basic mechanics and physics

7/28/2019 Basic Mechanics and Physics

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GCE AS/ADVANCED

PHYSICS

2004


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GCE AS/A PHYSICS 1

Contents

WJEC Advanced Subsidiary GCE in PhysicsWJEC Advanced GCE in Physics

2004

Page

Entry Codes and Availability of Units 2

Summary of Assessment 3

Introduction 5

Aims 8

Specification Content 9

Key Skills 38

Assessment Objectives 56

Scheme of Assessment 58

Grade Descriptions 64

Annex A - Guidance notes for the investigatory task 66

Annex B - Mathematical and physical requirementsof the specification 77

Appendix 1 - External assessment guidance 81


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GCE AS/A PHYSICS 2

GCE PHYSICS

Subject/Option Entry Codes

Advanced Subsidiary (AS) "Cash in" entry Advanced Level (AL) "Cash in" entry

540 80082 90

Unit PH1 Waves, Light and Basics 541 01

Unit PH2 Quanta and Electricity 542 01

Unit PH3 Experimental Physics 543 01

Unit PH4 Oscillations and Energy 544 01

Unit PH5 Fields, Forces and Nuclei 545 01

Unit PH6 Synoptic and Investigative Physics 546 01

When maki ng entri es, the codes li sted shoul d be prefixed with a ' 0' for Engli sh mediu m entr ies and with a ' W' for Welsh medium entri es

Availability of Assessment UnitsUnit January

2003June2004

& eachsubsequent

year

January2004

& eachsubsequent

year

PH1 9 9 9

PH2 9 9 9

PH3 9

PH4 9 9 9

PH5 9

PH6 9


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GCE AS/A PHYSICS 3

SUMMARY OF ASSESSMENT

ADVANCED SUBSIDIARY

Weighting as aAssessmentUnit Content

Timefor

TestRawMarks % AS % A Level

PH1WAVES, LIGHT

AND BASICS

MECHANICS WAVES

1 hrs 90 35% 17.5%

PH2QUANTA

ANDELECTRICITY

ELECTRICITY NUCLEAR

STRUCTURE QUANTUM

PHYSICS

1 hrs 90 35% 17.5%

PH3EXPERIMENTALPHYSICS

PRACTICALTESTS 2 hrs 60 30% 15%

Totals 100% 50%

ADVANCED

AssessmentUnit Content

Time forTest Marks

Weightingas a % of A Level

PH4OSCILLATIONS

ANDENERGY

MOMENTUM AND ENERGY OSCILLATIONS CAPACITANCE ALTERNATING CURRENTS

1 hrs 90 15%

PH5FIELDS, FORCES

AND NUCLEI

FIELDS OF FORCE MAGNETIC EFFECTS OF

CURRENTS RADIOACTIVITY AND

NUCLEAR ENERGY PROBING MATTER

1 hrs 90 15%

PH6SYNOPTIC

ANDINVESTIGATIVEPHYSICS

SYNOPTIC PAPER PRACTICAL INVESTIGATORY

TASK (COURSEWORK)

2 hrs 7545

12.5%7.5%

Totals 300 50%

Assessment Units PH1 to PH3 will comprise the first half of the full Advanced Level course; Assessment Units PH1, PH2, PH3, PH4, PH5 and the synoptic paper within PH6 will be

externally set and assessed; The coursework element of PH6 will be internally set, but externally assessed, by the

Board;

The total weighting for the synoptic element in this specification is approximately 20%.(See Page 46)

20%


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GCE AS/A PHYSICS 5

PHYSICS

1 INTRODUCTION 1.1 Criteria for Advanced Subsidiary and Advanced GCE

This specification meets the General Criteria for GCE Advanced Subsidiary (AS) andAdvanced Level (AL) and the Subject Criteria for AS/AL Physics issued byACCAC/QCA (June 1999).

Both the Advanced Subsidiary and Advanced Level qualifications will be reported ona five-grade scale of A, B, C, D and E. Candidates who fail to reach the minimumstandard for grade E are recorded as U (unclassified), and do not receive a certificate.The level of demand of the Advanced Subsidiary examination is that expected of candidates half way through a full Advanced Level course.

The AS assessment units will have equal weighting with the second half of thequalification (A2) when these are aggregated to produce the AL award. AS and A2will each consist of three assessment units, referred to in this specification as PH 1-3and PH 4-6 respectively. This will allow candidates the opportunity to be assessedeither in stages throughout the course, or for all assessments to be taken at the end of the course.

