speeds near that of light (use of relativistic equations not required)

��UHFDOO�WKDW�LQ�WKH�VWDQGDUG�TXDUN�OHSWRQ�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 and bottom quark

��ZULWH�DQG�LQWHUSUHW�HTXDWLRQV�XVLQJ�standard nuclear notation and standard particle symbols (eg #+, e,)

��XVH�GH�%URJOLH¶V�ZDYH�HTXDWLRQ�% = h�p

Concept approach


Unit 5 Physics from Creation to Collapse A2 compulsory unit Externally assessed

5.1 Introduction

Concept approach

This unit covers thermal energy, nuclear decay, oscillations, and astrophysics and cosmology. The unit may be taught using either a concept approach or a context approach. The concept DSSURDFK�EHJLQV�ZLWK�D�VWXG\�RI�WKH�ODZV��WKHRULHV�DQG�PRGHOV�of physics and then explores their practical applications. This VHFWLRQ�RI�WKH�VSHFL¿FDWLRQ�LV�SUHVHQWHG�LQ�D�IRUPDW�IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�WKH�FRQFHSW�DSSURDFK��

Context approach This unit is presented in a different format on page 101 for WHDFKHUV�ZKR�ZLVK�WR�XVH�D�FRQWH[W�DSSURDFK��7KH�FRQWH[W�DSSURDFK�EHJLQV�ZLWK�WKH�FRQVLGHUDWLRQ�RI�DQ�DSSOLFDWLRQ�WKDW�GUDZV�RQ�PDQ\�GLIIHUHQW�DUHDV�RI�SK\VLFV��DQG�WKHQ�WKH�ODZV��theories and models of physics that apply to this application are VWXGLHG��7KH�FRQWH[W�DSSURDFK�IRU�WKLV�XQLW�XVHV�WZR�FRQWH[WV�for teaching this unit: Building design and cosmology.

How Science Works


,W�LV�H[SHFWHG�WKDW�VWXGHQWV�ZLOO�EH�JLYHQ�RSSRUWXQLWLHV�WR�XVH�spreadsheets and computer models to analyse and present GDWD��DQG�PDNH�SUHGLFWLRQV�ZKLOH�VWXG\LQJ�WKLV�XQLW��

7KH�ZRUG�µLQYHVWLJDWH¶�LQGLFDWHV�ZKHUH�VWXGHQWV�VKRXOG�GHYHORS�their practical skills for How Science Works, numbers 1–6 as detailed in Appendix 4 (internal assessment may require these skills). They should communicate the outcomes of WKHLU�LQYHVWLJDWLRQV�XVLQJ�DSSURSULDWH�VFLHQWL¿F��WHFKQLFDO�DQG�mathematical language, conventions and symbols.


Con

cept

app

roac

h

50

Unit 5 Physics from Creation to Collapse



Examination paper





Concept approach

51

Physics from Creation to Collapse Unit 5


5.3 Thermal energy

7KLV�WRSLF�FRYHUV�VSHFL¿F�KHDW�FDSDFLW\��LQWHUQDO�HQHUJ\�DQG�WKH�ideal gas equation.

This topic may be taught using applications that relate to, for example, space technology.


109 investigate, recognise and use the H[SUHVVLRQ�Ë = mc¨.

0HDVXUH�VSHFL¿F�KHDW�FDSDFLW\�of a solid and a liquid using, for example, temperature sensor and data logger

110 explain the concept of internal energy as the random distribution of potential and kinetic energy amongst molecules

111 explain the concept of absolute zero DQG�KRZ�WKH�DYHUDJH�NLQHWLF�HQHUJ\�of molecules is related to the absolute temperature

��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQ� ½ m<c�!� ��kT

113 use the expression pV = NkT as the equation of state for an ideal gas

Use temperature and pressure sensors to investigate relationship EHWZHHQ�p and T

Experimental investigation of UHODWLRQVKLS�EHWZHHQ�p and V

Con

cept

app

roac

h

52



5.4 Nuclear decay

This topic covers radioactive decay.

This topic may be taught using applications that relate to, for example, medical physics.


��VKRZ�DQ�DZDUHQHVV�RI�WKH�H[LVWHQFH�DQG�origin of background radiation, past and present

Measure background count rate

115 investigate and recognise nuclear radiations (alpha, beta and gamma) from WKHLU�SHQHWUDWLQJ�SRZHU�DQG�LRQLVLQJ�DELOLW\

Investigate the absorption of radiation by paper, aluminium and lead (radiation penetration VLPXODWLRQ�VRIWZDUH�LV�D�YLDEOH�alternative)

116 describe the spontaneous and random nature of nuclear decay

117 determine the half lives of radioactive isotopes graphically and recognise and use the expressions for radioactive decay: dN�GW� �,%N, % �OQ��t½ and N = N

0 e,%t

Measure the activity of a radioactive source

Simulation of radioactive decay using, for example, dice

118 discuss the applications of radioactive materials, including ethical and environmental issues

Concept approach

53



5.5 Oscillations

This topic covers simple harmonic motion and damping.

This topic may be taught using applications that relate to, for example, the construction of buildings in earthquake zones.


119 recall that the condition for simple harmonic motion is F = ,kx, and hence LGHQWLI\�VLWXDWLRQV�LQ�ZKLFK�VLPSOH�KDUPRQLF�PRWLRQ�ZLOO�RFFXU

��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQV� a = ,)�x, a = ,A)��cos )t, v = A) sin )t, x = Acos )t and T� ��f� ��#�) as applied to a simple harmonic oscillator

��REWDLQ�D�GLVSODFHPHQW�±�WLPH�JUDSK�IRU�DQ�oscillating object and recognise that the gradient at a point gives the velocity at that point

Use a motion sensor to generate graphs of SHM

��UHFDOO�WKDW�WKH�WRWDO�HQHUJ\�RI�DQ�XQGDPSHG�simple harmonic system remains constant and recognise and use expressions for total energy of an oscillator

��GLVWLQJXLVK�EHWZHHQ�IUHH��GDPSHG�DQG�forced oscillations

��LQYHVWLJDWH�DQG�UHFDOO�KRZ�WKH�DPSOLWXGH�of a forced oscillation changes at and around the natural frequency of a system DQG�GHVFULEH��TXDOLWDWLYHO\��KRZ�GDPSLQJ�affects resonance

Use, for example, vibration generator to investigate forced oscillations

��H[SODLQ�KRZ�GDPSLQJ�DQG�WKH�SODVWLF�deformation of ductile materials reduce the amplitude of oscillation

Use, for example, vibration generator to investigate damped oscillations

Con

cept

app

roac

h

54



5.6 Astrophysics and cosmology

This topic covers the physical interpretation of astronomical observations, the formation and evolution of stars, and the history and future of the universe.


��XVH�WKH�H[SUHVVLRQ�F = Gm1m��r�

��GHULYH�DQG�XVH�WKH�H[SUHVVLRQ�g� ��Gm�r� IRU�WKH�JUDYLWDWLRQDO�¿HOG�GXH�WR�D�SRLQW�PDVV

��UHFDOO�VLPLODULWLHV�DQG�GLIIHUHQFHV�EHWZHHQ�HOHFWULF�DQG�JUDYLWDWLRQDO�¿HOGV

��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQ�UHODWLQJ�ÀX[��OXPLQRVLW\�DQG�GLVWDQFH�F = L��#d�

application to standard candles

��H[SODLQ�KRZ�GLVWDQFHV�FDQ�EH�GHWHUPLQHG�using trigonometric parallax and by PHDVXUHPHQWV�RQ�UDGLDWLRQ�ÀX[�UHFHLYHG�IURP�REMHFWV�RI�NQRZQ�OXPLQRVLW\�(standard candles)

��UHFRJQLVH�DQG�XVH�D�VLPSOH�+HUW]VSUXQJ�5XVVHOO�GLDJUDP�WR�UHODWH�OXPLQRVLW\�DQG�temperature. Use this diagram to explain the life cycle of stars

��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQ� L = /T � x surface area, (for a sphere L� ��#r �/T ��6WHIDQ�%ROW]PDQQ�ODZ��IRU�black body radiators

133 recognise and use the expression: %

maxT� ��[��,3�P�.��:LHQ¶V�ODZ��IRU�

black body radiators

Concept approach

55




��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQV� ]� �¨%/%�§�¨f�f�§�v�c for a source of electromagnetic radiation moving relative to an observer and v = H

od for objects at

cosmological distances

��EH�DZDUH�RI�WKH�FRQWURYHUV\�RYHU�WKH�age and ultimate fate of the universe DVVRFLDWHG�ZLWK�WKH�YDOXH�RI�WKH�+XEEOH�Constant and the possible existence of dark matter

136 explain the concept of nuclear binding energy, and recognise and use the H[SUHVVLRQ�Ë = c�¨m and use the non SI atomic mass unit (u) in calculations of QXFOHDU�PDVV��LQFOXGLQJ�PDVV�GH¿FLW��DQG�energy

137 describe the processes of nuclear fusion DQG�¿VVLRQ

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




Unit 6 Experimental Physics A2 compulsory unit Internally or externally assessed


Introduction This unit requires that students plan an experiment, carry out an H[SHULPHQW��UHFRUG�PHDVXUHPHQWV��DQDO\VH�WKHLU�RZQ�UHVXOWV�DQG�GUDZ�FRQFOXVLRQV��

This unit may be completed at any time during the second year RI�WKH�FRXUVH�EXW�LW�ZRXOG�EH�PRUH�DSSURSULDWH�WR�DGPLQLVWHU�WKLV�DVVHVVPHQW�QHDU�WKH�HQG�RI�WKH�$��\HDU��7KLV�DVVHVVPHQW�VKRXOG�WDNH�QR�PRUH�WKDQ��KRXUV�WR�FRPSOHWH��

$OO�FDQGLGDWHV�ZLWKLQ�RQH�FODVV�PD\�SURGXFH�D�SODQ�IRU�WKH�VDPH�H[SHULPHQW�DV�HDFK�RWKHU�DQG�GR�WKH�VDPH�SUDFWLFDO�ZRUN��KRZHYHU�LW�LV�YLWDO�WKDW�FDQGLGDWHV�GHPRQVWUDWH�WKDW�WKH�DVVHVVHG�ZRUN�WKDW�WKH\�SURGXFH�LV�HQWLUHO\�WKHLU�RZQ�ZRUN��

If more than one class of students take this assessment at different times, then the groups must submit different plans for assessment to prevent plagiarism.

&DQGLGDWHV¶�ZRUN�PD\�EH�EDVHG�RQ�EULH¿QJ�PDWHULDO�SURYLGHG�E\�(GH[FHO�RU�EULH¿QJ�PDWHULDO�WKDW�LV�GHYLVHG�E\�WKH�FHQWUH��7KH�EULHI�for this assessment is to be set by the teacher, not the student; KRZHYHU��EULHIV�VKRXOG�UHÀHFW�WKH�LQWHUHVWV�RI�VWXGHQWV�ZKHUH�possible.

Planning component

The planning component of this assessment may be done at a different time to the other components. Plans produced by the VWXGHQWV�PD\�EH�EDVHG�RQ�HLWKHU�D�EULH¿QJ�SURYLGHG�E\�WKH�FHQWUH�RU�D�EULH¿QJ�SURYLGHG�E\�(GH[FHO�

Experiment and analysis of results

The experiment and analysis of results may be based on the SODQ�SURGXFHG�E\�HDFK�LQGLYLGXDO�VWXGHQW�LQ�WKH�¿UVW�SDUW�RI�WKLV�assessment or it may be based on a plan that is provided by Edexcel or a plan that is devised by the centre. If the centre SURGXFHV�WKH�SODQ�RQ�ZKLFK�WKH�H[SHULPHQW�LV�EDVHG��LW�LV�YLWDO�that the plan provides the opportunity for students to achieve the full range of marks that are available. Centre devised plans VKRXOG�FRQWDLQ�VRPH�ÀDZV�VR�WKDW�VWXGHQWV�DUH�DEOH�WR�PRGLI\�WKH�H[SHULPHQW�ZKLOH�WKH\�DUH�GRLQJ�LW�DQG�VXJJHVW�LPSURYHPHQWV��&HQWUH�GHYLVHG�SODQV�VKRXOG�HQVXUH�WKDW�D�QRQ�OLQHDU�UHODWLRQVKLS�H[LVWV�EHWZHHQ�WKH�YDULDEOHV�WKDW�DUH�LQYHVWLJDWHG�

Con

cept

app

roac

h

58

Unit 6 Experimental Physics


Use of ICT &DQGLGDWHV�PD\�XVH�D�ZRUG�SURFHVVRU�WR�SURGXFH�WKHLU�UHSRUW��DOWKRXJK�WKH\�ZLOO�QRW�JDLQ�DQ\�H[WUD�PDUNV�IRU�GRLQJ�VR�

In order to ensure that candidates demonstrate their understanding of the principles and techniques involved in analysing data, the use of ICT, eg spreadsheets, may not be used for analysing data for this unit.

Draft work &DQGLGDWHV�VKRXOG�GR�D�YDULHW\�RI�SUDFWLFDO�ZRUN�GXULQJ�WKH�course so that they develop the necessary skills to succeed LQ�WKLV�XQLW��7KH\�VKRXOG�QRW��WKHUHIRUH��VXEPLW�GUDIW�ZRUN�IRU�FKHFNLQJ��+RZHYHU��WHDFKHUV�VKRXOG�FKHFN�FDQGLGDWHV¶�SODQV�IRU�health and safety issues before they implement the plan.

1HLWKHU�WKH�SODQ�QRU�DQ\�SUDFWLFDO�ZRUN�VXEPLWWHG�IRU�WKLV�XQLW�should be returned to candidates for them to improve it.

How science works

7KLV�XQLW�ZLOO�FRYHU�WKH�IROORZLQJ�DVSHFWV�RI�KRZ�VFLHQFH�ZRUNV�DV�listed in Appendix 4: How science works��DQG��


Introduction &DQGLGDWHV�PXVW�SURGXFH�D�ZULWWHQ�SODQ�IRU�DQ�H[SHULPHQW��7KH\�must also produce a laboratory report for an experiment that they have carried out. The experiment that they carry out may be based on the plan that they have produced; alternatively, the experiment that they carry out may be based on a plan that is HLWKHU�FHQWUH�GHYLVHG�RU�(GH[FHO�GHYLVHG�

Concept approach

59

Experimental Physics Unit 6


Plan Students should not be given advanced details of the plan WKDW�WKH\�ZLOO�FDUU\�RXW��WKH\�ZLOO�EH�H[SHFWHG�WR�GUDZ�RQ�WKHLU�H[SHULHQFH�RI�SUDFWLFDO�ZRUN�WKDW�WKH\�KDYH�FRPSOHWHG�GXULQJ�WKH�course for this assessment. Students should not take into the classroom any materials for this assessment.

If more than one group of students take this assessment at different times, then the groups must submit different plans for assessment to prevent plagiarism.

&HQWUH�GHYLVHG�SODQV�DQG�H[SHULPHQWV�ZLOO�QRW�UHTXLUHG�(GH[FHO¶V�DSSURYDO��KRZHYHU��FHQWUH�GHYLVHG�DVVHVVPHQWV�PXVW�HQVXUH�WKDW�students have the opportunity to gain all the marks in the mark scheme.

If teachers are going to mark the plan they should not provide VWXGHQWV�ZLWK�IHHGEDFN�RQ�WKHLU�SODQ�XQWLO�WKH\�KDYH�FDUULHG�out their experiment and analysed their results. At this stage teachers could either:

i) photocopy the plan, mark the original plan and provide VWXGHQWV�ZLWK�WKH�SKRWRFRS\�LQ�WKH�ODERUDWRU\�VR�WKDW�WKH\�can carry out their plan

ii) collect in the plan, not mark it and return it to students in the laboratory under supervised conditions so that they can carry out their plan

iii) mark the plan and ask students to do an experiment based on a different plan.

If teachers are not going to mark the plan, they should collect the plan and check its feasibility. At this stage the teacher could either:

i) return it to students in the laboratory under supervised conditions so they can carry out their plan

ii) ask students to do an experiment based on a different plan.

Con

cept

app

roac

h

60



Practical work 6WXGHQWV�ZLOO�QRW�QHHG�WR�WDNH�DQ\�GRFXPHQWV�LQWR�WKH�ODERUDWRU\�for the practical aspect of this assessment although they may EULQJ�D�VFLHQWL¿F�FDOFXODWRU��7HDFKHUV�VKRXOG�LVVXH�VWXGHQWV�ZLWK�the (unmarked) plan of the practical that they are to carry out.

,I�QHFHVVDU\��WHDFKHUV�PD\�DOORZ�VWXGHQWV�WR�DQDO\VH�UHVXOWV�under supervision in the next lesson. In this situation, teachers PXVW�FROOHFW�LQ�WKH�ZRUN�SURGXFHG�E\�WKHLU�VWXGHQWV��7HDFKHUV�VKRXOG�QRW�PDUN�WKH�SUDFWLFDO�ZRUN��,Q�WKH�IROORZLQJ�OHVVRQ��WKH�documents should be returned to students under supervised conditions. Students should not have access to any other sources of LQIRUPDWLRQ�ZKLOH�WKH\�DUH�FRPSOHWLQJ�WKH�DQDO\VLV�RI�WKHLU�UHVXOWV�

7HDFKHUV�ZKR�RSW�IRU�LQWHUQDO�DVVHVVPHQW�VKRXOG�PDUN�WKH�SUDFWLFDO�ZRUN�DIWHU�VWXGHQWV�KDYH�FRPSOHWHG�WKH�DQDO\VLV�RI�WKHLU�UHVXOWV�

Assessing work 7KH�DVVHVVPHQW�FULWHULD�DUH�VKRZQ�LQ�WKH�QH[W�VHFWLRQ��(DFK�criterion scores a maximum of 1 mark. The criteria are not hierarchical. The assessment of planning, recording and analysis LV�EDVHG�RQ�ZULWWHQ�HYLGHQFH�LQ�WKH�IRUP�RI�D�UHSRUW�


7KH�ZULWWHQ�HYLGHQFH�VKRXOG�EH�DQQRWDWHG��7KLV�FDQ�EH�GRQH�E\�ZULWLQJ�WKH�VNLOO�FRGH�HJ�$��QHDU�WR�WKH�DSSURSULDWH�VHFWLRQ�RI�WKH�UHSRUW�DQG�WLFNLQJ�WKH�ER[�$��RQ�WKH�JULG�EHORZ�

The marks given for the report should be submitted to Edexcel E\�WKH�¿QDO�GDWH�SXEOLVKHG�LQ�WKH�Information manual.



Supervision 6WXGHQWV�PXVW�ZRUN�RQ�WKHLU�RZQ�IRU�HDFK�SDUW�RI�WKLV�DVVHVVPHQW�

All aspects of this assessment must be done under supervised conditions.

Assistance for students

6WXGHQWV�PD\�UHTXLUH�DVVLVWDQFH�ZKHUHE\�WKH�WHDFKHU�QHHGV�WR�WHOO�WKH�VWXGHQW�ZKDW�WKH\�KDYH�WR�GR��$VVLVWDQFH�LQ�WKLV�UHVSHFW�carries a penalty. The teacher should record details of any DVVLVWDQFH�SURYLGHG�RQ�WKH�VWXGHQW¶V�ZRUN�

Important reminder

6WXGHQWV�VKRXOG�VXEPLW�WKHLU�ZRUN�IRU�DVVHVVPHQW�RQFH�RQO\. 1HLWKHU the plan QRU the experiment should be given back to students to be improved.

Concept approach

61




A: Planning

5HI &ULWHULRQ 0DUN

P1 ,GHQWL¿HV�WKH�PRVW�DSSURSULDWH�DSSDUDWXV�UHTXLUHG�IRU�WKH�SUDFWLFDO�LQ�DGYDQFH 1

3� 3URYLGHV�FOHDU�GHWDLOV�RI�DSSDUDWXV�UHTXLUHG�LQFOXGLQJ�DSSUR[LPDWH�GLPHQVLRQV�DQG�RU�component values (for example, dimensions of items such as card or string, value of resistor)

1


3� 6WDWHV�KRZ�WR�PHDVXUH�RQH�TXDQWLW\�XVLQJ�WKH�PRVW�DSSURSULDWH�LQVWUXPHQW 1


1

P6 6WDWHV�KRZ�WR�PHDVXUH�D�VHFRQG�TXDQWLW\�XVLQJ�WKH�PRVW�DSSURSULDWH�LQVWUXPHQW 1


1


P9 ,GHQWL¿HV�DQG�VWDWHV�KRZ�WR�FRQWURO�DOO other UHOHYDQW quantities to make it a fair test 1

P10 &RPPHQWV�RQ�ZKHWKHU�UHSHDW�UHDGLQJV�DUH�DSSURSULDWH�IRU�WKLV�H[SHULPHQW 1

P11 Comments on DOO relevant safety aspects of the experiment 1

3�� 'LVFXVVHV�KRZ�WKH�GDWD�FROOHFWHG�ZLOO�EH�XVHG 1

P13 ,GHQWL¿HV�WKH�PDLQ�VRXUFHV�RI�XQFHUWDLQW\�DQG�RU�V\VWHPDWLF�HUURU 1

3�� 3ODQ�FRQWDLQV�IHZ�JUDPPDWLFDO�RU�VSHOOLQJ�HUURUV 1

P15 Plan is structured using appropriate subheadings 1

P16 3ODQ�LV�FOHDU�RQ�¿UVW�UHDGLQJ 1


Con

cept

app

roac

h

62



B: Implementation and measurements

5HI &ULWHULRQ 0DUN

M1 5HFRUGV�DOO�PHDVXUHPHQWV�ZLWK�DSSURSULDWH�SUHFLVLRQ��XVLQJ�D�WDEOH�ZKHUH�DSSURSULDWH 1

0� 5HDGLQJV�VKRZ�DSSUHFLDWLRQ�RI�XQFHUWDLQW\ 1

M3 Uses correct units throughout 1

0� 5HIHUV�WR�LQLWLDO�SODQ�ZKLOH�ZRUNLQJ�DQG�PRGL¿HV�LI�DSSURSULDWH 1


M6 Obtains measurements over an appropriate range 1


C: Analysis

5HI &ULWHULRQ 0DUN

A1 3URGXFHV�D�JUDSK�ZLWK�DSSURSULDWH�D[HV��LQFOXGLQJ�XQLWV�� 1

$� Produces a graph using appropriate scales 1


$� 'UDZV�OLQH�RI�EHVW�¿W��HLWKHU�D�VWUDLJKW�OLQH�RU�D�VPRRWK�FXUYH�� 1

A5 'HULYHV�UHODWLRQ�EHWZHHQ�WZR�YDULDEOHV�RU�GHWHUPLQHV�FRQVWDQW 1

A6 3URFHVVHV�DQG�GLVSOD\V�GDWD�DSSURSULDWHO\�WR�REWDLQ�D�VWUDLJKW�OLQH�ZKHUH�SRVVLEOH��IRU�H[DPSOH��XVLQJ�D�ORJ�ORJ�JUDSK

1

A7 Determines gradient using large triangle 1

A8 8VHV�JUDGLHQW�ZLWK�FRUUHFW�XQLWV 1

A9 8VHV�DSSURSULDWH�QXPEHU�RI�VLJQL¿FDQW�¿JXUHV�WKURXJKRXW 1

A10 Uses relevant physics principles correctly 1

A11 Uses the terms precision and either accuracy or sensitivity appropriately 1

$�� Discusses more than one source of error qualitatively 1

A13 Calculates errors quantitatively 1

$�� Compounds errors correctly 1

A15 'LVFXVVHV�UHDOLVWLF�PRGL¿FDWLRQV�WR�UHGXFH�HUURU�LPSURYH�H[SHULPHQW 1

A16 States a valid conclusion clearly 1

A17 'LVFXVVHV�¿QDO�FRQFOXVLRQ�LQ�UHODWLRQ�WR�RULJLQDO�DLP�RI�H[SHULPHQW 1

A18 6XJJHVWV�UHOHYDQW�IXUWKHU�ZRUN 1





CONTEXT-LED APPROACH BASED ON THE SALTERS

HORNERS ADVANCED PHYSICS PROJECT

7KH�IROORZLQJ�VHFWLRQ�VKRZV�KRZ�WKH�VSHFL¿FDWLRQ�PD\�EH��WDXJKW�XVLQJ�WKH�FRQWH[W�OHG�DSSURDFK.�




Unit 1 Physics on the go AS compulsory unit Externally assessed

7.1 Introduction

Context approach This unit covers mechanics and materials. The unit may be taught using either a concept approach or a context approach. This section RI�WKH�VSHFL¿FDWLRQ�LV�SUHVHQWHG�LQ�D�IRUPDW�IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�WKH�FRQWH[W�DSSURDFK��7KH�FRQWH[W�DSSURDFK�EHJLQV�ZLWK�WKH�FRQVLGHUDWLRQ�RI�DQ�DSSOLFDWLRQ�WKDW�GUDZV�RQ�PDQ\�GLIIHUHQW�DUHDV�RI�SK\VLFV��DQG�WKHQ�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�WKDW�apply to this application are studied. The context approach for this XQLW�XVHV�WKUHH�GLIIHUHQW�FRQWH[WV��VSRUWV��WKH�SURGXFWLRQ�RI�VZHHWV�and biscuits and spare part surgery.