Each assessment unit may be retaken once only, in which case the better result will be used for the qualification award. A candidate may, however, retake thequalification more than once. Individual assessment units, prior to certification for aqualification, have a shelf-life limited only by the shelf-life of the specification.

1.2 Prior Learning

The specification assumes that candidates will have previously pursued a GCSEcourse of Science: (Double Award) or Science: (Physics) to the age of 16+.However, prior learning from courses other than GCSE, or from work basedexperience, may, at the discretion of individual centres, be deemed a suitablefoundation for this course of study.

In particular, at the outset of the course, candidates should be sure in their

knowledge of SI units, understanding of the distinction between vector and scalar quantities, awareness of the order of magnitude of physical quantities,

and the specification provides contexts for the re-inforcement and development of these attributes.

The specification is not age specific, and, as such, provides opportunities for candidates to extend their life-long learning.


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GCE AS/A PHYSICS 6

1.3 Progression

This GCE AS/AL specification, for most candidates, builds upon the programmes of study for science in key stages 1-3 and specifically on the knowledge, understanding

and skills required within the key stage 4/GCSE Double Science.

The content in the A2 builds on, and extends, that of the AS and the opportunities for staged assessment will allow candidates to defer decisions about progression fromAdvanced Subsidiary to the full Advanced Level qualification.

1.4 Prohibited combinations and overlap

Every specification is assigned to a national classification code indicating the subjectarea to which it belongs.

Centres should be aware that candidates who enter for more than one GCEqualification with the same classification code, will have only one grade (the highest)counted for the purpose of the School and College Performance Tables.

The classification code for this specification is 1210.

[There are no prohibited combinations of WJEC AS/A GCE Physics with other WJEC specifications].

1.5 Candidates with Particular Requirements

Details of the special arrangements and special consideration for candidates with particular requirements are contained in the Joint Council for General Qualificationsdocument Candidates with Special Assessment needs: Regulations and Guidance.Copies of this document are available from the WJEC.

1.6 Rationale

The guiding principle in developing this specification has been to define a body of knowledge and skills which is considered essential to a study of physics at theselevels, whilst at the same time allowing teachers opportunities to develop coursesappropriate to their own contexts and the needs of their pupils. Thus thespecification has addressed the following issues:

Teaching Approaches

It is intended that the specification content should be taught so as to illustratethe unity of the topics through constant reference to the main ideas of forces,energy and interactions with matter, as befits an underlying theme of amolecular approach to physical phenomena. Similarly, the programme of experimental work should illustrate a unifying theme of an investigatoryapproach to the study of physical phenomena.


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GCE AS/A PHYSICS 7

Spiritual, moral, ethical, social and cultural issues

The specification provides a framework for course designers to address thesemajor issues. It aims to provide a stimulus for students to develop anunderstanding of the usefulness and limitation of scientific method and to

appreciate its applicability in everyday life. The quest for meaning in life,truth and ultimate values is central to the study of physics and units PH2 andPH5 in particular provide opportunities to consider, from a historical

perspective, how experimental work has developed and modified physicaltheories (e.g. quantum physics, radioactivity, probing matter.) In this waystudents can appreciate the contributions of individuals to major conceptualdevelopments.

Units PH1 and PH4 provide opportunities to consider a range of applicationsof physics in areas of engineering and technology. Basic physics,kinematics, optics, vibrations, alternating currents, and basicthermodynamics give contexts which should, when appropriately developed,enhance candidates' skill in reasoning on matters concerning values, attitudesand actions of individuals in society the moral, ethical and socialdimensions. By rooting their study of a range of topics in relevant contexts,cultural dimensions can be addressed. In particular, the specification allowscourse designers in Wales to provide appropriate opportunities for studentsto develop and apply their knowledge of physics in Welsh contexts and soreinforce the concept of a curriculum Cymreig.

The needs of the full range of candidates

The reformulated AS, together with the full A level, will need to

accommodate candidates with a wide range of needs, aspirations, motivationsand abilities.

The specification thus seeks to:

- facilitate progression from both vocational and academic pre AS/ALcourses,

- ensure that AS and A level courses are interesting and relevant,

- provide a worthwhile AS course for students who do not choose to pursue their study of the subject,

- ensure that the AS course provides an adequate foundation for thosestudents who decide to proceed to A2,

- maintain the rigour of the full A level.

Furthermore the WJEC specification and associated assessment material and processes will be provided bilingually, thus responding to the needs of Welshand English medium candidates in centres throughout Wales and beyond.