Concept approach This unit is presented in a different format on page 17 for teachers ZKR�ZLVK�WR�XVH�D�FRQFHSW�DSSURDFK��7KH�FRQFHSW�DSSURDFK�EHJLQV�ZLWK�D�VWXG\�RI�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�DQG�WKHQ�explores their practical applications. The concept approach is split LQWR�WZR�WRSLFV��PHFKDQLFV�DQG�PDWHULDOV�

How Science Works



7KH�ZRUG�µLQYHVWLJDWH¶�LQGLFDWHV�ZKHUH�VWXGHQWV�VKRXOG�GHYHORS�WKHLU�practical skills for How Science Works, numbers 1–6 as detailed in Appendix 4 (internal assessment may require these skills). Students should communicate the outcomes of their investigations XVLQJ�DSSURSULDWH�VFLHQWL¿F��WHFKQLFDO�DQG�PDWKHPDWLFDO�ODQJXDJH��conventions and symbols.


Con

text

app

roac

h




Examination paper





Context approach



7.3 Higher, faster, stronger (HFS)

In this topic, students use video clips, ICT and laboratory practical activities to study the physics behind a variety of sports:

� speed and acceleration in sprinting and jogging

� ZRUN�DQG�SRZHU�LQ�ZHLJKWOLIWLQJ

� forces and equilibrium in rock climbing

� forces and projectiles in tennis

� force and energy in bungee jumping.

There are opportunities for students to collect and analyse data XVLQJ�D�YDULHW\�RI�PHWKRGV��DQG�WR�FRPPXQLFDWH�WKHLU�NQRZOHGJH�and understanding using appropriate terminology.


1 use the equations for uniformly accelerated motion in one dimension:

v = u + at s = ut + ½at� v� = u��as

�� GHPRQVWUDWH�DQ�XQGHUVWDQGLQJ�RI�KRZ�,&7�can be used to collect data for, and display, GLVSODFHPHQW�WLPH�DQG�YHORFLW\�WLPH�JUDSKV�for uniformly accelerated motion and FRPSDUH�WKLV�ZLWK�WUDGLWLRQDO�PHWKRGV�LQ�terms of reliability and validity of data

Determine speed and acceleration, for example, use light gates

3 identify and use the physical quantities derived from the slopes and areas of GLVSODFHPHQW�WLPH�DQG�YHORFLW\�WLPH�JUDSKV��LQFOXGLQJ�FDVHV�RI�QRQ�XQLIRUP�DFFHOHUDWLRQ

�� LQYHVWLJDWH��XVLQJ�SULPDU\�GDWD��UHFRJQLVH�and make use of the independence of vertical and horizontal motion of a projectile moving freely under gravity

Strobe photography or video camera to analyse motion

�� GLVWLQJXLVK�EHWZHHQ�VFDODU�DQG�YHFWRU�quantities and give examples of each

Con

text

app

roac

h




�� UHVROYH�D�YHFWRU�LQWR�WZR�FRPSRQHQWV�DW�ULJKW�DQJOHV�WR�HDFK�RWKHU�E\�GUDZLQJ�DQG�by calculation

�� FRPELQH�WZR�FRSODQDU�YHFWRUV�DW�DQ\�DQJOH�WR�HDFK�RWKHU�E\�GUDZLQJ��DQG�DW�ULJKW�angles to each other by calculation

�� GUDZ�DQG�LQWHUSUHW�IUHH�ERG\�IRUFH�GLDJUDPV�to represent forces on a particle or on an extended but rigid body, using the concept of centre of gravity of an extended body

Find the centre of gravity of an irregular rod

9 investigate, by collecting primary data, and use !F = ma�LQ�VLWXDWLRQV�ZKHUH�m is FRQVWDQW��1HZWRQ¶V�¿UVW�ODZ�RI�PRWLRQ� (a� ��DQG�VHFRQG�ODZ�RI�PRWLRQ�

Use an air track to investigate factors affecting acceleration

�� XVH�WKH�H[SUHVVLRQV�IRU�JUDYLWDWLRQDO�¿HOG�strength g = F/m��DQG�ZHLJKW�W = mg

Measure g using, for example, light gates

Estimate, and then measure, the ZHLJKW�RI�IDPLOLDU�REMHFWV

11 identify pairs of forces constituting an LQWHUDFWLRQ�EHWZHHQ�WZR�ERGLHV��1HZWRQ¶V�WKLUG�ODZ�RI�PRWLRQ�

�� XVH�WKH�UHODWLRQVKLS�Ek = ½ mv� for the

kinetic energy of a body

13 use the relationship "Egrav

= mg"h for the gravitational potential energy transferred near the Earth’s surface

�� LQYHVWLJDWH�DQG�DSSO\�WKH�SULQFLSOH�RI�conservation of energy including use of ZRUN�GRQH��JUDYLWDWLRQDO�SRWHQWLDO�HQHUJ\�and kinetic energy

Use, for example, light gates to investigate the speed of a falling object

Context approach




�� XVH�WKH�H[SUHVVLRQ�IRU�ZRUN�"W = F"s LQFOXGLQJ�FDOFXODWLRQV�ZKHQ�WKH�IRUFH�LV�QRW�along the line of motion

�� LQYHVWLJDWH�DQG�FDOFXODWH�SRZHU�IURP�WKH�UDWH�DW�ZKLFK�ZRUN�LV�GRQH�RU�HQHUJ\�WUDQVIHUUHG

(VWLPDWH�SRZHU�RXWSXW�RI�HOHFWULF�motor (see also outcome 53)

16 understand some applications of mechanics, for example, to safety or to sports

Con

text

app

roac

h



7.4 Good enough to eat (EAT)

7KLV�WRSLF�XVHV�D�FDVH�VWXG\�RI�WKH�SURGXFWLRQ�RI�VZHHWV�DQG�biscuits:

� PHDVXULQJ�DQG�FRQWUROOLQJ�WKH�ÀRZ�RI�D�YLVFRXV�OLTXLG

� mechanical testing of products.

There are opportunities for students to develop practical skills and techniques and thus to carry out experimental and investigative activities.


18 understand and use the terms density, ODPLQDU�ÀRZ, streamline ÀRZ, terminal velocity, turbulent ÀRZ, upthrust and viscous drag, for example, in transport design or in manufacturing

19 recall, and use primary or secondary data WR�VKRZ�WKDW�WKH�UDWH�RI�ÀRZ�RI�D�ÀXLG�LV�related to its viscosity

�� UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQ�IRU�6WRNHV¶V�/DZ��F = 6#$rv and XSWKUXVW� �ZHLJKW�RI�ÀXLG�GLVSODFHG

�� LQYHVWLJDWH��XVLQJ�SULPDU\�RU�VHFRQGDU\�data, and recall that the viscosities of most ÀXLGV�FKDQJH�ZLWK�WHPSHUDWXUH��([SODLQ�WKH�importance of this for industrial applications

�� LQYHVWLJDWH�HODVWLF�DQG�SODVWLF�GHIRUPDWLRQ�RI�D�PDWHULDO�DQG�GLVWLQJXLVK�EHWZHHQ�WKHP

�� H[SORUH�DQG�H[SODLQ�ZKDW�LV�PHDQW�E\�WKH�terms brittle, ductile, hard, malleable, stiff and tough. Use these terms, give examples of materials exhibiting such properties and H[SODLQ�KRZ�WKHVH�SURSHUWLHV�DUH�XVHG�LQ�D�variety of applications, for example, safety clothing, foodstuffs

Context approach



7.5 Spare part surgery (SUR)

$�VWXG\�RI�WKH�SK\VLFV�DVVRFLDWHG�ZLWK�VSDUH�SDUW�VXUJHU\�IRU�joint replacements and lens implants:

� mechanical properties of bone and replacement materials

� µGHVLJQHU¶�PDWHULDOV�IRU�PHGLFDO�XVHV��

There are opportunities for students to consider ethical issues UHODWLQJ�WR�VXUJLFDO�LQWHUYHQWLRQ��DQG�WR�OHDUQ�KRZ�QHZ�VFLHQWL¿F�NQRZOHGJH�LV�YDOLGDWHG�DQG�FRPPXQLFDWHG�WKURXJK�SHHU�UHYLHZHG�SXEOLFDWLRQ�


�� REWDLQ�DQG�GUDZ�IRUFH±H[WHQVLRQ��IRUFH±FRPSUHVVLRQ��DQG�WHQVLOH�FRPSUHVVLYH�VWUHVV�VWUDLQ�JUDSKV��,GHQWLI\�WKH�limit of proportionality, elastic limit and yield point

Obtain graphs for, for example, FRSSHU�ZLUH��Q\ORQ�DQG�UXEEHU

�� LQYHVWLJDWH��DQG�XVH�+RRNH¶V�ODZ��F = k"x, DQG�NQRZ�WKDW�LW�DSSOLHV�RQO\�WR�VRPH�materials

�� H[SODLQ�WKH�PHDQLQJ�RI��XVH�DQG�FDOFXODWH�tensile/compressive stress, tensile/compressive strain, strength, breaking stress, stiffness and Young Modulus. Obtain the Young modulus for a material

Investigations could include, for example, copper and rubber

�� FDOFXODWH�WKH�HODVWLF�VWUDLQ�HQHUJ\�Eel in

a deformed material sample, using the expression E

el = ½ F"x, and from the area

XQGHU�LWV�IRUFH�H[WHQVLRQ�JUDSK




Unit 2 Physics at Work AS compulsory unit Externally assessed

8.1 Introduction

Context approach 7KLV�XQLW�FRYHUV�ZDYHV��HOHFWULFLW\�DQG�WKH�QDWXUH�RI�OLJKW��7KH�unit may be taught using either a concept approach or a context DSSURDFK��7KLV�VHFWLRQ�RI�WKH�VSHFL¿FDWLRQ�LV�SUHVHQWHG�LQ�D�IRUPDW�IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�WKH�FRQWH[W�DSSURDFK��7KH�FRQWH[W�DSSURDFK�EHJLQV�ZLWK�WKH�FRQVLGHUDWLRQ�RI�DQ�DSSOLFDWLRQ�WKDW�GUDZV�RQ�PDQ\�GLIIHUHQW�DUHDV�RI�SK\VLFV��DQG�WKHQ�WKH�ODZV��WKHRULHV�DQG�models of physics that apply to this application are studied. The context approach for this unit uses three different contexts: music, technology in space and archaeology.

Concept approach 7KLV�XQLW�LV�SUHVHQWHG�LQ�D�GLIIHUHQW�IRUPDW�RQ�SDJH��IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�D�FRQFHSW�DSSURDFK��7KH�FRQFHSW�DSSURDFK�EHJLQV�ZLWK�D�VWXG\�RI�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�DQG�WKHQ�explores their practical applications. The concept approach is split into WKUHH�WRSLFV��ZDYHV��HOHFWULFLW\�DQG�WKH�QDWXUH�RI�OLJKW�

How Science Works





Con

text

app

roac

h



Examination paper






Context approach

75



8.3 The Sound of Music (MUS)

A study of music and recorded sound, focusing on the production of sound by musical instruments and the operation of a CD player:

� V\QWKHVLVHG�DQG�µOLYH¶�VRXQGV

� VWDQGLQJ�ZDYHV�LQ�VWULQJ�DQG�ZLQG�LQVWUXPHQWV

� reading a CD by laser.

:DYHV�DQG�SKRWRQV�DUH�XVHG�WR�PRGHO�WKH�EHKDYLRXU�RI�OLJKW�

There are opportunities for students to develop ICT skills and other skills relating to practical investigation and to communication.

Students discuss environmental issues related to noise.


�� XQGHUVWDQG�DQG�XVH�WKH�WHUPV�amplitude, frequency, period, speed and wavelength

:DYH�PDFKLQH�RU�FRPSXWHU�VLPXODWLRQ�RI�ZDYH�SURSHUWLHV


�� XVH�WKH�ZDYH�HTXDWLRQ�v = f %

�� UHFDOO�WKDW�D�VRXQG�ZDYH�LV�D�ORQJLWXGLQDO�ZDYH�ZKLFK�FDQ�EH�GHVFULEHG�LQ�WHUPV�RI�the displacement of molecules

Demonstration using a loudspeaker

'HPRQVWUDWLRQ�XVLQJ�ZDYHV�RQ�D�long spring

�� XVH�JUDSKV�WR�UHSUHVHQW�WUDQVYHUVH�DQG�ORQJLWXGLQDO�ZDYHV��LQFOXGLQJ�VWDQGLQJ�ZDYHV

�� H[SODLQ�DQG�XVH�WKH�FRQFHSWV�RI�ZDYHIURQW��coherence, path difference, superposition and phase

'HPRQVWUDWLRQ�ZLWK�ULSSOH�WDQN

�� UHFRJQLVH�DQG�XVH�WKH�UHODWLRQVKLS�EHWZHHQ�phase difference and path difference

Con

text

app

roac

h

76




�� H[SODLQ�ZKDW�LV�PHDQW�E\�D�standing (stationary) wave��LQYHVWLJDWH�KRZ�VXFK�D�ZDYH�LV�IRUPHG��DQG�LGHQWLI\�QRGHV�DQG�antinodes

Melde’s experiment, sonometer

36 recognise and use the expression for refractive index

1μ


1�v

2,

determine refractive index for a material in WKH�ODERUDWRU\��DQG�SUHGLFW�ZKHWKHU�WRWDO�LQWHUQDO�UHÀHFWLRQ�ZLOO�RFFXU�DW�DQ�LQWHUIDFH�using critical angle

�� LQYHVWLJDWH�DQG�H[SODLQ�KRZ�WR�PHDVXUH�refractive index

Measure the refractive index of both solids and liquids

38 discuss situations that require the accurate determination of refractive index

�� LQYHVWLJDWH�DQG�H[SODLQ�ZKDW�LV�PHDQW�E\�plane polarised light

Models of structures to investigate stress concentrations

�� LQYHVWLJDWH�DQG�H[SODLQ�KRZ�WR�PHDVXUH�the rotation of the plane of polarisation

�� UHFDOO�WKDW��LQ�JHQHUDO��ZDYHV�DUH�WUDQVPLWWHG�DQG�UHÀHFWHG�DW�DQ�LQWHUIDFH�EHWZHHQ�PHGLD

Demonstration using a laser

�� H[SODLQ�KRZ�GLIIHUHQW�PHGLD�DIIHFW�WKH�WUDQVPLVVLRQ�UHÀHFWLRQ�RI�ZDYHV�WUDYHOOLQJ�from one medium to another


68 explain atomic line spectra in terms of WUDQVLWLRQV�EHWZHHQ�GLVFUHWH�HQHUJ\�OHYHOV

'HPRQVWUDWLRQ�XVLQJ�JDV�¿OOHG�tubes

Context approach

77



8.4 Technology in Space (SPC)

7KLV�XQLW�IRFXVHV�RQ�D�VDWHOOLWH�ZKRVH�UHPRWH�VHQVLQJ�DQG�RWKHU�LQVWUXPHQWV�DUH�UXQ�IURP�D�VRODU�SRZHU�VXSSO\�

� illuminating solar cells

� operation of solar cells

� combining sources of emf

� radar imaging.

Mathematical models are developed to describe ohmic behaviour DQG�WKH�YDULDWLRQ�RI�UHVLVWDQFH�ZLWK�WHPSHUDWXUH��6LPSOH�FRQFHSWXDO�PRGHOV�DUH�XVHG�IRU�WKH�ÀRZ�RI�FKDUJH�LQ�D�FLUFXLW��IRU�the operation of a photocell, and for the variation of resistance ZLWK�WHPSHUDWXUH�

:DYHV�DQG�SKRWRQV�DUH�XVHG�WR�PRGHO�WKH�EHKDYLRXU�RI�OLJKW��Through a historical exploration of the photoelectic effect, students OHDUQ�VRPHWKLQJ�RI�WKH�SURYLVLRQDO�QDWXUH�RI�VFLHQWL¿F�NQRZOHGJH��

There are opportunities to develop ICT skills using the internet, VSUHDGVKHHWV�DQG�VRIWZDUH�IRU�GDWD�DQDO\VLV�DQG�GLVSOD\��

Through discussing the funding and execution of space missions, students have an opportunity to consider ethical and environmental issues and some of the decisions made by society regarding the use of technology.



�� GH¿QH�DQG�XVH�UDGLDWLRQ�ÀX[�DV�SRZHU�SHU�unit area

67 recognise and use the expression E = hf to calculate the highest frequency of radiation that could be emitted in a transition across D�NQRZQ�HQHUJ\�EDQG�JDS�RU�EHWZHHQ�NQRZQ�HQHUJ\�OHYHOV

Con

text

app

roac

h

78




�� XVH�WKH�QRQ�6,�XQLW��WKH�HOHFWURQYROW��H9��WR�express small energies

�� UHFDOO�WKDW�WKH�DEVRUSWLRQ�RI�D�SKRWRQ�FDQ�result in the emission of a photoelectron

Demonstration of discharge of a zinc plate by ultra violet light

65 understand and use the terms threshold IUHTXHQF\�DQG�ZRUN�IXQFWLRQ�DQG�UHFRJQLVH�and use the expression hf = ( + ½ mv2

max


�� H[SODLQ�KRZ�ZDYH�DQG�SKRWRQ�PRGHOV�KDYH�contributed to the understanding of the nature of light

�� GHVFULEH�HOHFWULF�FXUUHQW�DV�WKH�UDWH�RI�ÀRZ�of charged particles and use the expression I = "Q��"t

51 use the expression V = W�Q

�� UHFRJQLVH��LQYHVWLJDWH�DQG�XVH�WKH�UHODWLRQVKLSV�EHWZHHQ�FXUUHQW��YROWDJH�DQG�resistance, for series and parallel circuits, DQG�NQRZ�WKDW�WKHVH�UHODWLRQVKLSV�DUH�D�consequence of the conservation of charge and energy

Measure current and voltage in series and parallel circuits

Use ohmmeter to measure total UHVLVWDQFH�RI�VHULHV�SDUDOOHO�circuits

53 investigate and use the expressions P = VI, W = VIt��5HFRJQLVH�DQG�XVH�UHODWHG�expressions, for example, P = I�R and P = V��R

0HDVXUH�WKH�HI¿FLHQF\�RI�DQ�HOHFWULF�motor (see also outcome 17)

�� XVH�WKH�IDFW�WKDW�UHVLVWDQFH�LV�GH¿QHG�E\� R = V�I�DQG�WKDW�2KP¶V�/DZ�LV�D�VSHFLDO�FDVH�ZKHQ�I & V

Context approach

79




�� GHPRQVWUDWH�DQ�XQGHUVWDQGLQJ�RI�KRZ�,&7�PD\�EH�XVHG�WR�REWDLQ�FXUUHQW�SRWHQWLDO�GLIIHUHQFH�JUDSKV��LQFOXGLQJ�QRQ�RKPLF�PDWHULDOV�DQG�FRPSDUH�WKLV�ZLWK�WUDGLWLRQDO�techniques in terms of reliability and validity of data

�� LQWHUSUHW�FXUUHQW�SRWHQWLDO�GLIIHUHQFH�JUDSKV��LQFOXGLQJ�QRQ�RKPLF�PDWHULDOV

Investigate I-V�JUDSKV�IRU�¿ODPHQW�lamp, diode & thermistor

70 recognise and use the expression HI¿FLHQF\� �>XVHIXO�HQHUJ\��RU�SRZHU��RXWSXW@�>WRWDO�HQHUJ\��RU�SRZHU��LQSXW@

�� GH¿QH�DQG�XVH�WKH�FRQFHSWV�RI�HPI�DQG�LQWHUQDO�UHVLVWDQFH�DQG�GLVWLQJXLVK�EHWZHHQ�emf and terminal potential difference

Measure the emf and internal resistance of a cell, for example, a solar cell

60 investigate and recall that the resistance RI�PHWDOOLF�FRQGXFWRUV�LQFUHDVHV�ZLWK�increasing temperature and that the resistance of negative temperature FRHI¿FLHQW�WKHUPLVWRUV�GHFUHDVHV�ZLWK�increasing temperature

Use of ohmmeter and temperature sensor

61 use I = nqvA to explain the large range of resistivities of different materials

'HPRQVWUDWLRQ�RI�VORZ�VSHHG�RI�LRQ�PRYHPHQW�GXULQJ�FXUUHQW�ÀRZ

�� H[SODLQ��TXDOLWDWLYHO\��KRZ�FKDQJHV�RI�UHVLVWDQFH�ZLWK�WHPSHUDWXUH�PD\�EH�modelled in terms of lattice vibrations and number of conduction electrons

�� H[SORUH�DQG�H[SODLQ�KRZ�D�SXOVH�HFKR�technique can provide details of the position DQG�RU�VSHHG�RI�DQ�REMHFW�DQG�GHVFULEH�applications that use this technique

Con

text

app

roac

h

80




�� H[SODLQ�TXDOLWDWLYHO\�KRZ�WKH�PRYHPHQW�of a source of sound or light relative to DQ�REVHUYHU�GHWHFWRU�JLYHV�ULVH�WR�D�VKLIW�in frequency (Doppler effect) and explore applications that use this effect

Demonstration using a ripple tank or computer simulation


�� GLVFXVV�WKH�VRFLDO�DQG�HWKLFDO�LVVXHV�WKDW�QHHG�WR�EH�FRQVLGHUHG��IRU�H[DPSOH��ZKHQ�GHYHORSLQJ�DQG�WULDOOLQJ�QHZ�PHGLFDO�WHFKQLTXHV�RQ�SDWLHQWV�RU�ZKHQ�IXQGLQJ�D�space mission

�� H[SORUH�KRZ�VFLHQFH�LV�XVHG�E\�VRFLHW\�WR�make decisions, for example, the viability of solar cells as a replacement for other energy sources, the uses of remote sensing

Context approach

81



8.5 Digging up the Past (DIG)

The excavation of an archaeological site, from geophysical surveying to artefact analysis and dating:

� resistivity surveying

� DUWHIDFW�DQDO\VLV�E\�;�UD\�GLIIUDFWLRQ

� artefact analysis by electron microscopy.

3KRWRQV�DUH�XVHG�WR�PRGHO�WKH�EHKDYLRXU�RI�OLJKW��DQG�ZDYHV�WR�model electron behaviour.

There are opportunities to develop ICT skills using the internet DQG�VRIWZDUH�VLPXODWLRQV��

7KURXJK�FDVH�VWXGLHV��VWXGHQWV�OHDUQ�KRZ�GDWD�FDQ�KHOS�UHVROYH�FRQÀLFW�DQG�XQFHUWDLQW\��DQG�KRZ�QHZ�NQRZOHGJH�LV�GLVVHPLQDWHG�and validated.

There are opportunities for students to consider ethical issues concerning the digging of archaeological sites and removal of DUWHIDFWV�IRU�VFLHQWL¿F�VWXG\��


57 investigate and use the relationship R = 'l�A Measure resisitivity of a metal and polythene

�� LQYHVWLJDWH�DQG�H[SODLQ�KRZ�WKH�SRWHQWLDO�DORQJ�D�XQLIRUP�FXUUHQW�FDUU\LQJ�ZLUH�YDULHV�ZLWK�WKH�GLVWDQFH�DORQJ�LW�DQG�KRZ�this variation can be made use of in a potential divider

Use a digital voltmeter to LQYHVWLJDWH�µRXWSXW¶�RI�D�SRWHQWLDO�divider


�� LQYHVWLJDWH�DQG�UHFDOO�WKDW�ZDYHV�FDQ�EH�diffracted and that substantial diffraction RFFXUV�ZKHQ�WKH�VL]H�RI�WKH�JDS�RU�REVWDFOH�LV�VLPLODU�WR�WKH�ZDYHOHQJWK�RI�WKH�ZDYH

Demonstration using a ripple tank

Con

text

app

roac

h

82




�� H[SODLQ�KRZ�GLIIUDFWLRQ�H[SHULPHQWV�SURYLGH�HYLGHQFH�IRU�WKH�ZDYH�QDWXUH�RI�HOHFWURQV


�� GLVFXVV�KRZ�VFLHQWL¿F�LGHDV�PD\�FKDQJH�over time, for example, our ideas on the SDUWLFOH�ZDYH�QDWXUH�RI�HOHFWURQV


Unit 3 Exploring Physics AS compulsory unit Internally or externally assessed


Introduction This unit requires that students undertake HLWKHU a case study involving an application of physics and a related practical, RU a SK\VLFV�EDVHG�YLVLW�DQG�D�UHODWHG�SUDFWLFDO��7KH�WHDFKHU��QRW�WKH�VWXGHQW��LGHQWL¿HV�WKH�YLVLW�RU�FDVH�VWXG\�WKDW�VWXGHQWV�ZLOO�EH�doing. All candidates may do the same case study or the same YLVLW��KRZHYHU�LW�LV�YLWDO�WKDW�FDQGLGDWHV�GHPRQVWUDWH�WKDW�WKH�DVVHVVHG�ZRUN�WKDW�WKH\�SURGXFH�LV�HQWLUHO\�WKHLU�RZQ�ZRUN��

This unit may be completed at any time during the AS course but it ZRXOG�EH�PRUH�DSSURSULDWH�WR�DGPLQLVWHU�WKLV�DVVHVVPHQW�QHDU�WKH�end of the AS year.

Case study (GH[FHO�ZLOO�SURYLGH�FDVH�VWXGLHV�IRU�¿YH�GLIIHUHQW�WRSLFV��&HQWUHV�may either use one of the case studies provided by Edexcel or GHYLVH�WKHLU�RZQ�FDVH�VWXG\�WR�PDWFK�ORFDO�QHHGV�DQG�WKH�LQWHUHVWV�RI�WKHLU�FDQGLGDWHV��&HQWUH�GHYLVHG�FDVH�VWXGLHV�ZLOO�QRW�UHTXLUH�DSSURYDO�IURP�(GH[FHO��KRZHYHU��LW�LV�WKH�UHVSRQVLELOLW\�RI�WKH�FHQWUH�WR�HQVXUH�WKDW�FHQWUH�GHYLVHG�FDVH�VWXGLHV�PDWFK�WKH�DVVHVVPHQW�criteria for this unit and that students have the opportunity to gain all the marks in the mark scheme. Candidates may all do the same case study or they may do different case studies. If all candidates GR�WKH�VDPH�FDVH�VWXG\�WKHQ�WKH\�PXVW�HQVXUH�WKDW�ZRUN�VXEPLWWHG�IRU�DVVHVVPHQW�LV�WKHLU�RZQ��7KHUH�VKRXOG�EH�D�FRQQHFWLRQ�EHWZHHQ�WKH�FDVH�VWXG\�DQG�WKH�SUDFWLFDO�ZRUN�WKDW�LV�XQGHUWDNHQ�IRU�WKLV�unit. For example a case study might be based on an application of 4XDQWXP�7XQQHOOLQJ�&RPSRVLWH��7KLV�ZRXOG�RIIHU�WKH�RSSRUWXQLW\�IRU�SUDFWLFDO�ZRUN�UHODWLQJ�FRPSUHVVLYH�IRUFH�WR�UHVLVWDQFH�LQ�WKLV�W\SH�RI�PDWHULDO��,GHDOO\�WKH�FDVH�VWXG\�VKRXOG�GHDO�ZLWK�FRQFHSWV�FRYHUHG�ZLWKLQ�WKH�$6�VSHFL¿FDWLRQ�EXW�WKLV�LV�QRW�D�UHTXLUHPHQW�IRU�the assessment of this unit.

Visit 7KH�YLVLW�LV�LQWHQGHG�WR�EULQJ�FDQGLGDWHV�LQWR�GLUHFW�FRQWDFW�ZLWK�D�UHDO�OLIH�H[DPSOH�RI�SK\VLFV�LQ�XVH��7KHUH�VKRXOG�EH�D�FRQQHFWLRQ�EHWZHHQ�WKH�YLVLW�DQG�WKH�SUDFWLFDO�ZRUN�WKDW�LV�XQGHUWDNHQ�IRU�WKLV�unit. For example candidates might visit a church or concert hall. $�UHODWHG�SUDFWLFDO�FRXOG�EH�WR�LQYHVWLJDWH�WKH�UHODWLRQVKLS�EHWZHHQ�the length of an organ pipe (using a glass tube to represent the organ pipe) and the frequency of its sound at resonance. The WHDFKHU�RU�WKH�KRVW�PD\�SURYLGH�EULH¿QJ�PDWHULDOV�IRU�WKH�YLVLW�

Con

text

app

roac

h

84



Practical The practical that relates to the case study or visit should give candidates the opportunity to be assessed in four skill areas:

� summarising details of a visit or case study

� planning a practical

� implementation and recording of measurements

� DQDO\VLV�RI�UHVXOWV�DQG�GUDZLQJ�FRQFOXVLRQV�

The planning, implementation and analysis aspects of the SUDFWLFDO�ZRUN�PXVW�EH�FDUULHG�RXW�LQGLYLGXDOO\�DQG�XQGHU�supervision.

7KH�SUDFWLFDO�VKRXOG�OHDG�WR�D�JUDSK�UHODWLQJ�WZR�PHDVXUHG�variables. Ideally the candidate should then attempt to derive WKH�HTXDWLRQ�UHODWLQJ�WKH�WZR�YDULDEOHV�RU�D�UHOHYDQW�TXDQWLW\�to the topic, for example the value of resisitivity for a particular material.

Use of ICT &DQGLGDWHV�FDQ�ZRUG�SURFHVV�WKHLU�VXPPDU\�RI�WKH�YLVLW�RU�FDVH�VWXG\��DOWKRXJK�WKH\�ZLOO�QRW�JDLQ�DQ\�H[WUD�PDUNV�IRU�GRLQJ�VR��7KH�UHSRUW�RI�WKH�H[SHULPHQW�PXVW�EH�KDQG�ZULWWHQ�DQG�JUDSKV�PXVW�EH�KDQG�GUDZQ��,&7�PD\�EH�XVHG�IRU�FROOHFWLQJ�GDWD��HJ�the use of data loggers is permitted. ICT must not be used for processing results. If a candidate uses a spreadsheet package to SURGXFH�D�JUDSK�WKHQ�LW�ZLOO�EH�DVVXPHG�WKDW�WKH�FDQGLGDWH�KDV�used its facilities for automatically selecting an appropriate scale, GUDZLQJ�WKH�EHVW�OLQH�WKURXJK�WKH�SRLQWV��HWF��DQG�KHQFH�WKH�FDQGLGDWH�ZLOO�ORVH�WKH�UHOHYDQW�PDUNV�

Draft work 6WXGHQWV�VKRXOG�FDUU\�RXW�D�YDULHW\�RI�SUDFWLFDO�ZRUN�GXULQJ�WKH�course so that they develop the necessary skills to succeed in this unit. They should QRW, therefore, submit draft assessment ZRUN�IRU�FKHFNLQJ��+RZHYHU��WHDFKHUV�VKRXOG�FKHFN�VWXGHQWV¶�plans for health and safety issues.

:RUN�VXEPLWWHG�IRU�WKLV�XQLW�PXVW�QRW be returned to students for them to improve it.

How Science Works

7KLV�XQLW�ZLOO�FRYHU�WKH�IROORZLQJ�DVSHFWV�RI�how science works as listed in Appendix 4: How science works��DQG��

Context approach

85




Summary of visit or case study

Students should produce a brief summary of the case study RU�SK\VLFV�EDVHG�YLVLW�DV�KRPHZRUN��,W�LV�UHFRPPHQGHG�WKDW�VWXGHQWV�ZRUG�SURFHVV�WKLV�SDUW�RI�WKH�DVVHVVPHQW��7KH�VXPPDU\�VKRXOG�EH�EHWZHHQ��±��ZRUGV�

Plan Students may be given the title of the experiment that they are to plan and carry out in advance. The plan should be produced XQGHU�VXSHUYLVHG�FRQGLWLRQV�LQ�FODVV�LQ�WKH�VWXGHQWV¶�RZQ�KDQGZULWLQJ��6WXGHQWV�VKRXOG�QRW�WDNH�DQ\�GRFXPHQWV�LQWR�WKH�FODVVURRP�DV�WKH\�VKRXOG�KDYH�JDLQHG�VXI¿FLHQW�H[SHULHQFH�RI�SODQQLQJ�SUDFWLFDO�ZRUN�GXULQJ�QRUPDO�SUDFWLFDO�OHVVRQV��7HDFKHUV�should collect in the plan at the end of the session to check IRU�KHDOWK�DQG�VDIHW\�LVVXHV��7KH�SODQ�ZLOO�QHHG�WR�EH�UHWXUQHG�to students so that they can carry out their plan. At this stage teachers could either:

i) photocopy the plan, mark the plan if it is to be internally DVVHVVHG��DQG�SURYLGH�VWXGHQWV�ZLWK�WKH�SKRWRFRS\�LQ�WKH�laboratory so that they can carry out their plan

ii) collect in the plan, not mark it and return it to students in the laboratory under supervised conditions so that they can carry out their plan.

Practical 7KH�SUDFWLFDO�ZRUN�VKRXOG�EH�FDUULHG�RXW�XQGHU�VXSHUYLVHG�conditions in a separate session from the planning session. Unmarked plans should be returned to students so that they can carry out the experiment that they have planned. Students VKRXOG�ZRUN�LQGLYLGXDOO\��,I�QHFHVVDU\��WHDFKHUV�PD\�DOORZ�students to analyse results under supervision in their next OHVVRQ��,Q�WKLV�VLWXDWLRQ��WHDFKHUV�PXVW�FROOHFW�LQ�WKH�ZULWWHQ�ZRUN�SURGXFHG�E\�WKHLU�VWXGHQWV��7HDFKHUV�VKRXOG�QRW�PDUN�WKH�SODQ�RU�SUDFWLFDO�ZRUN��,Q�WKH�QH[W�OHVVRQ��WKH�GRFXPHQWV�should be returned to students under supervised conditions for analysis. Students should not have access to any other sources RI�LQIRUPDWLRQ�ZKLOH�WKH\�DUH�FRPSOHWLQJ�WKH�DQDO\VLV�RI�WKHLU�results

Con

text

app

roac

h

86



Assessing work 7KH�DVVHVVPHQW�FULWHULD�DUH�VKRZQ�LQ�WKH�QH[W�VHFWLRQ��(DFK�criterion scores a maximum of 1 mark. The criteria are not hierarchical. The assessment of the summary of the visit or WKH�FDVH�VWXG\��WRJHWKHU�ZLWK�WKH�SODQQLQJ��WKH�UHFRUGLQJ�RI�measurements and the analysis is based on documents produced by the students.


The marks for the report should be submitted to Edexcel by the ¿QDO�GDWH�SXEOLVKHG�LQ�WKH�Information manual.

(DFK�SLHFH�RI�ZRUN�VKRXOG�EH�DQQRWDWHG�E\�WKH�WHDFKHU��7KLV�FDQ�EH�GRQH�E\�ZULWLQJ�WKH�VNLOO�FRGH�HJ�$��QHDU�WR�WKH�DSSURSULDWH�VHFWLRQ�RI�WKH�UHSRUW�DQG�WLFNLQJ�WKH�ER[�$��RQ�WKH�JULG�EHORZ�



Guidance to students

7HDFKHUV�PD\�SURYLGH�JXLGDQFH�WR�VWXGHQWV�ZLWKRXW�SHQDOW\��Guidance is feedback that a teacher might reasonably be H[SHFWHG�WR�JLYH�WR�D�VWXGHQW�ZKR�DVNV�TXHVWLRQV�DERXW�WKH�ZRUN�that they are carrying out. In effect, the teacher is being used as a resource.

6WXGHQWV�PD\�UHTXLUH�DVVLVWDQFH�ZKHUHE\�WKH�WHDFKHU�QHHGV�WR�WHOO�WKH�VWXGHQW�ZKDW�WKH\�KDYH�WR�GR��$VVLVWDQFH�LQ�WKLV�UHVSHFW�carries a penalty. The teacher should record details of any assistance provided on the report.

Important 6WXGHQWV�VKRXOG�VXEPLW�WKHLU�ZRUN�IRU�DVVHVVPHQW�RQFH only. ,QWHUQDOO\�DVVHVVHG�ZRUN�VKRXOG�QRW be given back to students to be improved.

Context approach

87




A: Summary of case study or physics-based visit

5HI &ULWHULRQ 0DUN

S1 Carries out a visit OR uses library, consulting a PLQLPXP�RI�WKUHH different sources RI�LQIRUPDWLRQ��HJ�ERRNV�ZHEVLWHV�MRXUQDOV�PDJD]LQHV�FDVH�VWXG\�SURYLGHG�E\�(GH[FHO�manufacturers’ data sheets)

1

6� States details of visit venue OR provides IXOO details of sources of information 1

S3 Provides a brief description of the visit OR case study 1

6� Makes correct statement on relevant physics principles 1

S5 Uses relevant specialist terminology correctly 1

S6 Provides one piece of relevant information (eg data, graph, diagram) that is not PHQWLRQHG�LQ�WKH�EULH¿QJ�SDSHUV�IRU�WKH�YLVLW�RU�FDVH�VWXG\

1

S7 %ULHÀ\�GLVFXVVHV�FRQWH[W��HJ�VRFLDO�HQYLURQPHQWDO�KLVWRULFDO� 1

S8 &RPPHQWV�RQ�LPSOLFDWLRQ�RI�SK\VLFV��HJ�EHQH¿WV�ULVNV� 1

S9 ([SODLQV�KRZ�WKH�SUDFWLFDO�UHODWHV�WR�WKH�YLVLW�RU�FDVH�VWXG\ 1

0D[LPXP�PDUNV�IRU�WKLV�VHFWLRQ� 9

Con

text

app

roac

h

88



B: Planning

5HI &ULWHULRQ 0DUN

P1 Lists all material required 1

3� 6WDWHV�KRZ�WR�PHDVXUH�RQH�UHOHYDQW�TXDQWLW\�XVLQJ�WKH�PRVW�DSSURSULDWH�LQVWUXPHQW 1


1

3� 6WDWHV�KRZ�WR�PHDVXUH�D�VHFRQG�UHOHYDQW�TXDQWLW\�XVLQJ�WKH�PRVW�DSSURSULDWH�instrument

1


1


P7 6WDWHV�ZKLFK�LV�WKH�LQGHSHQGHQW�DQG�ZKLFK�LV�WKH�GHSHQGHQW�YDULDEOH 1

P8 ,GHQWL¿HV�DQG�VWDWHV�KRZ�WR�FRQWURO�DOO�RWKHU�UHOHYDQW�YDULDEOHV�WR�PDNH�LW�D�IDLU�WHVW 1

P9 &RPPHQWV�RQ�ZKHWKHU�UHSHDW�UHDGLQJV�DUH�DSSURSULDWH�LQ�WKLV�FDVH 1

P10 Comments on safety 1

P11 'LVFXVVHV�KRZ�WKH�GDWD�FROOHFWHG�ZLOO�EH�XVHG 1

3�� ,GHQWL¿HV�WKH�PDLQ�VRXUFHV�RI�XQFHUWDLQW\�DQG�RU�V\VWHPDWLF�HUURU 1


3�� 3ODQ�LV�ZHOO�RUJDQLVHG�DQG�PHWKRGLFDO��XVLQJ�DQ�DSSURSULDWHO\�VHTXHQFHG�VWHS�E\�VWHS�procedure

1


C: Implementation and Measurements

5HI &ULWHULRQ 0DUN

M1 5HFRUGV�DOO�PHDVXUHPHQWV�XVLQJ�WKH�FRUUHFW�QXPEHU�RI�VLJQL¿FDQW�¿JXUHV��WDEXODWLQJ�PHDVXUHPHQWV�ZKHUH�DSSURSULDWH

1

0� Uses correct units WKURXJKRXW 1


0� Obtains measurements over an appropriate range 1


Context approach

89



D: Analysis

5HI &ULWHULRQ 0DUN

A1 3URGXFHV�D�JUDSK�ZLWK�DSSURSULDWHO\�ODEHOOHG�D[HV�DQG�ZLWK�FRUUHFW�XQLWV 1

$� 3URGXFHV�D�JUDSK�ZLWK�VHQVLEOH�VFDOHV� 1


$� 'UDZV�OLQH�RI�EHVW�¿W��HLWKHU�D�VWUDLJKW�OLQH�RU�D�VPRRWK�FXUYH� 1

A5 &RPPHQWV�RQ�WKH�WUHQG�SDWWHUQ�REWDLQHG� 1

A6 'HULYHV�UHODWLRQ�EHWZHHQ�WZR�YDULDEOHV��RU�GHWHUPLQHV�FRQVWDQW 1

A7 'LVFXVVHV�XVHV�UHODWHG�SK\VLFV�SULQFLSOHV 1

A8 Attempts to qualitatively consider sources of error 1

A9 6XJJHVWV�UHDOLVWLF�PRGL¿FDWLRQV�WR�UHGXFH�HUURU�LPSURYH�H[SHULPHQW 1

A10 Calculates uncertainties 1

A11 3URYLGHV�D�¿QDO�FRQFOXVLRQ 1


E: Report

5HI &ULWHULRQ 0DUN

5� 6XPPDU\�FRQWDLQV�IHZ�JUDPPDWLFDO�RU�VSHOOLQJ�HUURUV 1

5� Summary is structured using appropriate subheadings 1






Unit 4 Physics on the Move A2 compulsory unit Externally assessed

10.1 Introduction

Context approach 7KLV�XQLW�FRYHUV�IXUWKHU�PHFKDQLFV��HOHFWULF�DQG�PDJQHWLF�¿HOGV��and particle physics. The unit may be taught using either a concept DSSURDFK�RU�D�FRQWH[W�DSSURDFK��7KLV�VHFWLRQ�RI�WKH�VSHFL¿FDWLRQ�LV�SUHVHQWHG�LQ�D�IRUPDW�IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�WKH�FRQWH[W�DSSURDFK��7KH�FRQWH[W�DSSURDFK�EHJLQV�ZLWK�WKH�FRQVLGHUDWLRQ�RI�DQ�DSSOLFDWLRQ�WKDW�GUDZV�RQ�PDQ\�GLIIHUHQW�DUHDV�RI�SK\VLFV��DQG�WKHQ�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�WKDW�DSSO\�WR�WKLV�application are studied. The context approach for this unit uses WZR�GLIIHUHQW�FRQWH[WV��WUDQVSRUW�DQG�FRPPXQLFDWLRQV��3DUWLFOH�SK\VLFV�LV�VWXGLHG�YLD�WKH�DFFHOHUDWLRQ�DQG�GHWHFWLRQ�RI�KLJK�HQHUJ\�particles and the interpretation of experiments.