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GCE AS/A PHYSICS 8

2 A I M S The overarching aim of the specification is to provide units of study of the theory and

practice of physics which will develop candidates' interest in, and enjoyment of, the subject.It will seek to provide contexts in which candidates can bring their expanding knowledge of

physics and scientific method to bear on a range of conceptual, practical and social issues.Specific aims are as follows:

2.1 For both AS and A Level

To develop essential knowledge and understanding of the concepts of physicswhich will

- enable candidates to take, as citizens, an informed, participatory,interest in an increasingly technological and rapidly changing world,whether or not they continue their studies in physics;

- emphasise a molecular approach to the interpretation of physical phenomena and make candidates aware of the unity of physics.

To develop abilities and key skills which

- are both relevant to the study of physics and useful in everyday life,and which will enable candidates to apply their knowledge of

physics concepts to practical problems and novel situations as wellas in more familiar contexts;

- will enable candidates to develop numerical, operational,experimental and manipulative skills which facilitate anunderstanding of the links between theory and experiment;

- promote, wherever appropriate, the understanding and use of IT asan aid to experiments and as a tool for the interpretation of experimental and theoretical results;

- will enable candidates to communicate outcomes of their work in physics with clarity and fluency and through a variety of modes.

To encourage candidates to read beyond the specification and promote anawareness of:

- the developing, and sometimes, transient, nature of scientificconcepts and the ways in which scientific concepts may be affected

by social and historical contexts;

- the technological and environmental applications of physics, and of the economic and social implications of these for individuals andcommunities;


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- the importance of physics as a human endeavour and the ways inwhich the study of the subject can, in appropriate contexts,contribute to spiritual, moral and cultural considerations;

- the links with other areas of study e.g. technology, economic and

industrial understanding, environmental education and communityunderstanding.

[N.B. The above approach also conforms with the aspirations expressed in the 1988Resolutions of the Council of the European Community and the Ministers of Education, meeting within the Council, concerning the European dimension ineducation and environmental education, particularly those intended at the level of member states.]

2.2 For AS Level

To provide an interesting and relevant AS course for those candidates whodo not choose to continue their study of the subject, whilst ensuring that thecourse provides an adequate foundation for those who proceed to the full A

Level.

2.3 For A Level

To ensure that the A level course, as a whole, provides a rigorous preparation for those candidates who decide to pursue further studies in physics, engineering, medicine or other science courses;

To encourage candidates to bring together knowledge of ways in whichdifferent areas of physics relate to each other and to study how scientificmodels develop.

Some of these aims are reflected in the assessment objectives. In particular,development of the key skills of communication, application of number andinformation technology will be assessed through these objectives as appropriate.Other aims are intended to assist in the development of teaching objectives.

3 SPECIF I CATION CONTENT The following Assessment Units define the content areas of physics which candidatesfollowing this specification are required to cover. More detailed guidance on what will beexpected of candidates is given in the amplification of content sections. It should be noted,however, that these statements are not intended to constitute a teaching programme, neither are they totally definitive of what should, or could, be covered under a given content heading.

This specification is built around the AS and A Level subject criteria developed by theregulatory bodies ACCAC/CCEA/QCA. These criteria set out the knowledge,understanding, skills and assessment objectives common to all AS and A level specificationsin a given subject. The sections in the subject criteria for Physics, around which the contentof each Assessment Unit in this specification is built, are noted in the preamble to each of thefollowing Units. (Paragraph references are to the June 1999 version of the Physics SubjectCriteria)


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GCE AS/A PHYSICS 10

3.1 Assessment Unit PH1 WAVES, LIGHT AND BASICS

Advanced Subsidiary

Preamble

This Unit is intended to follow on closely from the National Curriculum Key Stage 4 programme of study in Double Science and builds on the knowledge and conceptsencountered at that stage. As such it may be considered as an appropriateintroductory teaching module (although PH1 and PH2 are free-standing Units whichmay be studied in either order).

Specifically, the Unit provides opportunities to develop candidates' knowledge of SIunits and to re-inforce their understanding of the distinction between vector and

scalar quantities. Knowledge and understanding of basic statics and kinematics isdeveloped and candidates will be expected to apply such knowledge to the solutionof problems which it is reasonable to assume they will have encountered during thecourse of their studies, and also to novel situations.

The Unit is also intended to show how a common framework of concepts can be usedto describe different kinds of waves including waves in ropes, springs and water;sound, light and microwaves, and seeks to develop candidates' understanding of thecharacteristic properties of waves including interference and diffraction.

The Unit is built around a core relating to the following Subject Criteria content:

3.6 Mechanics3.11.1 Waves

SPECIFICATION

3.1.1 BASIC PHYSICS

Content

Units and dimensions Scalar and vector quantities

Force Free body diagrams Moment (torque) Centre of gravity Equilibrium

AMPLIFICATION OF CONTENT

Candidates should be able to:

(a) recall and use SI units,

(b) check equations for homogeneity using units or dimensions,


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(c) contrast scalar and vector quantities and give examples of each displacement, velocity, acceleration, force, speed, time, density,

pressure etc.,

(d) appreciate the concept of force and understand Newton's 3 rd law of

motion,

(e) use free body diagrams to represent forces on a particle or body,

(f) recall and use the relationship F = ma in situations where massis constant,

(g) add and subtract coplanar vectors, and perform mathematicalcalculations limited to two perpendicular vectors,

(h) resolve a vector into two perpendicular components,

(i) understand and define the turning effect of a force (moment or torque),

(j) recall and use the principle of moments,

(k) understand and use centre of gravity, for example in simple problemsincluding toppling and stability. Identify its position in a cylinder,sphere and cuboid (beam) of uniform density,

(l) understand that a body is an equilibrium when the resultant force iszero and the net moment (or torque) is zero, and be able to performsimple calculations involving not more than three forces.

3.1.2 KINEMATICS

Content

Rectilinear motion.



(a) define displacement, mean and instantaneous values of speed,velocity and acceleration,

(b) use graphical methods to represent displacement, speed, velocity andacceleration,

(c) understand and use the properties of displacement-time graphs,velocity-time graphs, acceleration-time graphs, and interpret speedand displacement-time graphs for non-uniform acceleration,

(d) derive and use equations which represent uniformly acceleratedmotion i.e. in a straight line,


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(e) describe the motion of bodies falling in a gravitational field with andwithout air resistance terminal velocity,

(f) recognise and understand the independence of vertical and horizontalmotion of a body moving freely under gravity,

(g) describe and explain motion due to a uniform velocity in onedirection and uniform acceleration in a perpendicular direction, and

perform simple calculations.

(h) explain, qualitatively, why a body which moves in a circle at a steadyspeed must accelerate towards the centre (centripetal acceleration).

3.1.3 SOLIDS UNDER STRESS

Content

Stress and strain. Elastic and plastic behaviour.



(a) classify solids as crystalline, amorphous, or polymeric in terms of their microscopic structure,

(b) describe an experiment to investigate the behaviour of a spring in

terms of load and extension, recall and use Hooke's law and definethe spring constant as force per unit extension,

(c) define tensile stress, tensile strain and the Young modulus and perform simple calculations,

(d) describe an experiment to determine the Young modulus of a metalin the form of a wire,

(e) describe, at the molecular level, the main features of theforce/extension, stress/strain graphs for

- a ductile material such as copper - a brittle substance such as glass- a polymeric substances such as rubber,

(f) recall that materials do not necessarily behave in a similar way intension and compression and that crack propagation is more difficultunder compression with particular reference to concrete as anexample,

(g) understand why given materials are chosen in given situations e.g.rubber tyres, reinforced concrete, prestressed glass, fibreglass.


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GCE AS/A PHYSICS 13

SPECIFICATION

3.1.4 WAVES

Content

Progressive waves. Transverse and longitudinal waves. Frequency, wavelength and velocity of waves. Diffraction. Interference. Two-source interference patterns. Stationary waves. Beats.



(a) describe what is meant by wave motion, illustrated by:

(i) transverse waves on ropes,(ii) transverse and longitudinal waves along springs,(iii) transverse water waves in a ripple tank,

(b) distinguish between particle motion and wave motion,

(c) recognise that a wave sets the particles in its path into oscillation,

(d) explain the terms displacement, amplitude, wavelength, frequency, period and velocity of a wave,

(e) recognise that the intensity of the wave (power per unit area) is proportional to the square of the amplitude,

(f) illustrate and interpret graphs of displacement against time, anddisplacement against position for transverse waves only,

(g) recall and use the equation c = f ,

(h) distinguish between transverse and longitudinal waves,

(i) Describe experiments which demonstrate the diffraction of water waves, sound waves and microwaves, and understand that significantdiffraction only occurs when is of the order of the dimensions of the obstacle or slit,

(j) state, explain and use the principle of superposition,

(k) explain what is meant by the term interference,

(l) describe experiments which demonstrate two source interference for water waves, sound waves and microwaves,


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(m) show an understanding of path difference, phase difference, andcoherence,

(n) state the conditions necessary for two-source interference to beobserved, i.e. constant phase difference, vibrations in the same line,

(o) describe experiments which demonstrate stationary waves, e.g.vibrations of a stretched string and for sound in air,

(p) state the differences between stationary and progressive waves,

(q) describe experiments which demonstrate sound beats,

(r) explain the formation of beats; recall and use beat frequency f b = f 1 f 2 where f 1 > f 2,

3.1.5 LIGHT

Content

Refraction. Interference. Diffraction. Polarisation.