Concept approach 7KLV�XQLW�LV�SUHVHQWHG�LQ�D�GLIIHUHQW�IRUPDW�RQ�SDJH��IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�D�FRQFHSW�DSSURDFK��7KH�FRQFHSW�DSSURDFK�EHJLQV�ZLWK�D�VWXG\�RI�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�DQG�WKHQ�explores their practical applications. The concept approach is split LQWR�WKUHH�WRSLFV��IXUWKHU�PHFKDQLFV��HOHFWULF�DQG�PDJQHWLF�¿HOGV�and particle physics.

How Science Works

The GCE Science Criteria include How Science Works (see Appendix 4��7KLV�VKRXOG�EH�LQWHJUDWHG�ZLWK�WKH�WHDFKLQJ�DQG�learning of this unit.




Con

text

app

roac

h

92




Examination paper

7KLV�XQLW�LV�DVVHVVHG�E\�PHDQV�RI�D�ZULWWHQ�H[DPLQDWLRQ�SDSHU�RI��KRXU��PLQXWHV�GXUDWLRQ��7KH�SDSHU�ZLOO�FRQVLVW�RI�REMHFWLYH�questions, short questions and long questions. Students may be UHTXLUHG�WR�DSSO\�WKHLU�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�SK\VLFV�to situations that they have not seen before.




Context approach

93



10.3 Transport on Track (TRA)

$�VWXG\�RI�D�PRGHUQ�UDLO�WUDQVSRUW�V\VWHP�ZLWK�DQ�HPSKDVLV�RQ�safety and control:

� track circuits and signalling

� sensing speed

� mechanical braking

� regenerative and eddy current braking

� FUDVK�SURR¿QJ�

Students use mathematical models to describe the behaviour of moving vehicles and to model electromagnetic induction and capacitor discharge.

There are opportunities to develop information and communication technology skills.

There are opportunities for students to discuss ethical, environmental and other issues relating to decisions about transport taken by government, by transport companies and by individuals.


73 use the expression p = mv

�� LQYHVWLJDWH�DQG�DSSO\�WKH�SULQFLSOH�RI�conservation of linear momentum to problems in one dimension

Use of, for example, light gates and air track to investigate momentum

75 investigate and relate net force to rate of FKDQJH�RI�PRPHQWXP�LQ�VLWXDWLRQV�ZKHUH�PDVV�LV�FRQVWDQW��1HZWRQ¶V�VHFRQG�ODZ�RI�motion)

Use of, for example, light gates and air track to investigate change in momentum

78 explain and apply the principle of conservation of energy, and determine ZKHWKHU�D�FROOLVLRQ�LV�HODVWLF�RU�LQHODVWLF

87 investigate and use the expression C = Q�V

Con

text

app

roac

h

94




�� LQYHVWLJDWH�DQG�UHFDOO�WKDW�WKH�JURZWK�DQG�decay curves for resistor–capacitor circuits DUH�H[SRQHQWLDO��DQG�NQRZ�WKH�VLJQL¿FDQFH�of the time constant RC

90 recognise and use the expression Q = Q0 e

,t�RC and derive and use related expressions, for exponential discharge in 5&�FLUFXLWV��IRU�H[DPSOH��I = I

o e,t�RC

8VH�RI�GDWD�ORJJHU�WR�REWDLQ�,�W�graph

�� H[SORUH�DQG�XVH�WKH�WHUPV�PDJQHWLF�ÀX[�density B��ÀX[�-�DQG�ÀX[�OLQNDJH�1-

�� LQYHVWLJDWH��UHFRJQLVH�DQG�XVH�WKH�expression F = BIl sin . and apply Fleming’s left hand rule to currents

Electronic balance to measure effect of I and l on force

�� LQYHVWLJDWH�DQG�H[SODLQ�TXDOLWDWLYHO\�WKH�factors affecting the emf induced in a coil ZKHQ�WKHUH�LV�UHODWLYH�PRWLRQ�EHWZHHQ�WKH�FRLO�DQG�D�SHUPDQHQW�PDJQHW�DQG�ZKHQ�there is a change of current in a primary FRLO�OLQNHG�ZLWK�LW

8VH�D�GDWD�ORJJHU�WR�SORW�9�DJDLQVW�t as a magnet falls through a coil RI�ZLUH

95 investigate, recognise and use the expression + = d(N-��Gt DQG�H[SODLQ�KRZ�LW�LV�D�FRQVHTXHQFH�RI�)DUDGD\¶V�DQG�/HQ]¶V�ODZV

Context approach

95



10.4 The Medium is the Message (MDM)

Students learn about the physics involved in some modern communication and display techniques:

� ¿EUH�RSWLFV�DQG�H[SRQHQWLDO�DWWHQXDWLRQ

� CCD imaging

� cathode ray tube

� liquid crystal and LED displays.

Exponential functions are used to model attenuation losses.

There are opportunities to develop information and communication technology skills using computer simulations.

In studying various types of display technology, students FRQVLGHU�WKHLU�UHODWLYH�SRZHU�GHPDQGV�DQG�GLVFXVV�WKH�FKRLFHV�made by organisations and by individuals.


�� GUDZ�DQG�LQWHUSUHW�GLDJUDPV�XVLQJ�OLQHV�RI�force to describe radial and uniform electric ¿HOGV�TXDOLWDWLYHO\

�� H[SODLQ�ZKDW�LV�PHDQW�E\�DQ�HOHFWULF�¿HOG�and recognise and use the expression HOHFWULF�¿HOG�VWUHQJWK�E = F/Q

Demonstration of electric lines of IRUFH�EHWZHHQ�HOHFWURGHV

86 investigate and recall that applying a SRWHQWLDO�GLIIHUHQFH�WR�WZR�SDUDOOHO�SODWHV�SURGXFHV�D�XQLIRUP�HOHFWULF�¿HOG�LQ�WKH�FHQWUDO�UHJLRQ�EHWZHHQ�WKHP��DQG�UHFRJQLVH�and use the expression E = V�d

87 investigate and use the expression C = Q�V Use a Coulometer to measure charge stored

Con

text

app

roac

h

96




88 recognise and use the expression W = ½ QV for the energy stored by a capacitor, derive the expression from the area under a graph of potential difference against charge stored, and derive and use related expressions, for example, W = ½ CV�

Investigate energy stored by GLVFKDUJLQJ�WKURXJK�VHULHV�SDUDOOHO�combination of light bulbs

�� H[SORUH�DQG�XVH�WKH�WHUPV�PDJQHWLF�ÀX[�density B��ÀX[�-�DQG�ÀX[�OLQNDJH�1-

93 recognise and use the expression F = Bqv sin . and apply Fleming’s left hand rule to charges

'HÀHFW�HOHFWURQ�EHDPV�ZLWK�D�PDJQHWLF�¿HOG

98 recall that electrons are released in the process of thermionic emission and explain KRZ�WKH\�FDQ�EH�DFFHOHUDWHG�E\�HOHFWULF�DQG�PDJQHWLF�¿HOGV�

Context approach

97



10.5 Probing the Heart of Matter (PRO)

Probing the Heart of Matter (PRO)

An area of fundamental physics that is the subject of current UHVHDUFK��LQYROYLQJ�WKH�DFFHOHUDWLRQ�DQG�GHWHFWLRQ�RI�KLJK�HQHUJ\�particles and the interpretation of experiments:

� alpha scattering and the nuclear model of the atom

� accelerating particles to high energies

� GHWHFWLQJ�DQG�LQWHUSUHWLQJ�LQWHUDFWLRQV�EHWZHHQ�SDUWLFOHV

� WKH�TXDUN�OHSWRQ�PRGHO�

Students study the development of the nuclear model and the TXDUN�OHSWRQ�PRGHO�WR�GHVFULEH�WKH�EHKDYLRXU�RI�PDWWHU�RQ�D�subatomic scale.

There are opportunities to develop ICT skills using the internet and computer simulations.

6WXGHQWV�OHDUQ�KRZ�PRGHUQ�SDUWLFOH�SK\VLFV�UHVHDUFK�LV�organised and funded, and hence have opportunities to consider ethical and other issues relating to its operation.


76 derive and use the expression Ek = p2/2m

IRU�WKH�NLQHWLF�HQHUJ\�RI�D�QRQ�UHODWLYLVWLF�particle

77 analyse and interpret data to calculate the PRPHQWXP�RI��QRQ�UHODWLYLVWLF��SDUWLFOHV�and apply the principle of conservation of linear momentum to problems in one and WZR�GLPHQVLRQV

79 express angular displacement in radians and LQ�GHJUHHV��DQG�FRQYHUW�EHWZHHQ�WKRVH�XQLWV

80 explain the concept of angular velocity, and recognise and use the relationships v = )r and T = 2#/)

Con

text

app

roac

h

98




81 explain that a resultant force (centripetal force) is required to produce and maintain circular motion

�� XVH�WKH�H[SUHVVLRQ�IRU�FHQWULSHWDO�IRUFH� F = ma = mv2/r and hence derive and use the expressions for centripetal acceleration a = v2/r and a = r)2

Investigate the effect of m, v and r of orbit on centripetal force

85 use the expression F = kQ1Q

2/r2��ZKHUH�

N� ��#+0 and derive and use the expression E = kQ/r2�IRU�WKH�HOHFWULF�¿HOG�due to a point charge

Use electronic balance to measure WKH�IRUFH�EHWZHHQ�WZR�FKDUJHV

99 explain the role of electric and magnetic ¿HOGV�LQ�SDUWLFOH�DFFHOHUDWRUV��OLQDF�DQG�cyclotron) and detectors (general principles RI�LRQLVDWLRQ�DQG�GHÀHFWLRQ�RQO\�

100 recognise and use the expression r = p�BQ IRU�D�FKDUJHG�SDUWLFOH�LQ�D�PDJQHWLF�¿HOG

101 recall and use the fact that charge, energy DQG�PRPHQWXP�DUH�DOZD\V�FRQVHUYHG�LQ�LQWHUDFWLRQV�EHWZHHQ�SDUWLFOHV�DQG�KHQFH�interpret records of particle tracks

��H[SODLQ�ZK\�KLJK�HQHUJLHV�DUH�UHTXLUHG�WR�break particles into their constituents and WR�VHH�¿QH�VWUXFWXUH

103 recognise and use the expression "E = c�"m in situations involving the creation and annihilation of matter and antimatter particles

��XVH�WKH�QRQ�6,�XQLWV�0H9�DQG�*H9��HQHUJ\��DQG�0H9�F��*H9�F� (mass) and DWRPLF�PDVV�XQLW�X��DQG�FRQYHUW�EHWZHHQ�these and SI units

Context approach

99




��EH�DZDUH�RI�UHODWLYLVWLF�HIIHFWV�DQG�WKDW�these need to be taken into account at speeds near that of light (use of relativistic equations not required)

96 use the terms nucleon number (mass number) and proton number (atomic number)

�� GHVFULEH�KRZ�ODUJH�DQJOH�DOSKD�SDUWLFOH�scattering gives evidence for a nuclear atom

��ZULWH�DQG�LQWHUSUHW�HTXDWLRQV�XVLQJ�standard nuclear notation and standard particle symbols (eg #+, e,)

��UHFDOO�WKDW�LQ�WKH�VWDQGDUG�TXDUN�OHSWRQ�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 and bottom quark

��XVH�GH�%URJOLH¶V�ZDYH�HTXDWLRQ�% = h�p




Unit 5 Physics from Creation to Collapse A2 compulsory unit Externally assessed

11.1 Introduction

Context approach This unit covers thermal energy, nuclear decay, oscillations, and astrophysics and cosmology. The unit may be taught using either a concept approach or a context approach. This section of the VSHFL¿FDWLRQ�LV�SUHVHQWHG�LQ�D�IRUPDW�IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�WKH�FRQWH[W�DSSURDFK��7KH�FRQWH[W�DSSURDFK�EHJLQV�ZLWK�WKH�FRQVLGHUDWLRQ�RI�DQ�DSSOLFDWLRQ�WKDW�GUDZV�RQ�PDQ\�GLIIHUHQW�DUHDV�RI�SK\VLFV��DQG�WKHQ�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�WKDW�apply to this application are studied. The context approach for this XQLW�XVHV�WZR�GLIIHUHQW�FRQWH[WV��EXLOGLQJ�GHVLJQ�DQG�FRVPRORJ\�

Concept approach 7KLV�XQLW�LV�SUHVHQWHG�LQ�D�GLIIHUHQW�IRUPDW�RQ�SDJH��IRU�WHDFKHUV�ZKR�ZLVK�WR�XVH�D�FRQFHSW�DSSURDFK��7KH�FRQFHSW�DSSURDFK�EHJLQV�ZLWK�D�VWXG\�RI�WKH�ODZV��WKHRULHV�DQG�PRGHOV�RI�SK\VLFV�DQG�WKHQ�explores their practical applications. The concept approach is split into four topics: thermal energy, nuclear decay, oscillations, and astrophysics and cosmology.

How Science Works





Con

text

app

roac

h

102




Examination paper





Context approach

103



11.3 Reach for the Stars (STA)

The focus is on the physical interpretation of astronomical observations, the formation and evolution of stars, and the history and future of the universe:

� distances of stars

� masses of stars

� energy sources in stars

� star formation

� star death and the creation of chemical elements

� the history and future of the universe.

This topic uses the molecular kinetic theory model of matter DQG�LQFOXGHV�D�VWXG\�RI�WKH�µ%LJ�%DQJ¶�PRGHO�RI�WKH�XQLYHUVH��,W�also involves mathematical modelling of gravitational force and radioactive decay.

There are opportunities to develop ICT skills using the internet, GDWD�ORJJLQJ�DQG�VLPXODWLRQV��

7KHUH�DUH�VHYHUDO�FDVH�VWXGLHV�WKDW�VKRZ�KRZ�VFLHQWL¿F�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�KDYH�FKDQJHG�RYHU�WLPH��SURYLGLQJ�VWXGHQWV�ZLWK�RSSRUWXQLWLHV�WR�FRQVLGHU�WKH�SURYLVLRQDO�QDWXUH�RI�VFLHQWL¿F�LGHDV�


109 investigate, recognise and use the H[SUHVVLRQ�Ë = mc¨.

0HDVXUH�VSHFL¿F�KHDW�FDSDFLW\�of a solid and a liquid using, for example, temperature sensor and data logger

110 explain the concept of internal energy as the random distribution of potential and kinetic energy amongst molecules

111 explain the concept of absolute zero and KRZ�WKH�DYHUDJH�NLQHWLF�HQHUJ\�RI�PROHFXOHV�is related to the absolute temperature

Con

text

app

roac

h

104




��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQ� ½ m<c�!� ��kT

��XVH�WKH�H[SUHVVLRQ�S9� �1N7�DV�WKH�equation of state for an ideal gas

Use temperature and pressure sensors to investigate relationship EHWZHHQ�p and T

Experimental investigation of UHODWLRQVKLS�EHWZHHQ�S�DQG�9

��VKRZ�DQ�DZDUHQHVV�RI�WKH�H[LVWHQFH�DQG�origin of background radiation, past and present

Measure background count rate

115 investigate and recognise nuclear radiations (alpha, beta and gamma) from WKHLU�SHQHWUDWLQJ�SRZHU�DQG�LRQLVLQJ�DELOLW\

Investigate the absorption of radiation by paper, aluminium and lead (radiation penetration VLPXODWLRQ�VRIWZDUH�LV�D�YLDEOH�alternative)

116 describe the spontaneous and random nature of nuclear decay

117 determine the half lives of radioactive isotopes graphically and recognise and use the expressions for radioactive decay: dN�Gt = ,%N, % �OQ��t½ and N = N

0 e,%t

Measure the activity of a radioactive source

Simulation of radioactive decay using, for example, dice

136 explain the concept of nuclear binding energy, and recognise and use the H[SUHVVLRQ�Ë = c�¨m and use the non SI atomic mass unit (u) in calculations of QXFOHDU�PDVV��LQFOXGLQJ�PDVV�GH¿FLW��DQG�energy

137 describe the processes of nuclear fusion DQG�¿VVLRQ

Context approach

105




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

118 discuss the applications of radioactive materials, including ethical and environmental issues

��XVH�WKH�H[SUHVVLRQ�F = Gm1m��r�

��GHULYH�DQG�XVH�WKH�H[SUHVVLRQ� g = ,Gm�r��IRU�WKH�JUDYLWDWLRQDO�¿HOG�GXH�to a point mass

��UHFDOO�VLPLODULWLHV�DQG�GLIIHUHQFHV�EHWZHHQ�HOHFWULF�DQG�JUDYLWDWLRQDO�¿HOGV

��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQ�UHODWLQJ�ÀX[��OXPLQRVLW\�DQG�GLVWDQFH�F = L��*d�

application to standard candles

��H[SODLQ�KRZ�GLVWDQFHV�FDQ�EH�GHWHUPLQHG�using trigonometric parallax and by PHDVXUHPHQWV�RQ�UDGLDWLRQ�ÀX[�UHFHLYHG�IURP�REMHFWV�RI�NQRZQ�OXPLQRVLW\�(standard candles)

��UHFRJQLVH�DQG�XVH�D�VLPSOH�+HUW]VSUXQJ�5XVVHOO�GLDJUDP�WR�UHODWH�OXPLQRVLW\�DQG�temperature use this diagram to explain the life cycle of stars

��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQ�L = /T� × surface area, (for a sphere L� ��#r�/T�) �6WHIDQ�%ROW]PDQQ�ODZ��IRU�EODFN�ERG\�radiators

133 recognise and use the expression: %

maxT� ��é��,3�P�.��:LHQ¶V�ODZ��IRU�

black body radiators

Con

text

app

roac

h

106




��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQV� ]� �¨%/%�§�¨f�f�§�v�c for a source of electromagnetic radiation moving relative to an observer and v = H

od for objects at

cosmological distances

��EH�DZDUH�RI�WKH�FRQWURYHUV\�RYHU�WKH�age and ultimate fate of the Universe DVVRFLDWHG�ZLWK�WKH�YDOXH�RI�WKH�+XEEOH�Constant and the possible existence of dark matter

Context approach

107



11.4 Build or Bust? (BLD)

$�VWXG\�RI�VRPH�DVSHFWV�RI�EXLOGLQJ�GHVLJQ��LQFOXGLQJ�ZLWKVWDQGLQJ�HDUWKTXDNH�GDPDJH��YLEUDWLRQ�LVRODWLRQ�DQG�VRXQG�SURR¿QJ�

� earthquake detection

� vibration and resonance in structures

� damping vibration using ductile materials.

The behaviour of oscillators is modelled using the mathematics of simple harmonic motion, and physical models are used to explore the behaviour of structures.

There are opportunities to develop ICT skills using data logging and spreadsheets.


119 recall that the condition for simple harmonic motion is F� ��kx, and hence LGHQWLI\�VLWXDWLRQV�LQ�ZKLFK�VLPSOH�KDUPRQLF�PRWLRQ�ZLOO�RFFXU

��UHFRJQLVH�DQG�XVH�WKH�H[SUHVVLRQV� a = ,)�x, a� ��A)��cos )t, v = A) sin ) t, x = Acos )t and T� ��f� ��#�) as applied to a simple harmonic oscillator

��REWDLQ�D�GLVSODFHPHQW�±�WLPH�JUDSK�IRU�DQ�oscillating object and recognise that the gradient at a point gives the velocity at that point

Use a motion sensor to generate graphs of SHM

��UHFDOO�WKDW�WKH�WRWDO�HQHUJ\�RI�DQ�XQGDPSHG�simple harmonic system remains constant and recognise and use expressions for total energy of an oscillator

��GLVWLQJXLVK�EHWZHHQ�IUHH��GDPSHG�DQG�forced oscillations

Con

text

app

roac

h

108




��LQYHVWLJDWH�DQG�UHFDOO�KRZ�WKH�DPSOLWXGH�of a forced oscillation changes at and around the natural frequency of a system DQG�GHVFULEH��TXDOLWDWLYHO\��KRZ�GDPSLQJ�affects resonance

Use, for example, a vibration generator to investigate forced oscillations

��H[SODLQ�KRZ�GDPSLQJ�DQG�WKH�SODVWLF�deformation of ductile materials reduce the amplitude of oscillation

Use, for example, a vibration generator to investigate damped oscillations


Unit 6 Experimental Physics A2 compulsory unit Internally or externally assessed


Introduction This unit requires that students plan an experiment, carry out an H[SHULPHQW��UHFRUG�PHDVXUHPHQWV��DQDO\VH�WKHLU�RZQ�UHVXOWV�DQG�GUDZ�FRQFOXVLRQV��

This unit may be completed at any time during the second year RI�WKH�FRXUVH�EXW�LW�ZRXOG�EH�PRUH�DSSURSULDWH�WR�DGPLQLVWHU�WKLV�DVVHVVPHQW�QHDU�WKH�HQG�RI�WKH�$��\HDU��7KLV�DVVHVVPHQW�VKRXOG�WDNH�QR�PRUH�WKDQ��KRXUV�WR�FRPSOHWH��

$OO�FDQGLGDWHV�ZLWKLQ�RQH�FODVV�PD\�SURGXFH�D�SODQ�IRU�WKH�VDPH�H[SHULPHQW�DV�HDFK�RWKHU�DQG�GR�WKH�VDPH�SUDFWLFDO�ZRUN��KRZHYHU�LW�LV�YLWDO�WKDW�FDQGLGDWHV�GHPRQVWUDWH�WKDW�WKH�DVVHVVHG�ZRUN�WKDW�WKH\�SURGXFH�LV�HQWLUHO\�WKHLU�RZQ�ZRUN��

If more than one class of students take this assessment at different times, then the groups must submit different plans for assessment to prevent plagiarism.

&DQGLGDWHV¶�ZRUN�PD\�EH�EDVHG�RQ�EULH¿QJ�PDWHULDO�SURYLGHG�E\�(GH[FHO�RU�EULH¿QJ�PDWHULDO�WKDW�LV�GHYLVHG�E\�WKH�FHQWUH��7KH�EULHI�for this assessment is to be set by the teacher, not the student; KRZHYHU��EULHIV�VKRXOG�UHÀHFW�WKH�LQWHUHVWV�RI�VWXGHQWV�ZKHUH�possible.

Planning component

The planning component of this assessment may be done at a different time to the other components. Plans produced by the VWXGHQWV�PD\�EH�EDVHG�RQ�HLWKHU�D�EULH¿QJ�SURYLGHG�E\�WKH�FHQWUH�RU�D�EULH¿QJ�SURYLGHG�E\�(GH[FHO�

Experiment and analysis of results

The experiment and analysis of results may be based on the SODQ�SURGXFHG�E\�HDFK�LQGLYLGXDO�VWXGHQW�LQ�WKH�¿UVW�SDUW�RI�WKLV�assessment or it may be based on a plan that is provided by Edexcel or a plan that is devised by the centre. If the centre SURGXFHV�WKH�SODQ�RQ�ZKLFK�WKH�H[SHULPHQW�LV�EDVHG��LW�LV�YLWDO�that the plan provides the opportunity for students to achieve the full range of marks that are available. Centre devised plans VKRXOG�FRQWDLQ�VRPH�ÀDZV�VR�WKDW�VWXGHQWV�DUH�DEOH�WR�PRGLI\�WKH�H[SHULPHQW�ZKLOH�WKH\�DUH�GRLQJ�LW�DQG�VXJJHVW�LPSURYHPHQWV��&HQWUH�GHYLVHG�SODQV�VKRXOG�HQVXUH�WKDW�D�QRQ�OLQHDU�UHODWLRQVKLS�H[LVWV�EHWZHHQ�WKH�YDULDEOHV�WKDW�DUH�LQYHVWLJDWHG�

Con

text

app

roac

h

110



Use of ICT &DQGLGDWHV�PD\�XVH�D�ZRUG�SURFHVVRU�WR�SURGXFH�WKHLU�UHSRUW��DOWKRXJK�WKH\�ZLOO�QRW�JDLQ�DQ\�H[WUD�PDUNV�IRU�GRLQJ�VR�

In order to ensure that candidates demonstrate their understanding of the principles and techniques involved in analysing data, the use of ICT, eg spreadsheets, may not be used for analysing data for this unit.

Draft work &DQGLGDWHV�VKRXOG�GR�D�YDULHW\�RI�SUDFWLFDO�ZRUN�GXULQJ�WKH�course so that they develop the necessary skills to succeed LQ�WKLV�XQLW��7KH\�VKRXOG�QRW��WKHUHIRUH��VXEPLW�GUDIW�ZRUN�IRU�FKHFNLQJ��+RZHYHU��WHDFKHUV�VKRXOG�FKHFN�FDQGLGDWHV¶�SODQV�IRU�health and safety issues before they implement the plan.

1HLWKHU�WKH�SODQ�QRU�DQ\�SUDFWLFDO�ZRUN�VXEPLWWHG�IRU�WKLV�XQLW�should be returned to candidates for them to improve it.

How Science Works

7KLV�XQLW�ZLOO�FRYHU�WKH�IROORZLQJ�DVSHFWV�RI�KRZ�VFLHQFH�ZRUNV�DV�listed in Appendix 4: How science works��DQG��


Introduction &DQGLGDWHV�PXVW�SURGXFH�D�ZULWWHQ�SODQ�IRU�DQ�H[SHULPHQW��7KH\�must also produce a laboratory report for an experiment that they have carried out. The experiment that they carry out may be based on the plan that they have produced; alternatively, the experiment that they carry out may be based on a plan that is HLWKHU�FHQWUH�GHYLVHG�RU�(GH[FHO�GHYLVHG�

Plan Students should not be given advanced details of the plan WKDW�WKH\�ZLOO�FDUU\�RXW��WKH\�ZLOO�EH�H[SHFWHG�WR�GUDZ�RQ�WKHLU�H[SHULHQFH�RI�SUDFWLFDO�ZRUN�WKDW�WKH\�KDYH�FRPSOHWHG�GXULQJ�WKH�course for this assessment. Students should not take into the classroom any materials for this assessment.

If more than one group of students take this assessment at different times, then the groups must submit different plans for assessment to prevent plagiarism.

Context approach

111



&HQWUH�GHYLVHG�SODQV�DQG�H[SHULPHQWV�ZLOO�QRW�UHTXLUHG�(GH[FHO¶V�DSSURYDO��KRZHYHU��FHQWUH�GHYLVHG�DVVHVVPHQWV�PXVW�HQVXUH�WKDW�students have the opportunity to gain all the marks in the mark scheme.

If teachers are going to mark the plan they should not provide VWXGHQWV�ZLWK�IHHGEDFN�RQ�WKHLU�SODQ�XQWLO�WKH\�KDYH�FDUULHG�RXW�their experiment. At this stage teachers could either:

i) photocopy the plan, mark the original plan and provide VWXGHQWV�ZLWK�WKH�SKRWRFRS\�LQ�WKH�ODERUDWRU\�VR�WKDW�WKH\�can carry out their plan

ii) collect in the plan, not mark it and return it to students in the laboratory under supervised conditions so that they can carry out their plan

iii) mark the plan and ask students to do an experiment based on a different plan.

If teachers are not going to mark the plan they should collect the plan and check its feasibility. At this stage the teacher could either:

i) retun it to students in the laboratory under supervised conditions so that they can carry out their plan

ii) ask students to do an experiment based on a different plan.

Practical work 6WXGHQWV�ZLOO�QRW�QHHG�WR�WDNH�DQ\�GRFXPHQWV�LQWR�WKH�ODERUDWRU\�for the practical aspect of this assessment although they may EULQJ�D�VFLHQWL¿F�FDOFXODWRU��7HDFKHUV�VKRXOG�LVVXH�VWXGHQWV�ZLWK�the (unmarked) plan of the practical that they are to carry out.

,I�QHFHVVDU\��WHDFKHUV�PD\�DOORZ�VWXGHQWV�WR�DQDO\VH�UHVXOWV�under supervision in the next lesson. In this situation, teachers PXVW�FROOHFW�LQ�WKH�ZRUN�SURGXFHG�E\�WKHLU�VWXGHQWV��7HDFKHUV�VKRXOG�QRW�PDUN�WKH�SUDFWLFDO�ZRUN��,Q�WKH�IROORZLQJ�OHVVRQ��WKH�documents should be returned to students under supervised conditions. Students should not have access to any other sources of LQIRUPDWLRQ�ZKLOH�WKH\�DUH�FRPSOHWLQJ�WKH�DQDO\VLV�RI�WKHLU�UHVXOWV�

7HDFKHUV�ZKR�RSW�IRU�LQWHUQDO�DVVHVVPHQW�VKRXOG�PDUN�WKH�SUDFWLFDO�ZRUN�DIWHU�VWXGHQWV�KDYH�FRPSOHWHG�WKH�DQDO\VLV�RI�WKHLU�UHVXOWV�

Con

text

app

roac

h

112



Assessing work 7KH�DVVHVVPHQW�FULWHULD�DUH�VKRZQ�LQ�WKH�QH[W�VHFWLRQ��(DFK�criterion scores a maximum of 1 mark. The criteria are not hierarchical. The assessment of planning, recording and analysis LV�EDVHG�RQ�ZULWWHQ�HYLGHQFH�LQ�WKH�IRUP�RI�D�UHSRUW��


7KH�ZULWWHQ�HYLGHQFH�VKRXOG�EH�DQQRWDWHG��7KLV�FDQ�EH�GRQH�E\�ZULWLQJ�WKH�VNLOO�FRGH�HJ�$��QHDU�WR�WKH�DSSURSULDWH�VHFWLRQ�RI�WKH�UHSRUW�DQG�WLFNLQJ�WKH�ER[�$��RQ�WKH�JULG�EHORZ�

The marks given for the report should be submitted to Edexcel E\�WKH�¿QDO�GDWH�SXEOLVKHG�LQ�WKH�Information manual.



Supervision 6WXGHQWV�PXVW�ZRUN�RQ�WKHLU�RZQ�IRU�HDFK�SDUW�RI�WKLV�assessment.

All aspects of this assessment must be done under supervised conditions.

Assistance for students

6WXGHQWV�PD\�UHTXLUH�DVVLVWDQFH�ZKHUHE\�WKH�WHDFKHU�QHHGV�WR�WHOO�WKH�VWXGHQW�ZKDW�WKH\�KDYH�WR�GR��$VVLVWDQFH�LQ�WKLV�UHVSHFW�carries a penalty. The teacher should record details of any DVVLVWDQFH�SURYLGHG�RQ�WKH�VWXGHQW¶V�ZRUN�

Important reminder

6WXGHQWV�VKRXOG�VXEPLW�WKHLU�ZRUN�IRU�DVVHVVPHQW�RQFH�RQO\. 1HLWKHU the plan QRU the experiment should be given back to students to be improved

Context approach

113




A: Planning

5HI &ULWHULRQ 0DUN

P1 ,GHQWL¿HV�WKH�PRVW�DSSURSULDWH�DSSDUDWXV�UHTXLUHG�IRU�WKH�SUDFWLFDO�LQ�DGYDQFH 1

3� 3URYLGHV�FOHDU�GHWDLOV�RI�DSSDUDWXV�UHTXLUHG�LQFOXGLQJ�DSSUR[LPDWH�GLPHQVLRQV�DQG�RU�component values (for example, dimensions of items such as card or string, value of resistor)

1


3� 6WDWHV�KRZ�WR�PHDVXUH�RQH�TXDQWLW\�XVLQJ�WKH�PRVW�DSSURSULDWH�LQVWUXPHQW 1


1

P6 6WDWHV�KRZ�WR�PHDVXUH�D�VHFRQG�TXDQWLW\�XVLQJ�WKH�PRVW�DSSURSULDWH�LQVWUXPHQW 1


1


P9 ,GHQWL¿HV�DQG�VWDWHV�KRZ�WR�FRQWURO�DOO other UHOHYDQW quantities to make it a fair test 1

P10 &RPPHQWV�RQ�ZKHWKHU�UHSHDW�UHDGLQJV�DUH�DSSURSULDWH�IRU�WKLV�H[SHULPHQW 1

P11 Comments on DOO relevant safety aspects of the experiment 1

3�� 'LVFXVVHV�KRZ�WKH�GDWD�FROOHFWHG�ZLOO�EH�XVHG 1

P13 ,GHQWL¿HV�WKH�PDLQ�VRXUFHV�RI�XQFHUWDLQW\�DQG�RU�V\VWHPDWLF�HUURU 1

3�� 3ODQ�FRQWDLQV�IHZ�JUDPPDWLFDO�RU�VSHOOLQJ�HUURUV 1

P15 Plan is structured using appropriate subheadings 1

P16 3ODQ�LV�FOHDU�RQ�¿UVW�UHDGLQJ 1


Con

text

app

roac

h

114



B: Implementation and measurements

5HI &ULWHULRQ 0DUN

M1 5HFRUGV�DOO�PHDVXUHPHQWV�ZLWK�DSSURSULDWH�SUHFLVLRQ��XVLQJ�D�WDEOH�ZKHUH�DSSURSULDWH 1

0� 5HDGLQJV�VKRZ�DSSUHFLDWLRQ�RI�XQFHUWDLQW\ 1

M3 Uses correct units throughout 1

0� 5HIHUV�WR�LQLWLDO�SODQ�ZKLOH�ZRUNLQJ�DQG�PRGL¿HV�LI�DSSURSULDWH 1


M6 Obtains measurements over an appropriate range 1


C: Analysis

5HI &ULWHULRQ 0DUN

A1 3URGXFHV�D�JUDSK�ZLWK�DSSURSULDWH�D[HV��LQFOXGLQJ�XQLWV�� 1

$� Produces a graph using appropriate scales 1


$� 'UDZV�OLQH�RI�EHVW�¿W��HLWKHU�D�VWUDLJKW�OLQH�RU�D�VPRRWK�FXUYH�� 1

A5 'HULYHV�UHODWLRQ�EHWZHHQ�WZR�YDULDEOHV�RU�GHWHUPLQHV�FRQVWDQW 1

A6 3URFHVVHV�DQG�GLVSOD\V�GDWD�DSSURSULDWHO\�WR�REWDLQ�D�VWUDLJKW�OLQH�ZKHUH�SRVVLEOH��IRU�H[DPSOH��XVLQJ�D�ORJ�ORJ�JUDSK

1

A7 Determines gradient using large triangle 1

A8 8VHV�JUDGLHQW�ZLWK�FRUUHFW�XQLWV 1

A9 8VHV�DSSURSULDWH�QXPEHU�RI�VLJQL¿FDQW�¿JXUHV�WKURXJKRXW 1

A10 Uses relevant physics principles correctly 1

A11 Uses the terms precision and either accuracy or sensitivity appropriately 1

$�� Discusses more than one source of error qualitatively 1

A13 Calculates errors quantitatively 1

$�� Compounds errors correctly 1

A15 'LVFXVVHV�UHDOLVWLF�PRGL¿FDWLRQV�WR�UHGXFH�HUURU�LPSURYH�H[SHULPHQW 1

A16 States a valid conclusion clearly 1

A17 'LVFXVVHV�¿QDO�FRQFOXVLRQ�LQ�UHODWLRQ�WR�RULJLQDO�DLP�RI�H[SHULPHQW 1

A18 6XJJHVWV�UHOHYDQW�IXUWKHU�ZRUN 1



115Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Section D

D Assessment and additional information

Assessment information

Assessment requirements

For a summary of assessment requirements and assessment objectives, see Section B,�6SHFL¿FDWLRQ�RYHUYLHZ.

Entering candidates for the examinations for this qualification

'HWDLOV�RI�KRZ�WR�HQWHU�VWXGHQWV�IRU�WKH�H[DPLQDWLRQV�IRU�WKLV�TXDOL¿FDWLRQ�FDQ�EH�IRXQG�LQ�(GH[FHO¶V�,QIRUPDWLRQ�0DQXDO��D�FRS\�RI�ZKLFK�LV�VHQW�WR�DOO�H[DPLQDWLRQV�RI¿FHUV��7KH�LQIRUPDWLRQ�FDQ�DOVR�EH�IRXQG�RQ�(GH[FHO¶V�ZHEVLWH��ZZZ�HGH[FHO�FRP�

Resitting of units There is no limit to the number of times that a student may retake D�XQLW�SULRU�WR�FODLPLQJ�FHUWL¿FDWLRQ�IRU�WKH�TXDOL¿FDWLRQ��7KH�EHVW�DYDLODEOH�UHVXOW�IRU�HDFK�FRQWULEXWLQJ�XQLW�ZLOO�FRXQW�WRZDUGV�WKH�¿QDO�JUDGH��

$IWHU�FHUWL¿FDWLRQ�DOO�XQLW�UHVXOWV�PD\�EH�UHXVHG�WR�FRXQW�WRZDUGV�D�QHZ�DZDUG��6WXGHQWV�PD\�UH�HQWHU�IRU�FHUWL¿FDWLRQ�RQO\�LI�WKH\�KDYH�retaken at least one unit.

5HVXOWV�RI�XQLWV�KHOG�LQ�WKH�(GH[FHO�XQLW�EDQN�KDYH�D�VKHOI�OLIH�OLPLWHG�RQO\�E\�WKH�VKHOI�OLIH�RI�WKLV�VSHFL¿FDWLRQ�

Awarding and reporting

7KH�JUDGLQJ��DZDUGLQJ�DQG�FHUWL¿FDWLRQ�RI�WKLV�TXDOL¿FDWLRQ�ZLOO�FRPSO\�ZLWK�WKH�UHTXLUHPHQWV�RI�WKH�FXUUHQW�*&6(�*&(�&RGH�RI�3UDFWLFH��ZKLFK�LV�SXEOLVKHG�E\�WKH�2I¿FH�RI�4XDOL¿FDWLRQV�DQG�([DPLQDWLRQV�5HJXODWLRQ��2ITXDO��7KH�$6�TXDOL¿FDWLRQ�ZLOO�EH�JUDGHG�DQG�FHUWL¿FDWHG�RQ�D�¿YH�JUDGH�VFDOH�IURP�$�WR�(��7KH�IXOO�*&(�$GYDQFHG�OHYHO�ZLOO�EH�JUDGHG�RQ�D�VL[�SRLQW�VFDOH�$ �WR�(��,QGLYLGXDO�XQLW�UHVXOWV�ZLOO�EH�UHSRUWHG�

A pass in an Advanced Subsidiary subject is indicated by one of the ¿YH�JUDGHV�$��%��&��'��(�RI�ZKLFK�*UDGH�$ �LV�WKH�KLJKHVW�DQG�*UDGH�(�WKH�ORZHVW��$�SDVV�LQ�DQ�$GYDQFHG�*&(�VXEMHFW�LV�LQGLFDWHG�E\�RQH�RI�WKH�VL[��JUDGHV�$ ��$��%��&��'��(�RI�ZKLFK�*UDGH�$ �LV�WKH�KLJKHVW�DQG�*UDGH�(�WKH�ORZHVW��7R�EH�DZDUGHG�DQ�$ �VWXGHQWV�ZLOO�QHHG�WR�DFKLHYH�DQ�$�RQ�WKH�IXOO�*&(�$GYDQFHG�OHYHO�TXDOL¿FDWLRQ�DQG�DQ�$ �DJJUHJDWH�RI�WKH�$��XQLWV��6WXGHQWV�ZKRVH�OHYHO�RI�DFKLHYHPHQW�LV�EHORZ�WKH�PLQLPXP�MXGJHG�E\�(GH[FHO�WR�EH�RI�VXI¿FLHQW�VWDQGDUG�WR�EH�UHFRUGHG�RQ�D�FHUWL¿FDWH�ZLOO�UHFHLYH�DQ�XQFODVVL¿HG�8�UHVXOW�

Performance descriptions

Performance descriptions give the minimum acceptable level for a grade. See Appendix 1 for the performance descriptions for this subject.


116 Section D © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics

Unit results The minimum uniform marks required for each grade for each unit:

Unit 1

Unit grade A B C D E

0D[LPXP�XQLIRUP�PDUN� �� 96 84 72 60 48

&DQGLGDWHV�ZKR�GR�QRW�DFKLHYH�WKH�VWDQGDUG�UHTXLUHG�IRU�D�JUDGH�(�ZLOO�UHFHLYH�D�XQLIRUP�PDUN�LQ�WKH�UDQJH��±��

Unit 2




Unit 3


Maximum uniform mark = 60 48 42 36 30 24


Unit 4




Unit 5




Assessment and additional information D


Unit 6




Qualification results

The minimum uniform marks required for each grade:

Advanced Subsidiary Cash-in code 8PH01

4XDOL¿FDWLRQ�JUDGH A B C D E



Advanced GCE Cash-in code 9PH01

4XDOL¿FDWLRQ�JUDGH A B C D E



Language of assessment

$VVHVVPHQW�RI�WKLV�VSHFL¿FDWLRQ�ZLOO�EH�DYDLODEOH�LQ�(QJOLVK�RQO\��$VVHVVPHQW�PDWHULDOV�ZLOO�EH�SXEOLVKHG�LQ�(QJOLVK�RQO\�DQG�DOO�ZRUN�VXEPLWWHG�IRU�H[DPLQDWLRQ�DQG�PRGHUDWLRQ�PXVW�EH�produced in English.

Quality of written communication

&DQGLGDWHV�ZLOO�EH�DVVHVVHG�RQ�WKHLU�DELOLW\�WR�

� ZULWH�OHJLEO\��ZLWK�DFFXUDWH�XVH�RI�VSHOOLQJ��JUDPPDU�DQG�punctuation in order to make the meaning clear

� VHOHFW�DQG�XVH�D�IRUP�DQG�VW\OH�RI�ZULWLQJ�DSSURSULDWH�WR�SXUSRVH�and to complex subject matter

� organise relevant information clearly and coherently, using VSHFLDOLVW�YRFDEXODU\�ZKHQ�DSSURSULDWH��

4XDOLW\�RI�ZULWWHQ�FRPPXQLFDWLRQ�ZLOO�EH�WHVWHG�LQ�HDFK�XQLW�



Assessment objectives and weighting

��LQ�$6 ��LQ�$��LQ�GCE

A01.QRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�VFLHQFH�DQG�RI�µHow Science Works’

��

A02$SSOLFDWLRQ�RI�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�VFLHQFH�DQG�RI�µHow Science Works’

��

A03 µHow Science Works’ ��

TOTAL ��

Synoptic assessment

In synoptic assessment there should be a concentration on the quality of assessment to ensure that it encourages the development of the holistic understanding of the subject.

6\QRSWLFLW\�UHTXLUHV�VWXGHQWV�WR�FRQQHFW�NQRZOHGJH��XQGHUVWDQGLQJ�and skills acquired in different parts of the Advanced GCE course.

Synoptic assessment in the context of physics requires students to XVH�WKH�VNLOOV��NQRZOHGJH�DQG�XQGHUVWDQGLQJ�WKH\�KDYH�DTXLUHG�LQ�one part of a unit and apply them to another part of the same unit RU�WR�D�GLIIHUHQW�XQLW��)RU�H[DPSOH��8QLW��EXLOGV�RQ�WKH�FRQFHSWV�involving forces and motion that are studied in Unit 1.

Stretch and challenge

6WXGHQWV�FDQ�EH�VWUHWFKHG�DQG�FKDOOHQJHG�LQ�$��XQLWV�WKURXJK�WKH�use of different assessment strategies, for example:

� using a variety of stems in questions — for example analyse, evaluate, discuss, compare

� HQVXULQJ�FRQQHFWLYLW\�EHWZHHQ�VHFWLRQV�RI�TXHVWLRQV

� XVH�RI�D�ZLGHU�UDQJH�RI�TXHVWLRQ�W\SHV�WR�DGGUHVV�GLIIHUHQW�VNLOOV�²�IRU�H[DPSOH�RSHQ�HQGHG�TXHVWLRQV��FDVH�VWXGLHV��HWF

� VROYLQJ�SUREOHPV�WKDW�FRQVLVW�RI�WZR�RU�PRUH�VWDJHV�

Assessment and additional information D


Additional information

Malpractice and plagiarism

)RU�XS�WR�GDWH�DGYLFH�RQ�PDOSUDFWLFH�DQG�SODJLDULVP��SOHDVH�UHIHU�to the latest -RLQW�&RXQFLO�IRU�4XDOL¿FDWLRQV��-&4��,QVWUXFWLRQV�IRU�Conducting Coursework document. This document is available on WKH�-&4�ZHEVLWH��ZZZ�MFT�RUJ�XN.

For additional information on malpractice, please refer to the latest -RLQW�&RXQFLO�IRU�4XDOL¿FDWLRQV��-&4��6XVSHFWHG�0DOSUDFWLFH�LQ�Examinations And Assessments: Policies and Procedures document, DYDLODEOH�RQ�WKH�-&4�ZHEVLWH�

Access arrangements and special requirements

Edexcel’s policy on access arrangements and special considerations for GCE, GCSE, and Entry Level is designed to ensure equal access WR�TXDOL¿FDWLRQV�IRU�DOO�VWXGHQWV��LQ�FRPSOLDQFH�ZLWK�WKH�(TXDOLW\�$FW��ZLWKRXW�FRPSURPLVLQJ�WKH�DVVHVVPHQW�RI�VNLOOV��NQRZOHGJH��understanding or competence.

3OHDVH�VHH�WKH�-RLQW�&RXQFLO�IRU�4XDOL¿FDWLRQV��-&4��ZHEVLWH��ZZZ�jcq.org.uk) for their policy on access arrangements, reasonable adjustments and special considerations.

3OHDVH�VHH�RXU�ZHEVLWH��ZZZ�HGH[FHO�FRP) for:

� the forms to submit for requests for access arrangements and special considerations

� dates to submit the forms.

5HTXHVWV�IRU�DFFHVV�DUUDQJHPHQWV�DQG�VSHFLDO�FRQVLGHUDWLRQV�PXVW�be addressed to:

6SHFLDO�5HTXLUHPHQWV� Edexcel One90 High Holborn London :&�9��%+

Equality Act 2010 3OHDVH�VHH�RXU�ZHEVLWH��ZZZ�HGH[FHO�FRP) for information on the (TXDOLW\�$FW��



Prior learning and progression

Prior learning

6WXGHQWV�ZKR�ZRXOG�EHQH¿W�PRVW�IURP�VWXG\LQJ�D�*&(�LQ�3K\VLFV�DUH�OLNHO\�WR�KDYH�D�/HYHO��TXDOL¿FDWLRQ�VXFK�DV�D�*&6(�LQ�$GGLWLRQDO�6FLHQFH�DW�JUDGHV�$ ±&��6WXGHQWV�VKRXOG�DOVR�KDYH�DFKLHYHG�*&6(�0DWKHPDWLFV�DW�JUDGH�&�RU�DQ�HTXLYDOHQW�TXDOL¿FDWLRQ�

Progression

7KLV�TXDOL¿FDWLRQ�VXSSRUWV�SURJUHVVLRQ�LQWR�IXUWKHU�HGXFDWLRQ�VXFK�DV�HPEDUNLQJ�RQ�D�GHJUHH�OHYHO�FRXUVHV�LQ�SK\VLF��HQJLQHHULQJ��electronics, medicine or environmental science, or a BTEC Higher 1DWLRQDO�&HUWL¿FDWH�LQ�$SSOLHG�3K\VLFV�

Combinations of entry

There are no forbidden combinations.

Student recruitment

(GH[FHO¶V�DFFHVV�SROLF\�FRQFHUQLQJ�UHFUXLWPHQW�WR�RXU�TXDOL¿FDWLRQV�is that:

� WKH\�PXVW�EH�DYDLODEOH�WR�DQ\RQH�ZKR�LV�FDSDEOH�RI�UHDFKLQJ�WKH�required standard

� they must be free from barriers that restrict access and progression

� equal opportunities exist for all students.

The wider curriculum

7KLV�TXDOL¿FDWLRQ�SURYLGHV�RSSRUWXQLWLHV�IRU�GHYHORSLQJ�DQ�understanding of spiritual, moral, ethical, social, citizenship and FXOWXUDO�LVVXHV��WRJHWKHU�ZLWK�DQ�DZDUHQHVV�RI�HQYLURQPHQWDO�issues, health and safety considerations, and European GHYHORSPHQWV�FRQVLVWHQW�ZLWK�UHOHYDQW�LQWHUQDWLRQDO�DJUHHPHQWV�appropriate as applied to physics. Appendix 2: Wider curriculum maps the opportunities available.

121Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Section E

E Resources, support and training

Resources to support the specification

,Q�DGGLWLRQ�WR�WKH�UHVRXUFHV�DYDLODEOH�LQ�WKH�µ*HWWLQJ�6WDUWHG¶�DQG�,QWHUQDO�$VVHVVPHQW�*XLGH�ERRNV��(GH[FHO�SURGXFHV�D�ZLGH�UDQJH�RI�UHVRXUFHV�WR�VXSSRUW�WKLV�VSHFL¿FDWLRQ�

Edexcel’s own published resources

Edexcel aims to provide the most comprehensive support for our TXDOL¿FDWLRQV��:H�KDYH�WKHUHIRUH�SXEOLVKHG�RXU�RZQ�GHGLFDWHG�VXLWH�RI�UHVRXUFHV�IRU�WHDFKHUV�DQG�VWXGHQWV�ZULWWHQ�E\�TXDOL¿FDWLRQ�H[SHUWV��

The resources for the concept approach include:

� AS Students’ Book

� $��6WXGHQWV¶�%RRN

� $6�$FWLYH7HDFK�&'�520

� $��$FWLYH7HDFK�&'�520

� AS Teacher Support Pack

� $��7HDFKHU�6XSSRUW�3DFN�

The resources for the context (Salters Horners) approach include:

� AS Students’ Book

� $��6WXGHQWV¶�%RRN

� $6�6WXGHQW�:HEVLWH�

� $��6WXGHQW�:HEVLWH�

For more information on our complete range of products and VHUYLFHV�IRU�*&(�LQ�3K\VLFV��YLVLW�ZZZ�HGH[FHO�FRP�JFH��


122 Section E © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics

Edexcel publications

<RX�FDQ�RUGHU�IXUWKHU�FRSLHV�RI�WKH�VSHFL¿FDWLRQ�DQG�6DPSOH�Assessment Materials (SAMS) documents from:

Edexcel Publications $GDPVZD\ 0DQV¿HOG 1RWWV�1*��)1

7HOHSKRQH�� )D[�� Email: [email protected] :HEVLWH�� ZZZ�HGH[FHO�FRP

Additional resources endorsed by Edexcel

(GH[FHO�DOVR�HQGRUVHV�DGGLWLRQDO�PDWHULDOV�ZULWWHQ�WR�VXSSRUW�WKLV�TXDOL¿FDWLRQ�

$Q\�UHVRXUFHV�EHDULQJ�WKH�µ(QGRUVHG�E\�(GH[FHO¶�ORJR�KDYH�EHHQ�through a rigorous quality assurance process to ensure complete DQG�DFFXUDWH�VXSSRUW�IRU�WKH�VSHFL¿FDWLRQ��)RU�XS�WR�GDWH�information about endorsed resources, please visit ZZZ�HGH[FHO�FRP�HQGRUVHG

3OHDVH�QRWH�WKDW�ZKLOH�UHVRXUFHV�DUH�FKHFNHG�DW�WKH�WLPH�RI�SXEOLFDWLRQ��PDWHULDOV�PD\�EH�ZLWKGUDZQ�IURP�FLUFXODWLRQ�DQG�ZHEVLWH�ORFDWLRQV�PD\�FKDQJH��

7KH�UHVRXUFHV�OLVWHG�RQ�WKH�(GH[FHO�ZHEVLWH�DUH�LQWHQGHG�WR�EH�D�guide for teachers and not a comprehensive list. Further suggestions can be found in Appendix 8: Further resources and support.

3OHDVH�VHH�ZZZ�HGH[FHO�FRP�JFH��IRU�XS�WR�GDWH�LQIRUPDWLRQ�

Resources, support and training E


Support from the University of York

The Salters Horners Advanced Physics project team in the 8QLYHUVLW\�RI�<RUN�6FLHQFH�(GXFDWLRQ�*URXS�UXQV�LQ�VHUYLFH�FRXUVHV�IRU�WHDFKHUV�DQG�WHFKQLFLDQV�IURP�FHQWUHV�WKDW�DUH�IROORZLQJ��RU�SUHSDULQJ�WR�IROORZ��WKLV�*&(�3K\VLFV�VSHFL¿FDWLRQ��

7KH�SURMHFW�WHDP�DOVR�UXQV�DQ�DGYLFH�VHUYLFH�WR�KHOS�ZLWK�TXHVWLRQV�concerning the teaching of the course.

For further information please contact the project secretary:

Salters Horners Advanced Physics Project Science Education Group Alcuin College University of York Heslington York YO10 5DD

7HOHSKRQH�� )D[�� Email: [email protected]

7KH�6DOWHUV�+RUQHUV�$GYDQFHG�3K\VLFV�ZHEVLWH�FRQWDLQV�VRPH�JHQHUDO�LQIRUPDWLRQ�DERXW�WKH�SURMHFW��ZZZ�\RUN�DF�XN�RUJ�VHJ�VDOWHUV�SK\VLFV�

Enquiries concerning assessment and administration should be DGGUHVVHG�WR�WKH�4XDOL¿FDWLRQV�DQG�'HOLYHU\�DQG�$ZDUGV�0DQDJHU�for Physics at Edexcel.



Edexcel support services

Edexcel support services

(GH[FHO�KDV�D�ZLGH�UDQJH�RI�VXSSRUW�VHUYLFHV�WR�KHOS�\RX�LPSOHPHQW�WKLV�TXDOL¿FDWLRQ�VXFFHVVIXOO\�

5HVXOWV3OXV�±�5HVXOWV3OXV�LV�DQ�DSSOLFDWLRQ�ODXQFKHG�E\�(GH[FHO�to help subject teachers, senior management teams, and students E\�SURYLGLQJ�GHWDLOHG�DQDO\VLV�RI�H[DPLQDWLRQ�SHUIRUPDQFH��5HSRUWV�WKDW�FRPSDUH�SHUIRUPDQFH�EHWZHHQ�VXEMHFWV��FODVVHV��\RXU�FHQWUH�DQG�VLPLODU�FHQWUHV�FDQ�EH�JHQHUDWHG�LQ�µRQH�FOLFN¶��6NLOOV�PDSV�WKDW�VKRZ�SHUIRUPDQFH�DFFRUGLQJ�WR�WKH�VSHFL¿FDWLRQ�WRSLF�EHLQJ�WHVWHG�DUH�DYDLODEOH�IRU�VRPH�VXEMHFWV��)RU�IXUWKHU�LQIRUPDWLRQ�DERXW�ZKLFK�VXEMHFWV�ZLOO�EH�DQDO\VHG�WKURXJK�5HVXOWV3OXV��DQG�IRU�LQIRUPDWLRQ�RQ�KRZ�WR�DFFHVV�DQG�XVH�WKH�VHUYLFH��SOHDVH�YLVLW�ZZZ�HGH[FHO�FRP�UHVXOWVSOXV�

$VN�WKH�([SHUW – to make it easier for our teachers to ask XV�VXEMHFW�VSHFL¿F�TXHVWLRQV�ZH�KDYH�SURYLGHG�WKH�$VN�WKH�([SHUW�6HUYLFH��7KLV�HDV\�WR�XVH�ZHE�TXHU\�IRUP�ZLOO�DOORZ�\RX�to ask any question about the delivery or teaching of Edexcel TXDOL¿FDWLRQV��<RX¶OO�JHW�D�SHUVRQDO�UHVSRQVH��IURP�RQH�RI�RXU�administrative or teaching experts, sent to the email address you provide. You can access this service at ZZZ�HGH[FHO�FRP�DVN

6XSSRUW�IRU�6WXGHQWV

/HDUQLQJ�ÀRXULVKHV�ZKHQ�VWXGHQWV�WDNH�DQ�DFWLYH�LQWHUHVW�LQ�WKHLU�HGXFDWLRQ��ZKHQ�WKH\�KDYH�DOO�WKH�LQIRUPDWLRQ�WKH\�QHHG�WR�PDNH�WKH�ULJKW�GHFLVLRQV�DERXW�WKHLU�IXWXUHV��:LWK�WKH�KHOS�RI�IHHGEDFN�IURP�VWXGHQWV�DQG�WKHLU�WHDFKHUV��ZH¶YH�GHYHORSHG�D�ZHEVLWH�IRU�VWXGHQWV�WKDW�ZLOO�KHOS�WKHP�

� XQGHUVWDQG�VXEMHFW�VSHFL¿FDWLRQV

� access past papers and mark schemes

� learn about other students’ experiences at university, on their WUDYHOV�DQG�ZKHQ�HQWHULQJ�WKH�ZRUNSODFH�

:H¶UH�FRPPLWWHG�WR�UHJXODUO\�XSGDWLQJ�DQG�LPSURYLQJ�RXU�RQOLQH�VHUYLFHV�IRU�VWXGHQWV��7KH�PRVW�YDOXDEOH�VHUYLFH�ZH�FDQ�SURYLGH�LV�helping schools and colleges unlock the potential of their learners. ZZZ�HGH[FHO�FRP�VWXGHQWV

Resources, support and training E


Training

A programme of professional development and training courses, FRYHULQJ�YDULRXV�DVSHFWV�RI�WKH�VSHFL¿FDWLRQ�DQG�H[DPLQDWLRQ��ZLOO�be arranged by Edexcel each year on a regional basis. Full details can be obtained from:

Professional Development and Training Edexcel One90 High Holborn /RQGRQ�:&�9��%+

Email: [email protected] :HEVLWH�� ZZZ�HGH[FHO�FRP�WUDLQLQJ



127Pearson Edexcel Level 3 GCE in Physics © Pearson Education Limited 2013 Section F

F Appendices

Appendix 1 Performance descriptions 129

Appendix 2 Wider curriculum 135

Appendix 3 Codes 137

Appendix 4 How Science Works 139

Appendix 5 Data 141

Appendix 6 Formulae 143

Appendix 7 Glossary 147

Appendix 8 Further resources and support 149

Appendix 9 General and mathematical requirements 151

F Appendices

128 Section F © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Physics


Appendix 1 Performance descriptions

Introduction

Performance descriptions have been created for all GCE subjects. They describe the learning outcomes and levels of attainment likely to be demonstrated by a representative candidate performing at WKH�$�%�DQG�(�8�ERXQGDULHV�IRU�$6�DQG�$��

,Q�SUDFWLFH�PRVW�FDQGLGDWHV�ZLOO�VKRZ�XQHYHQ�SUR¿OHV�DFURVV�WKH�DWWDLQPHQWV�OLVWHG��ZLWK�VWUHQJWKV�LQ�VRPH�DUHDV�FRPSHQVDWLQJ�LQ�WKH�DZDUG�SURFHVV�IRU�ZHDNQHVVHV�RU�RPLVVLRQV�HOVHZKHUH��3HUIRUPDQFH�GHVFULSWLRQV�LOOXVWUDWH�H[SHFWDWLRQV�DW�WKH�$�%�DQG�(�8�ERXQGDULHV�RI�WKH�$6�DQG�$��DV�D�ZKROH��WKH\�KDYH�QRW�EHHQ�ZULWWHQ�DW�XQLW�OHYHO�

*UDGH�$�%�DQG�(�8�ERXQGDULHV�VKRXOG�EH�VHW�XVLQJ�SURIHVVLRQDO�MXGJHPHQW��7KH�MXGJHPHQW�VKRXOG�UHÀHFW�WKH�TXDOLW\�RI�FDQGLGDWHV¶�ZRUN��LQIRUPHG�E\�WKH�DYDLODEOH�WHFKQLFDO�DQG�VWDWLVWLFDO�HYLGHQFH��Performance descriptions are designed to assist examiners in exercising their professional judgement. They should be interpreted DQG�DSSOLHG�LQ�WKH�FRQWH[W�RI�LQGLYLGXDO�VSHFL¿FDWLRQV�DQG�WKHLU�DVVRFLDWHG�XQLWV��+RZHYHU��SHUIRUPDQFH�GHVFULSWLRQV�DUH�QRW�GHVLJQHG�WR�GH¿QH�WKH�FRQWHQW�RI�VSHFL¿FDWLRQV�DQG�XQLWV�

7KH�UHTXLUHPHQW�IRU�DOO�$6�DQG�$�OHYHO�VSHFL¿FDWLRQV�WR�DVVHVV�FDQGLGDWHV¶�TXDOLW\�RI�ZULWWHQ�FRPPXQLFDWLRQ�ZLOO�EH�PHW�WKURXJK�one or more of the assessment objectives.

The performance descriptions have been produced by the UHJXODWRU\�DXWKRULWLHV�LQ�FROODERUDWLRQ�ZLWK�WKH�DZDUGLQJ�ERGLHV�



AS performance descriptions for Physics

$VVHVVPHQW�REMHFWLYH��



$VVHVVPHQW�

REMHFWLYHV�

.QRZOHGJH�DQG�

XQGHUVWDQGLQJ�RI�VFLHQFH�

DQG�RI�+RZ�VFLHQFH�ZRUNV

Can

did

ates

should

be

able

to:

�

reco

gnis

e, r

eca

ll and

VKRZ�XQGHUVWDQGLQJ�RI�

VFLHQWL¿F�NQRZOHGJH

�

sele

ct,

org

anis

e and

com

munic

ate

rele

vant

info

rmation in a

vari

ety

of

form

s .

$SSOLFDWLRQ�RI�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�

RI�VFLHQFH�DQG�RI�+RZ�VFLHQFH�ZRUNV

Candid

ate

s sh

ould

be

able

to:

�

DQDO\VH�DQG�HYDOXDWH�VFLHQWL¿F�NQRZOHGJH�

and p

roce

sses

�

DSSO\�VFLHQWL¿F�NQRZOHGJH�DQG�SURFHVVHV�WR�

unfa

mili

ar

situ

ations

incl

udin

g t

hose

rela

ted

to iss

ues

�

ass

ess

the

valid

ity,

relia

bili

ty a

nd c

redib

ility

RI�VFLHQWL¿F�LQIRUPDWLRQ�

+RZ�VFLHQFH�ZRUNV

Candid

ate

s sh

ould

be

able

to:

�

dem

onst

rate

and d

esc

ribe

eth

ical, s

afe

and s

kilf

ul pra

ctic

al

tech

niq

ues

and p

roce

sses,

se

lect

ing a

ppro

pri

ate

qualit

ative

and q

uantita

tive

meth

ods

�

mak

e, r

eco

rd a

nd c

om

munic

ate

re

liable

and v

alid

obse

rvations

and

PHDVXUHPHQWV�ZLWK�DSSURSULDWH�

pre

cisi

on a

nd a

ccura

cy

�

anal

yse,

inte

rpre

t, e

xpla

in a

nd

eval

uat

e th

e m

eth

odolo

gy,

resu

lts

DQG�LPSDFW�RI�WKHLU�RZQ�DQG�RWKHUV¶�

exp

eri

menta

l an

d inve

stig

ativ

e DFWLYLWLHV�LQ�D�YDULHW\�RI�ZD\V�

$�%�

ERXQGDU\�

SHUIRUPDQFH�

GHVFULSWLRQV�

Candid

ate

s ch

ara

cteri

stic

ally

:

D�GHPRQVWUDWH�NQRZOHGJH�

of m

ost

pri

nci

ple

s,

conce

pts

and f

act

s fr

om

WKH�$6�VSHFL¿FDWLRQ

E�VKRZ�XQGHUVWDQGLQJ�RI�

most

pri

nci

ple

s, c

once

pts

and f

act

s fr

om

the

AS

VSHFL¿FDWLRQ

c se

lect

rele

vant

info

rmation f

rom

the

AS

VSHFL¿FDWLRQ

d

org

anis

e and p

rese

nt

info

rmation c

learl

y in

appro

pri

ate

form

s usi

ng

VFLHQWL¿F�WHUPLQRORJ\�

Candid

ate

s ch

ara

cteri

stic

ally

:

a apply

pri

nci

ple

s and c

once

pts

in f

am

iliar

DQG�QHZ�FRQWH[WV�LQYROYLQJ�RQO\�D�IHZ�VWHSV�

in t

he

arg

um

ent

E�GHVFULEH�VLJQL¿FDQW�WUHQGV�DQG�SDWWHUQV�

VKRZQ�E\�GDWD�SUHVHQWHG�LQ�WDEXODU�RU�

gra

phic

al fo

rm a

nd inte

rpre

t phenom

ena

ZLWK�IHZ�HUURUV�DQG�SUHVHQW�DUJXPHQWV�DQG�

evalu

ations

clearl

y

F�H[SODLQ�DQG�LQWHUSUHW�SKHQRPHQD�ZLWK�

IHZ�HUURUV�DQG�SUHVHQW�DUJXPHQWV�DQG�

evalu

ations

clearl

y

G�FDUU\�RXW�VWUXFWXUHG�FDOFXODWLRQV�ZLWK�

IHZ�HUURUV�DQG�GHPRQVWUDWH�JRRG�

unders

tandin

g o

f th

e underl

ying

UHODWLRQVKLSV�EHWZHHQ�SK\VLFDO�TXDQWLWLHV�

Candid

ate

s ch

ara

cteri

stic

ally

:

a dev

ise

and p

lan e

xperi

menta

l and

inve

stig

ative

act

ivitie

s, s

ele

ctin

g

appro

pri

ate

tech

niq

ues

b

dem

onst

rate

safe

and s

kilf

ul

pra

ctic

al te

chniq

ues

c m

ake

obse

rvations

and


pre

cisi

on a

nd r

eco

rd t

hese

m

eth

odic

ally

d

inte

rpre

t, e

xpla

in,

evalu

ate

and

com

munic

ate

the

resu

lts

of th

eir

RZQ�DQG�RWKHUV�H[SHULPHQWDO�

and inve

stig

ative

act

ivitie

s, in

appro

pri

ate

conte

xts

.

Performance descriptions Appendix 1





(�8�

ERXQGDU\�

SHUIRUPDQFH�

GHVFULSWLRQV�

Can

did

ates

char

acte

rist

ical

ly:


of so

me

pri

nci

ple

s and f

act

s fr

om

the

AS

VSHFL¿FDWLRQ


som

e pri

nci

ple

s and f

act

s IURP�WKH�$6�VSHFL¿FDWLRQ

c se

lect

som

e re

leva

nt

info

rmation f

rom

the

AS

VSHFL¿FDWLRQ

d

pre

sent

info

rmation u

sing

basi

c te

rmin

olo

gy

from

WKH�$6�VSHFL¿FDWLRQ�

Can

did

ates

char

acte

rist

ical

ly:

a apply

a g

iven p

rinci

ple

to m

ate

rial

pre

sente

d in f

am

iliar

or

close

ly r

ela

ted

FRQWH[WV�LQYROYLQJ�RQO\�D�IHZ�VWHSV�LQ�WKH�

arg

um

ent

E�GHVFULEH�VRPH�WUHQGV�RU�SDWWHUQV�VKRZQ�E\�

data

pre

sente

d in t

abula

r or

gra

phic

al fo

rm

c pro

vide

basi

c exp

lanations

and

inte

rpre

tations

of so

me

phenom

ena,

pre

senting v

ery

lim

ited e

valu

ations

G�FDUU\�RXW�VRPH�VWHSV�ZLWKLQ�FDOFXODWLRQV�

Can

did

ates

char

acte

rist

ical

ly:

a dev

ise

and p

lan s

om

e asp

ect

s of

exp

eri

menta

l and inve

stig

ative

act

ivitie

s

b

dem

onst

rate

safe

pra

ctic

al

tech

niq

ues

c m

ake

obse

rvations

and

measu

rem

ents

, and r

eco

rd t

hem

d

inte

rpre

t, e

xpla

in a

nd

com

munic

ate

som

e asp

ect

s of th

e UHVXOWV�RI�WKHLU�RZQ�DQG�RWKHUV�

exp

eri

menta

l and inve

stig

ative

act

ivitie

s, in a

ppro

pri

ate

conte

xts

.



A2 performance descriptions for Physics




$VVHVVPHQW�

REMHFWLYHV�

.QRZOHGJH�DQG�

XQGHUVWDQGLQJ�RI�VFLHQFH�

DQG�RI�+RZ�VFLHQFH�ZRUNV

Can

did

ates

should

be

able

to:

�

reco

gnis

e, r

eca

ll and

VKRZ�XQGHUVWDQGLQJ�RI�

VFLHQWL¿F�NQRZOHGJH

�

sele

ct,

org

anis

e and

com

munic

ate

rele

vant

info

rmation in a

vari

ety

of

form

s.

$SSOLFDWLRQ�RI�NQRZOHGJH�DQG�

XQGHUVWDQGLQJ�RI�VFLHQFH�DQG�RI�+RZ�

VFLHQFH�ZRUNV

Candid

ate

s sh

ould

be

able

to:

�

DQDO\VH�DQG�HYDOXDWH�VFLHQWL¿F�NQRZOHGJH�

and p

roce

sses

�

DSSO\�VFLHQWL¿F�NQRZOHGJH�DQG�SURFHVVHV�

to u

nfa

mili

ar

situ

ations

incl

udin

g t

hose

re

late

d t

o iss

ues

�

ass

ess

the

valid

ity,

relia

bili

ty a

nd

FUHGLELOLW\�RI�VFLHQWL¿F�LQIRUPDWLRQ�

+RZ�VFLHQFH�ZRUNV

Candid

ate

s sh

ould

be

able

to:

�

dem

onst

rate

and d

esc

ribe

eth

ical,

safe

and s

kilf

ul pra

ctic

al te

chniq

ues

and p

roce

sses,

sele

ctin

g a

ppro

pri

ate

qualit

ative

and q

uantita

tive

meth

ods

�

mak

e, r

eco

rd a

nd c

om

munic

ate

re

liable

�

and v

alid

obse

rvations

and


pre

cisi

on a

nd a

ccura

cy

�

anal

yse,

inte

rpre

t, e

xpla

in a

nd

eval

uat

e th

e m

eth

odolo

gy,

resu

lts

DQG�LPSDFW�RI�WKHLU�RZQ�DQG�RWKHUV¶�

exp

eri

menta

l an

d inve

stig

ativ

e DFWLYLWLHV�LQ�D�YDULHW\�RI�ZD\V�

$�%�

ERXQGDU\�

SHUIRUPDQFH�

GHVFULSWLRQV�

Can

did

ates

char

acte

rist

ical

ly:

a dem

onst

rate

deta

iled

NQRZOHGJH�RI�PRVW�

pri

nci

ple

s, c

once

pts

DQG�IDFWV�IURP�WKH�$��

VSHFL¿FDWLRQ


most

pri

nci

ple

s, c

once

pts

DQG�IDFWV�IURP�WKH�$��

VSHFL¿FDWLRQ

c se

lect

rele

vant

LQIRUPDWLRQ�IURP�WKH�$��

VSHFL¿FDWLRQ

d

org

anis

e and p

rese

nt

info

rmation c

learl

y in

appro

pri

ate

form

s usi

ng

VFLHQWL¿F�WHUPLQRORJ\�

Can

did

ates

char

acte

rist

ical

ly:

a apply

pri

nci

ple

s and c

once

pts

in f

am

iliar

DQG�QHZ�FRQWH[WV�LQYROYLQJ�VHYHUDO�VWHSV�

in t

he

arg

um

ent

E�GHVFULEH�VLJQL¿FDQW�WUHQGV�DQG�SDWWHUQV�

VKRZQ�E\�FRPSOH[�GDWD�SUHVHQWHG�LQ�WDEXODU�

or g

raphic

al for

m, in

terp

ret phen

omen

a ZLWK�IHZ�HUURUV��DQG�SUHVHQW�DUJXPHQWV�DQG�

eval

uat

ions

clea

rly

and

logi

cally

c ex

pla

in a

nd

inte

rpre

t phen

omen

a ef

fect

ivel

y,

pre

senting

argu

men

ts a

nd

eval

uat

ions

G�FDUU\�RXW�H[WHQGHG�FDOFXODWLRQV��ZLWK�

little

or

no g

uid

ance

, and d

em

onst

rate

good u

nders

tandin

g o

f th

e underl

ying

UHODWLRQVKLSV�EHWZHHQ�SK\VLFDO�TXDQWLWLHV

H�VHOHFW�D�ZLGH�UDQJH�RI�IDFWV��SULQFLSOHV�DQG�

FRQFHSWV�IURP�ERWK�$6�DQG�$��VSHFL¿FDWLRQV

f lin

k to

geth

er

appro

pri

ate

fact

s pri

nci

ple

s and c

once

pts

fro

m d

iffe

rent

are

as

of th

e VSHFL¿FDWLRQ�

Can

did

ates

char

acte

rist

ical

ly:

a dev

ise

and p

lan e

xperi

menta

l and

inve

stig

ative

act

ivitie

s, s

ele

ctin

g

appro

pri

ate

tech

niq

ues

b

dem

onst

rate

safe

and s

kilf

ul

pra

ctic

al te

chniq

ues

c m

ake

obse

rvations

and


pre

cisi

on a

nd r

eco

rd t

hese

m

eth

odic

ally

d

inte

rpre

t, e

xpla

in,

evalu

ate

and

com

munic

ate

the

resu

lts

of th

eir

RZQ�DQG�RWKHUV¶�H[SHULPHQWDO�

and inve

stig

ative

act

ivitie

s, in

appro

pri

ate

conte

xts

.

Performance descriptions Appendix 1





(�8�

ERXQGDU\�

SHUIRUPDQFH�

GHVFULSWLRQV�

Can

did

ates

char

acte

rist

ical

ly:


of so

me

pri

nci

ple

s DQG�IDFWV�IURP�WKH�$��

VSHFL¿FDWLRQ


som

e pri

nci

ple

s and f

act

s IURP�WKH�$��VSHFL¿FDWLRQ

c se

lect

som

e re

leva

nt

LQIRUPDWLRQ�IURP�WKH�$��

VSHFL¿FDWLRQ

d

pre

sent

info

rmation u

sing

basi

c te

rmin

olo

gy

from

WKH�$��VSHFL¿FDWLRQ�

Can

did

ates

char

acte

rist

ical

ly:

a apply

giv

en p

rinci

ple

s or

conce

pts

in

IDPLOLDU�DQG�QHZ�FRQWH[WV�LQYROYLQJ�D�IHZ�

steps

in t

he

arg

um

ent

b

desc

ribe,

and p

rovi

de

a lim

ited

H[SODQDWLRQ�RI��WUHQGV�RU�SDWWHUQV�VKRZQ�

by

com

ple

x data

pre

sente

d in t

abula

r or

gra

phic

al fo

rm

c pro

vide

basi

c exp

lanations

and

inte

rpre

tations

of so

me

phenom

ena,

pre

senting v

ery

lim

ited a

rgum

ents

and

evalu

ations

G�FDUU\�RXW�URXWLQH�FDOFXODWLRQV��ZKHUH�

guid

ance

is

giv

en

e se

lect

som

e fa

cts,

pri

nci

ple

s and c

once

pts

IURP�ERWK�$6�DQG�$��VSHFL¿FDWLRQV

f put

togeth

er

som

e fa

cts,

pri

nci

ple

s and

conce

pts

fro

m d

iffe

rent

are

as

of th

e VSHFL¿FDWLRQ�

Can

did

ates

char

acte

rist

ical

ly:

a dev

ise

and p

lan s

om

e asp

ect

s of

exp

eri

menta

l and inve

stig

ative

act

ivitie

s

b

dem

onst

rate

saf

e pra

ctic

al t

echniq

ues

c m

ake

obse

rvations

and

measu

rem

ents

and r

eco

rd t

hem

d

inte

rpre

t, e

xpla

in a

nd c

om

munic

ate

so

me

asp

ect

s of th

e re

sult

s of

WKHLU�RZQ�DQG�RWKHUV�H[SHULPHQWDO�

and inve

stig

ative

act

ivitie

s, in

appro

pri

ate

conte

xts

.

F Appendices



Appendix 2 Wider curriculum

Signposting

,VVXH 8QLW�� 8QLW�� 8QLW�� 8QLW�� 8QLW�� 8QLW��

Spiritual 9 9 9 9

Moral 9 9 9 9

Ethical 9 9 9 9

Social 9 9 9 9

Cultural 9 9 9 9

Citizenship 9 9 9 9

Environmental 9 9 9 9 9 9

European initiatives 9 9 9 9 9 9

Health and safety 9 9 9 9 9 9

Development suggestions

,VVXH $6�$��XQLWV 2SSRUWXQLWLHV�IRU�GHYHORSPHQW�RU�LQWHUQDO�DVVHVVPHQW

Spiritual ��DQG�� :RUNLQJ�ZLWK�RWKHUV�ZKHQ�FDUU\LQJ�RXW�SUDFWLFDO�ZRUN

� Appreciating the mathematical nature of the universe

Moral ��DQG�� 'LVFXVVLQJ�WKH�GHYHORSPHQW�DQG�WULDOOLQJ�RI�QHZ�PHGLFDO�WHFKQLTXHV�VSDUH�parts on patients

� Discussing the funding of space missions and research into particle physics

� Discussing applications of radioactive materials

Ethical ��DQG�� 'LVFXVVLQJ�WKH�GHYHORSPHQW�DQG�WULDOOLQJ�RI�QHZ�PHGLFDO�WHFKQLTXHV�VSDUH�parts on patients

� Discussing the funding of space missions and research into particle physics

� Discussing decisions to place mobile phone masts near schools

� Discussing applications of radioactive materials

Social ��DQG�� The use of ICT introduces social issues of access and equality

� Discussing the use of science to make informed decisions

Cultural ��DQG�� 'LVFXVVLQJ�WKH�LPSDFW�RI�FXOWXUDO�EHOLHIV�DQG�YDOXHV�RQ�VFLHQWL¿F�developments

Citizenship ��DQG�� 'LVFXVVLQJ�ELDV�LQ�VFLHQWL¿F�DUWLFOHV

� 'LVFXVVLQJ�WKH�UROH�RI�WKH�PHGLD�LQ�SURYLGLQJ�VFLHQWL¿F�LQIRUPDWLRQ

Environmental ��and 6

� Environmental issues can arise from the disposal of materials and HTXLSPHQW��IRU�H[DPSOH�1L&G�EDWWHULHV�DQG�QXFOHDU�PDWHULDOV��7KHUH�DUH�DOVR�concerns about emissions from telecommunications masks for mobile phones

European initiatives

��and 6

� 'LVFXVVLQJ�ODZV�FRQFHUQLQJ�KHDOWK�DQG�VDIHW\�DQG�GLVSRVDO�RI�PDWHULDOV

� Investigating the sharing of costs for large projects, for example particle physics accelerators, and space programmes

Health and safety

��and 6

� +HDOWK�DQG�VDIHW\�LVVXHV�ZLOO�DULVH�QDWXUDOO\�LQ�SUDFWLFDO�ZRUN�

F Appendices



Appendix 3 Codes

7\SH�RI�FRGH 8VH�RI�FRGH &RGH�QXPEHU

1DWLRQDO�FODVVL¿FDWLRQ�codes

(YHU\�TXDOL¿FDWLRQ�LV�DVVLJQHG�WR�D�QDWLRQDO�FODVVL¿FDWLRQ�FRGH�LQGLFDWLQJ�WKH�VXEMHFW�DUHD�WR�ZKLFK�LW�EHORQJV��&HQWUHV�VKRXOG�EH�DZDUH�WKDW�VWXGHQWV�ZKR�HQWHU�IRU�PRUH�WKDQ�RQH�*&(�TXDOL¿FDWLRQ�ZLWK�WKH�VDPH�FODVVL¿FDWLRQ�FRGH�ZLOO�KDYH�RQO\�one grade (the highest) counted for the purpose of the school and college performance tables.�

��

1DWLRQDO�4XDOL¿FDWLRQV�)UDPHZRUN��14)��FRGHV

(DFK�TXDOL¿FDWLRQ�WLWOH�LV�DOORFDWHG�D�1DWLRQDO�4XDOL¿FDWLRQV�)UDPHZRUN��14)��FRGH�

7KH�1DWLRQDO�4XDOL¿FDWLRQV�)UDPHZRUN��14)��FRGH�LV�NQRZQ�DV�D�4XDOL¿FDWLRQ�1XPEHU��41��

This is the code that features in the DfE Section 96, and on WKH�/$5$�DV�EHLQJ�HOLJLEOH�IRU��±��DQG��IXQGLQJ��DQG�LV�WR�EH�XVHG�IRU�DOO�TXDOL¿FDWLRQ�IXQGLQJ�SXUSRVHV��7KH�41�LV�WKH�QXPEHU�WKDW�ZLOO�DSSHDU�RQ�WKH�VWXGHQW¶V�¿QDO�FHUWL¿FDWLRQ�documentation.

7KH�41V�IRU�WKH�TXDOL¿FDWLRQV�LQ�WKLV�publication are:

$6�²��

Advanced GCE — ��

Unit codes Each unit is assigned a unit code. This unit code is used as DQ�HQWU\�FRGH�WR�LQGLFDWH�WKDW�D�VWXGHQW�ZLVKHV�WR�WDNH�WKH�DVVHVVPHQW�IRU�WKDW�XQLW��&HQWUHV�ZLOO�QHHG�WR�XVH�WKH�HQWU\�FRGHV�RQO\�ZKHQ�HQWHULQJ�VWXGHQWV�IRU�WKHLU�H[DPLQDWLRQ�

Unit 1 — 6PH01

8QLW��²��3+��

Unit 3 — 6PH03

8QLW��²��3+��

Unit 5 — 6PH05

Unit 6 — 6PH06

&DVK�LQ�FRGHV 7KH�FDVK�LQ�FRGH�LV�XVHG�DV�DQ�HQWU\�FRGH�WR�DJJUHJDWH�the student’s unit scores to obtain the overall grade for the TXDOL¿FDWLRQ��&HQWUHV�ZLOO�QHHG�WR�XVH�WKH�HQWU\�FRGHV�RQO\�ZKHQ�HQWHULQJ�VWXGHQWV�IRU�WKHLU�TXDOL¿FDWLRQ�

AS — 8PH01

Advanced GCE — 9PH01

Entry codes The entry codes are used to:

1 enter a student for the assessment of a unit

�� DJJUHJDWH�WKH�VWXGHQW¶V�XQLW�VFRUHV�WR�REWDLQ�WKH�RYHUDOO�JUDGH�IRU�WKH�TXDOL¿FDWLRQ��

Please refer to the Edexcel Information Manual available on the Edexcel ZHEVLWH�

F Appendices



Appendix 4 How Science Works

How Science Works�UHTXLUHV�WKDW�VWXGHQWV�H[SORUH�KRZ�VFLHQWL¿F�NQRZOHGJH�LV�GHYHORSHG��YDOLGDWHG�DQG�FRPPXQLFDWHG�E\�WKH�VFLHQWL¿F�FRPPXQLW\��,W�DOVR�UHTXLUHV�WKDW�VWXGHQWV�FRQVLGHU�WKH�ULVNV��EHQH¿WV��HWKLFDO�DQG�HQYLURQPHQWDO�LPSOLFDWLRQV�RI�VFLHQFH�DQG�WKDW�VWXGHQWV�DSSUHFLDWH�ZD\V�LQ�ZKLFK�VRFLHW\�XVHV�VFLHQFH�WR�inform decision making.

How Science Works�LV�DQ�LPSRUWDQW�DVSHFW�RI�WKH�4&$¶V�QHZ�*&(�6FLHQFH�&ULWHULD�DQG�VKRXOG�EH�HPEHGGHG�ZLWKLQ�WKH�*&(�3K\VLFV�programme of study.

7KH�¿UVW�FROXPQ�LQ�WKH�WDEOH�EHORZ�OLVWV�WKH�FULWHULD�IRU�How Science Works. The second column provides some guidance on How Science Works may be applied to the GCE Physics programme of study.

How science works�VWDWHPHQW�LQ�WKH�4&$¶V�*&(�6FLHQFH�&ULWHULD

+RZ�LW�PD\�EH�DSSOLHG�WR�*&(�3K\VLFV

1 Use theories, models and ideas WR�GHYHORS�DQG�PRGLI\�VFLHQWL¿F�explanations.

D� ([SODLQ�KRZ�WKH�GHYHORSPHQW�RI�VFLHQWL¿F�WKHRULHV�involves collecting and interpreting data and using creative thinking.

b Explain the importance of using models to develop VFLHQWL¿F�XQGHUVWDQGLQJ��

�� 8VH�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�WR�SRVH�VFLHQWL¿F�TXHVWLRQV��GH¿QH�VFLHQWL¿F�SUREOHPV��SUHVHQW�VFLHQWL¿F�DUJXPHQWV�DQG�VFLHQWL¿F�LGHDV�

D� 'LVWLQJXLVK�EHWZHHQ�TXHVWLRQV�WKDW�VFLHQFH�FDQ�DGGUHVV��DQG�WKRVH�ZKLFK�VFLHQFH�FDQ¶W�DGGUHVV�

E� ,GHQWLI\�VFLHQWL¿F�TXHVWLRQV�RU�SUREOHPV�ZLWKLQ�D�JLYHQ�context.

F� 8VH�VFLHQWL¿F�WKHRULHV�WR�DQVZHU�VFLHQWL¿F�TXHVWLRQV�RU�DGGUHVV�VFLHQWL¿F�SUREOHPV�

3 Use appropriate methodology, including ,&7��WR�DQVZHU�VFLHQWL¿F�TXHVWLRQV�DQG�VROYH�VFLHQWL¿F�SUREOHPV�

a Justify methods, techniques and processes used during VFLHQWL¿F�LQYHVWLJDWLRQV��LQFOXGLQJ�WKH�XVH�RI�,&7��WR�FROOHFW�YDOLG�DQG�UHOLDEOH�GDWD�DQG�SURGXFH�VFLHQWL¿F�theories for a chosen question or problem.

E� 8VH��IRU�H[DPSOH��VSUHDGVKHHWV�WR�GHYHORS�VFLHQWL¿F�models.

�� &DUU\�RXW�H[SHULPHQWDO�DQG�LQYHVWLJDWLYH�activities, including appropriate risk management, in a range of contexts.

a Produce a risk assessment before carrying out a range of SUDFWLFDO�ZRUN�

5 Analyse and interpret data to provide evidence, recognising correlations and causal relationships.

a Analyse data, including the use of graphs, to identify patterns and relationships (for example, correlation and cause).

E� ,QWHUSUHW�GDWD�ZLWK�UHIHUHQFH�WR�WKH�DQDO\WLFDO�PHWKRGV�used.

6 Evaluate methodology, evidence and GDWD��DQG�UHVROYH�FRQÀLFWLQJ�HYLGHQFH�

a Evaluate the validity of conclusions derived from primary and secondary data in terms of the methods, techniques and processes used to collect and analyse the data.

E� 5HFRJQLVH�DQ\�V\VWHPDWLF�RU�UDQGRP�HUURUV�SUHVHQW�

F� 5HFRJQLVH�FRQÀLFWLQJ�HYLGHQFH�

Appendix 4 How Science Works


How science works�VWDWHPHQW�LQ�WKH�4&$¶V�*&(�6FLHQFH�&ULWHULD

+RZ�LW�PD\�EH�DSSOLHG�WR�*&(�3K\VLFV

7 Appreciate the tentative nature of VFLHQWL¿F�NQRZOHGJH�

D� ([SODLQ�KRZ�VFLHQWL¿F�WKHRULHV�DUH�GHYHORSHG��UH¿QHG��VXSSRUWHG�RU�UHIXWHG�DV�QHZ�GDWD�RU�QHZ�LQWHUSUHWDWLRQV�of data become available.

8 Communicate information and ideas LQ�DSSURSULDWH�ZD\V�XVLQJ�DSSURSULDWH�terminology.

D� 3UHVHQW�VFLHQWL¿F�LQIRUPDWLRQ��

� using text, graphics and other media as appropriate

� XVLQJ�VFLHQWL¿F�WHUPLQRORJ\

� ZLWK�UHIHUHQFH�WR�GDWD�DQG�FUHGLEOH�VRXUFHV�

9 Consider applications and implications of science and appreciate their associated EHQH¿WV�DQG�ULVNV�

D� (YDOXDWH�DFWLYLWLHV�LQ�WHUPV�RI�WKHLU�DVVRFLDWHG�EHQH¿WV�and risks to humans and the environment.

E� 'LVFXVV�WKH�ULVN�DVVRFLDWHG�ZLWK�DQ�DFWLYLW\�LQ�WHUPV�RI�the actual level of the risk and its potential consequences, associated uncertainties and the factors affecting people’s perception of the risk.

10 Consider ethical issues in the treatment of humans, other organisms and the environment.

a Identify ethical issues arising from the application of science as it impacts on humans and the environment.

E� 'LVFXVV�VFLHQWL¿F�VROXWLRQV�IURP�D�UDQJH�RI�HWKLFDO�YLHZSRLQWV�

�� $SSUHFLDWH�WKH�UROH�RI�WKH�VFLHQWL¿F�FRPPXQLW\�LQ�YDOLGDWLQJ�QHZ�NQRZOHGJH�and ensuring integrity.

D� 'LVFXVV�WKH�LPSRUWDQFH�RI�FULWLFDO�HYDOXDWLRQ�RI�QHZ�GDWD�RU�QHZ�LQWHUSUHWDWLRQV�RI�GDWD�ZKLFK�FKDOOHQJH�HVWDEOLVKHG�VFLHQWL¿F�WKHRULHV�RU�SURSRVH�QHZ�WKHRULHV��

E� 'HVFULEH�KRZ�WKH�SURFHVV�RI�FRPPXQLFDWLRQ�WKURXJK�MRXUQDOV�DQG�FRQIHUHQFHV��DQG�SHHU�UHYLHZ�FRQWULEXWH�WR�YDOLGDWLRQ�RI�QHZ�VFLHQWL¿F�WKHRULHV�E\�WKH�VFLHQWL¿F�community.

�� $SSUHFLDWH�WKH�ZD\V�LQ�ZKLFK�VRFLHW\�XVHV�science to inform decision making.

D� 'LVFXVV�KRZ�VFLHQFH�LQÀXHQFHV�GHFLVLRQV�RQ�DQ�LQGLYLGXDO��local, national or international level.


Appendix 5 Data

7KH�YDOXH�RI�WKH�IROORZLQJ�FRQVWDQWV�ZLOO�EH�SURYLGHG�LQ�HDFK�examination paper.

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

Boltzmann constant k = 1.38 0 10,�� J K,1

&RXORPE¶V�ODZ�FRQVWDQW k = ��#+o

= 8.99 x 109�1�P��C��

Electron charge e = ,1.60 0 10,19 C

Electron mass me = 9.11 0 10,31 kg

Electronvolt ��H9� ��0 10,19 J

Gravitational constant G = 6.67 0 10,11�1�P� kg,�

*UDYLWDWLRQDO�¿HOG�VWUHQJWK g� ��1�NJ,1 (close to Earth’s surface)

Permittivity of free space +o = 8.85 0 10,�� F m,1

Planck constant h = 6.63 0 10,�� J s

Proton mass mp = 1.67 0 10,�� kg

Speed of light in a vacuum c = 3.00 0 108 m s,1

6WHIDQ�%ROW]PDQQ�FRQVWDQW / = 5.67 x 10,8�:�P,� K,�

8QL¿HG�DWRPLF�PDVV�XQLW u = 1.66 x 10,�� kg

F Appendices



Appendix 6 Formulae

6WXGHQWV�QHHG�QRW�PHPRULVH�IRUPXODH�IRU�WKLV�VSHFL¿FDWLRQ�

7KH�IRUPXODH�EHORZ�ZLOO�EH�VXSSOLHG�LQ�HDFK�H[DPLQDWLRQ��$Q\�RWKHU�SK\VLFV�IRUPXODH�WKDW�DUH�UHTXLUHG�ZLOO�EH�SURYLGHG�LQ�WKH�TXHVWLRQ��6\PEROV�XVHG�FRPSO\�ZLWK�$6(�JXLGHOLQHV��ZKLFK�DUH�EDVHG�RQ�IUPAP recommendations).

Unit 1

Mechanics

Kinematic equations of motion v = u + at s = ut + ½at� v� = u��as

Forces !F = ma g = F/m W = mg

Work and energy "W = F"s Ek = ½ mv�

"Egrav

= mg"h

Materials

Stokes’ law F = 6#$rv

Hooke’s law F = k"x

Density ' = m�V

Pressure p = F�A

Young’s modulus E = /�+�ZKHUH Stress / = F/A

Strain + =" x/x

Elastic strain energy Eel = ½ F"x

Appendix 6 Formulae


Unit 2

Waves

Wave speed v = f %

Refractive index 1μ


1�v

2

Electricity

Potential difference V = W�Q

Resistance R = V�I

Electrical power, energy and efficiency

P = VI P = I2R P = V2/R. W = VIt ��HI¿FLHQF\� �>XVHIXO�HQHUJ\��RU�SRZHU��RXWSXW�WRWDO�HQHUJ\��RU�SRZHU��LQSXW@�é��

Resistivity R = 'l�A

Current I = "Q�"t

I = nqvA

Quantum physics

Photon model E = hf

Einstein’s photoelectric equation

hf = ( + ½ mv2max

Formulae Appendix 6


Unit 4

Mechanics

Momentum p = mv

Kinetic energy of a non-relativistic particle

Ek = p2/2m

Motion in a circle v = ) r T� ��#�) F = ma = mv2/r a = v2/r a = r)2

Fields

Coulomb’s law F = kQ1Q

2/r2�ZKHUH�k� ��#+0

Electric field E = F/Q E = kQ/r2

E = V�d

Capacitance C = Q�V

Energy stored in capacitor W = ½ QV

Capacitor discharge Q = Q0 e,W�RC

In a magnetic field F = BIl sin .

F = Bqv sin .

r = p�BQ

Faraday’s and Lenz’s Laws + = ,d(N-��Gt

Particle physics

Mass-energy "E = c�"m

de Broglie wavelength % = h�p

Appendix 6 Formulae


Unit 5

Energy and matter

Heating "E = mc".

Molecular kinetic theory ½ m<c�> = 3�� kT

Ideal gas equation pV = NkT

Nuclear physics

Radioactive decay dN�Gt = ,%N

% �OQ��t½

N = N0 e,%t

Mechanics

Simple harmonic motion a = ,)�x a = ,A)��cos )t v = ,A) sin )t x = Acos )t T� ��f� ��#�)

Gravitational force F = Gm1m��r�

Observing the universe

Radiant energy flux F = L��#d�

Stefan-Boltzmann law L = /T�A

L� ��#r�/T�

Wien’s law %max

T� ��[��,3 m K

Redshift of electromagnetic radiation

]� �¨%/%�§�¨f�f�§�v�c

Cosmological expansion v = Hod


Appendix 7 Glossary

7KLV�DSSHQGL[�JLYHV�H[SODQDWLRQV�RI�KRZ�NH\ZRUGV�WKDW�DUH�XVHG�LQ�Section C: Physics unit content can be related to examination questions.

.H\ZRUGV 3RVVLEOH�DSSOLFDWLRQV�LQ�H[DPLQDWLRQV

Discuss 4XHVWLRQV�XVLQJ�WKLV�NH\ZRUG�ZLOO�UHTXLUH�WKDW�VWXGHQWV�ZULWH�D�IHZ�VHQWHQFHV��IRU�H[DPSOH��WR�describe an application of physics or explain a given situation using principles of physics.

Explore 6WXGHQWV�PD\�EH�UHTXLUHG�WR�XVH�LQIRUPDWLRQ�WKDW�LV�SURYLGHG��WRJHWKHU�ZLWK�WKHLU�RZQ�NQRZOHGJH�RI�SK\VLFV��WR�VROYH�D�SUREOHP�RU�H[SODLQ�D�JLYHQ�VLWXDWLRQ�

Identify Students may be required to select appropriate formulae, terms or concepts, for example to solve a problem or to explain a given situation. Students may be required to solve the problem or explain the situation.

Students may be given equations that include formula that they should be able to recognise, for example an equation for the conservation of energy that contains formulae for different forms of energy.

Investigate Students are expected to have carried out an experiment to achieve outcomes that use WKLV�NH\ZRUG��&RQVHTXHQWO\�VWXGHQWV�PD\�EH�DVNHG�WR�GHVFULEH�H[SHULPHQWV�RU�LQWHUSUHW�H[SHULPHQWDO�GDWD�IRU�RXWFRPHV�XVLQJ�WKLV�NH\ZRUG��7KH\�PD\�DOVR�EH�DVNHG�TXHVWLRQV�UHODWHG�WR�H[SHULPHQWDO�ZRUN��IRU�H[DPSOH��HYDOXDWLQJ�WKH�YDOLGLW\�RI�FRQFOXVLRQV�WKDW�DUH�EDVHG�RQ�experimental data.

5HFDOO Students are expected to retrieve from their memory facts that are relevant to a given situation.

5HFRJQLVH 6WXGHQWV�PD\�EH�UHTXLUHG�WR�UHDOLVH�ZKLFK�IRUPXOD�RU�FRQFHSWV�LQ�SK\VLFV�DUH�QHHGHG�WR�VROYH�a problem or explain a given situation. Students may be required to solve the problem or explain the situation.

Students may be given equations that include formulae that they should be able to recognise, for example an equation for the conservation of energy that contains formulae for different forms of energy.

Understand 6WXGHQWV�PD\�EH�UHTXLUHG�WR�DSSO\�WKHLU�NQRZOHGJH�RI�SK\VLFV�WR�D�JLYHQ�VLWXDWLRQ�WR�VKRZ�WKDW�they understand physics concepts and formulae. For example, students may be required to DSSO\�WKHLU�NQRZOHGJH�RI�PHFKDQLFV�WR�D�VLWXDWLRQ�WKDW�LQYROYHV�VSRUWV�

Use 6WXGHQWV�PD\�EH�UHTXLUHG�WR�DSSO\�WKHLU�NQRZOHGJH�DQG�XQGHUVWDQGLQJ�RI�SK\VLFV��LQFOXGLQJ�formulae, to a given situation.

F Appendices



Appendix 8 Further resources and support

3OHDVH�QRWH�WKDW�ZKLOH�UHVRXUFHV�DUH�FKHFNHG�DW�WKH�WLPH�RI�SXEOLFDWLRQ��PDWHULDOV�PD\�EH�ZLWKGUDZQ�IURP�FLUFXODWLRQ�DQG�ZHEVLWH�ORFDWLRQV�PD\�FKDQJH�DW�DQ\�WLPH�

Books

Akrill T and Millar C — Practice in Physics��+RGGHU�0XUUD\�� ,6%1��

Breithaupt J — New Understanding Physics for Advanced Level �1HOVRQ�7KRUQHV�/WG��,6%1��

/RZH�7�DQG�5RXQFH�-�²�Calculations for A-level Physics��1HOVRQ�7KRUQHV�/WG��,6%1��

Salters Horners Advanced A2 Level Physics Student Book University RI�<RUN�6FLHQFH�(GXFDWLRQ�*URXS�²��+HLQHPDQQ�� ,6%1��

Salters Horners Advanced Physics Student Book AS Level University RI�<RUN�6FLHQFH�(GXFDWLRQ�*URXS�²��+HLQHPDQQ�� ,6%1��

Useful websites

:HE�DGGUHVVHV�DUH�FRUUHFW�DW�WKH�WLPH�RI�SXEOLFDWLRQ�

ZZZ�FSHSZHE�RUJ�²�&RQWHPSRUDU\�3K\VLFV�(GXFDWLRQ�3URMHFW�

ZZZ�HGH[FHO�FRP�JFH��

ZZZ�LRS�RUJ�2XUB$FWLYLWLHV�6FKRROVBDQGB&ROOHJHV�LQGH[�KWPO�²�,QVWLWXWH�RI�3K\VLFV�ZHE�UHVRXUFH

ZZZ�SDUWLFOHDGYHQWXUH�RUJ�²�D�XVHIXO�UHVRXUFH�IRU�SDUWLFOH�SK\VLFV

ZZZ�SK\�QWQX�HGX�WZ�QWQXMDYD��²�$�VLWH�FRQWDLQLQJ�MDYD�DSSOHWV

ZZZ�VWIF�DF�XN�²�IUHH�SXEOLFDWLRQV��DGYLFH�DQG�UHVRXUFHV�IRU�astronomy, space and particle physics

ZZZ�QXI¿HOGIRXQGDWLRQ�RUJ�SUDFWLFDO�SK\VLFV�²�FRQWDLQV�RYHU��practical experiments

Appendix 8 Further resources and support


ZZZ�VFKRROVFLHQFH�FR�XN�²�$Q�RQOLQH�UHVRXUFH�FROOHFWLRQ

ZZZ�VFKRROV�PDWWHU�RUJ�XN�D�OHYHO�KWPO�²�KDV�RQOLQH�UHVRXUFHV�for GCE Physics

ZZZ�VFLHQFHOHDUQLQJFHQWUHV�RUJ�XN�²�OHDUQLQJ�FHQWUHV�SURYLGH�courses for teachers and technicians

ZZZ�\RUN�DF�XN�RUJ�VHJ�VDOWHUV�SK\VLFV�²�WKH�6DOWHUV�+RUQHUV�ZHEVLWH�IRU�WKLV�VSHFL¿FDWLRQ

Multimedia

0XOWLPHGLD�0RWLRQ�DQG�0XOWLPHGLD�6RXQG�&'�520 Cambridge Science Media �±��*DXO�5RDG 0DUFK�3(��5)

7HOHSKRQH��

Other support

Focus�,661��%%&�

New Scientist ,661��,3&�0DJD]LQHV�

Physics Education ,661��,QVWLWXWH�RI�3K\VLFV�3XEOLVKLQJ�

Physics Review�,661��3KLOLS�$OODQ�3XEOLVKHUV�

6FLHQWL¿F�$PHULFDQ�,661��6FLHQWL¿F�$PHULFDQ�,QF��


Appendix 9 General and mathematical requirements

$Q�XQGHUVWDQGLQJ�RI�WKH�IROORZLQJ��DV�DSSOLHG�WR�WKH�DQDO\VLV�RI�SK\VLFDO�VLWXDWLRQV��LV�H[SHFWHG�DQG�PD\�EH�DVVHVVHG�LQ�UHOHYDQW�XQLWV�RI�WKH�VSHFL¿FDWLRQ��7KHVH�UHTXLUHPHQWV�VKRXOG�QRW�EH�WDXJKW�VHSDUDWHO\�IURP�WKHLU�DSSOLFDWLRQV�ZLWKLQ�SK\VLFV��DQ�LQWHJUDWHG�DSSURDFK�LV�H[SHFWHG��%ROG�WH[W�LQGLFDWHV�UHTXLUHPHQWV�WKDW�DUH�VSHFL¿F�WR�$��RQO\�

$�IDPLOLDULW\�ZLWK�WKH�OD\RXW�RI�D�VSUHDGVKHHW�DQG�WKH�QRPHQFODWXUH�XVHG�LV�H[SHFWHG�

Physical quantities and their units.

8QGHUVWDQG�WKH�GLVWLQFWLRQ�EHWZHHQ�EDVH�DQG�GHULYHG�SK\VLFDO�quantities and their units in SI. There is no need to memorise derived physical quantities.

Significant figures 8VH�DQ�DSSURSULDWH�QXPEHU�RI�VLJQL¿FDQW�¿JXUHV�

Order of magnitude.

Appreciate the order of magnitude of common physical quantities.

0DNH�RUGHU�RI�PDJQLWXGH�FDOFXODWLRQV�

Rate of change Use and interpret expressions such as:

average 1 = "x�"t average a = "1�"t

Vectors and scalars.

5HFRJQLVH�D�SK\VLFDO�TXDQWLW\�DV�D�YHFWRU�RU�D�VFDODU�

5HVROYH�D�YHFWRU�LQWR�WZR�FRPSRQHQWV�DW�ULJKW�DQJOHV�WR�HDFK�RWKHU�

&RPELQH�WZR�SHUSHQGLFXODU�YHFWRUV�E\�FDOFXODWLRQ�

Combine any number of coplanar vectors at any angle to each other E\�GUDZLQJ�



Graphs 7UDQVODWH�LQIRUPDWLRQ�EHWZHHQ�JUDSKLFDO��QXPHULFDO�DQG�DOJHEUDLF�forms.

3ORW�D�JUDSK�XVLQJ�WZR�YDULDEOHV�IURP�H[SHULPHQWDO�RU�RWKHU�GDWD��using appropriate scales for graph plotting.

&KRRVH�E\�LQVSHFWLRQ�D�VWUDLJKW�OLQH�WKDW�ZLOO�VHUYH�DV�WKH�EHVW�straight line through a set of data points presented graphically.

Understand that y = mx + c represents a linear relationship and UHDUUDQJH�UHODWLRQVKLSV�LQWR�WKLV�IRUP�ZKHUH�DSSURSULDWH�

'HWHUPLQH�WKH�JUDGLHQW�DQG�LQWHUFHSW�RI�D�OLQHDU�JUDSK�E\�GUDZLQJ�and calculation.

'HWHUPLQH�WKH�JUDGLHQW�RI�D�WDQJHQW�WR�D�QRQ�OLQHDU�JUDSK�E\�GUDZLQJ�

Allocate appropriate physical units to quantities deduced from gradient and intercept.

8QGHUVWDQG�WKH�SRVVLEOH�SK\VLFDO�VLJQL¿FDQFH�RI�WKH�DUHD�EHWZHHQ�D�curve and the horizontal axis and be able to calculate it (in the case RI�D�VWUDLJKW�OLQH�JUDSK��RU�PHDVXUH�LW�E\�FRXQWLQJ�VTXDUHV�

HJ�:RUN�GRQH� �DUHD�XQGHU�D�IRUFH�GLVSODFHPHQW�JUDSK�

3ORW�GDWD�RQ�D�ORJ�OLQHDU�JUDSK�DQG�KHQFH�GHWHUPLQH�ZKHWKHU�WKH\�FKDQJH�H[SRQHQWLDOO\�DQG��LI�WKH\�GR��GHWHUPLQH�WKH�H[SRQHQW�

3ORW�GDWD�RQ�D�ORJ�ORJ�JUDSK�DQG�KHQFH�GHFLGH�ZKHWKHU�GDWD�REH\�D�SRZHU�ODZ�DQG��LI�WKH\�GR��GHWHUPLQH�WKH�H[SRQHQW�

General and mathematical requirements Appendix 9


Arithmetic and computation

5HFRJQLVH�DQG�XVH�H[SUHVVLRQV�LQ�GHFLPDO�DQG�VWDQGDUG�IRUP��VFLHQWL¿F��QRWDWLRQ�

Use ratios, fractions and percentages.

5HFRJQLVH�DQG�XVH�6,�SUH¿[HV�IRU��,��, 10,9, 10,6, 10,3, 103, 106 and 109.

Use a calculator for:

• addition, subtraction, multiplication and division

• ¿QGLQJ�DULWKPHWLF�PHDQV

• manipulating degrees DQG�UDGLDQV

• ¿QGLQJ�DQG�XVLQJ�DULWKPHWLF�PHDQV�DQG�UHFLSURFDOV��DQG�VTXDUHV��sin ., cos ., tan ., xn and ex, and their inverses (square roots, sin,1 ., cos,1 ., tan,1 ., log10 x and ln x)

• ¿QGLQJ�DQG�XVLQJ�xn��x�DQG�¥x.

%H�DZDUH�RI�WKH�SUHFLVLRQ�RI�GDWD��WDNH�DFFRXQW�RI�DFFXUDF\�LQ�QXPHULFDO�ZRUN�DQG�KDQGOH�FDOFXODWLRQV�VR�WKDW�VLJQL¿FDQW�¿JXUHV�DUH�QHLWKHU�ORVW�XQQHFHVVDULO\�QRU�FDUULHG�EH\RQG�ZKDW�LV�MXVWL¿HG�

Use the terms accuracy, precision and sensitivity appropriately

Estimate the uncertainty (random error) in a single measurement and express it as an absolute value and as a percentage.

Estimate the uncertainty (random error) in a quantity derived by processing a set of experimental data, and express it as an absolute value and as a percentage.



Algebra Change the subject of an equation by manipulation of the terms, including positive, negative, integer and fractional indices, and square roots.

Solve algebraic equations including those involving inverse and inverse square relationships.

Substitute numerical values into algebraic equations using appropriate units for physical quantities.

Formulate and use simple equations as mathematical models of physical situations, and identify inadequacies of such models.

([SUHVV�TXDQWLWLHV�ZLWK�D�YHU\�ODUJH�UDQJH��HJ�UHVLVWLYLWLHV�RI�PDWHULDOV��XVLQJ�ORJ10�RI�WKRVH�TXDQWLWLHV

5HFRJQLVH�DQG�XVH�WKH�ORJDULWKPLF�IRUPV�RI�H[SUHVVLRQV�VXFK�DV�ab��a/b��xn�DQG�Hkx�

Understand and use the symbols =, <, >, << , >> , 2, 3, ~, !x and "x.

Geometry and trigonometry

Calculate the areas of triangles, the circumferences and areas of circles, and the surface areas and volumes of rectangular blocks, cylinders and spheres.

Use Pythagoras’ theorem, similarity of triangles and the angle sum of a triangle.

Use sines, cosines and tangents in physical problems.

3HDUVRQ�(GXFDWLRQ�/LPLWHG�LV�RQH�RI�WKH�8.¶V�ODUJHVW�DZDUGLQJ�RUJDQLVDWLRQV��RIIHULQJ�DFDGHPLF�DQG�YRFDWLRQDO�TXDOL¿FDWLRQV�DQG�testing to schools, colleges, employers and other places of learning, ERWK�LQ�WKH�8.�DQG�LQWHUQDWLRQDOO\��4XDOL¿FDWLRQV�RIIHUHG�LQFOXGH�*&6(��$6�DQG�$�/HYHO��194�DQG�RXU�%7(&�VXLWH�RI�YRFDWLRQDO�TXDOL¿FDWLRQV��UDQJLQJ�IURP�(QWU\�/HYHO�WR�%7(&�+LJKHU�1DWLRQDO�'LSORPDV��3HDUVRQ�(GXFDWLRQ�/LPLWHG�DGPLQLVWHUV�(GH[FHO�*&(�TXDOL¿FDWLRQV�

Through initiatives such as onscreen marking and administration, 3HDUVRQ�LV�OHDGLQJ�WKH�ZD\�LQ�XVLQJ�WHFKQRORJ\�WR�PRGHUQLVH�educational assessment, and to support teachers and learners.

7KLV�VSHFL¿FDWLRQ�LV�,VVXH��.H\�FKDQJHV�DUH�VLGHOLQHG��:H�ZLOO�LQIRUP�centres of any changes to this issue. The latest issue can be found on WKH�(GH[FHO�ZHEVLWH��ZZZ�HGH[FHO�FRP

5HIHUHQFHV�WR�WKLUG�SDUW\�PDWHULDO�PDGH�LQ�WKLV�VSHFL¿FDWLRQ�DUH�PDGH�LQ�JRRG�IDLWK��:H�GR�QRW�HQGRUVH��DSSURYH�RU�DFFHSW�UHVSRQVLELOLW\�IRU�WKH�FRQWHQW�RI�PDWHULDOV��ZKLFK�PD\�EH�VXEMHFW�WR�FKDQJH��RU�DQ\�opinions expressed therein. (Material may include textbooks, journals, PDJD]LQHV�DQG�RWKHU�SXEOLFDWLRQV�DQG�ZHEVLWHV��

3XEOLFDWLRQV�&RGH�8$��All the material in this publication is copyright��3HDUVRQ�(GXFDWLRQ�/LPLWHG��

Publication code UA026741

For more information on Edexcel and BTEC quali!cations please visit our website: www.edexcel.com

Pearson Education Limited. Registered in England and Wales No. 872828 Registered Of!ce: Edinburgh Gate, Harlow, Essex CM20 2JE VAT Reg No GB 278 537121

Documents

Specification_Physcis.pdf · Edexcel GCE in Physics — Foreword (GH[FHO LV GHOLJKWHG WKDW WKLV VSHFL¿FDWLRQ KDV EHHQ GHYHORSHG LQ FROODERUDWLRQ ZLWK the Salters Horners Advanced