(a) recall and use Snell's Law of refraction

(b) recall and use the equations

2

1

2

1

1

2

sinsin

==

cc

nn ,

(c) understand total internal reflection and critical angle, and theapplication of total internal reflection in prisms and optical fibres,

(d) state and explain the advantages of optical systems over electricalsystems in communication and computing,

(e) recall the shape of the intensity pattern from a single slit and itseffect on double-slit and diffraction grating patterns,

(f) recall and use the equation d sin = n for a diffraction grating,

(g) explain the importance of Young's double-slit experiment inestablishing the wave nature of light,

(h) recall and use the equation Day= for double-slit interference,

(i) explain the importance of coherence in obtaining stable interference

fringes,


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GCE AS/A PHYSICS 15

(j) give examples of coherent and incoherent sources,

(k) describe experiments which demonstrate polarisation of light, andknow the polarisation only occurs with transverse waves.

3.2 Assessment Unit PH2 QUANTA AND ELECTRICITY

Advanced Subsidiary

Preamble

Building on the knowledge and concepts encountered in the N.C. Key Stage 4 programme of study in Double Science, this unit seeks to develop knowledge andunderstanding of basic electricity as a pre-requisite both to a consideration of a rangeof practical contexts in everyday life, and for further study in science, engineering

and technology.

Quantum phenomena are introduced in this Unit, and understanding of the nuclear model of the atom is recalled, so that AS candidates will have gained some flavour of more recent developments. This Unit has been designed to be quite independent of PH1, so either PH1 or PH2 may be studied first within the AS course.


3.8 Electricity3.10 Quantum Physics

3.2.1 CONDUCTION OF ELECTRICITY

Content

Electric current. Nature of charge carriers in conductors.



(a) understand that electric current is the rate of flow of charge andrecall that

tQ

I= ,

(b) define the coulomb as the unit of charge,

(c) understand and describe the mechanism of conduction in metals asthe movement of free electrons,

(d) derive and use the equation I = nAve for free electrons.

(e) understand the social, economic and environmental problemsinvolved with the large scale production of electricity.


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GCE AS/A PHYSICS 16

3.2.2 E.M.F. AND POTENTIAL DIFFERENCE

CONTENT

Potential difference

E.m.f. and internal resistanceAMPLIFICATION OF CONTENT


(a) define potential difference and the voltQ

W V = ,

(b) define the e.m.f. of a source as being the total energy transferred bythe source per coulomb of charge passing through the source,

(c) distinguish between e.m.f. and p.d. in terms of energy transfer,

(d) understand that sources have an internal resistance.

3.2.3 RESISTANCE

CONTENT

Relationship between current and potential difference. Resistance, resistivity.

Variation of resistance with temperature. Heating effect of an electric current.



(a) sketch, and understand, the important features of the I Vcharacteristics of a metallic conductor at constant temperature and of the filament of a bulb,

(b) state Ohm's law,

(c) understand how the movement of free electrons explains electricalresistance and dissipation of heat in a conductor,

(d) recall and define resistance as R = I V

and define the ohm,

(e) recall and use A

l R

= and hence definel

RA as ,

(f) describe how to determine the resistivity of a metallic conductor experimentally (voltmeter/ammeter or ohmmeter methods onlyrequired),


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GCE AS/A PHYSICS 17

(g) describe how to investigate experimentally the variation of resistancewith temperature of a metallic conductor,

(h) recall, define and determine experimentally the temperature

coefficient of resistance as

0

0

R

R R = ,

(i) explain the variation of resistance with temperature for a metallicconductor,

(j) recall and use P = IV and, for ohmic conductors,

RV

R I P 2

2 == ,

(k) understand what is meant by superconductivity and know itscharacteristics and one application.

3.2.4 D.C. CIRCUITS

CONTENT

Series and parallel circuits. Combination of resistors. The potential divider.



(a) understand and recall that the current from a source is equal to thesum of the currents in the separate branches of a parallel circuit andthat this is a consequence of conservation of charge,

(b) understand and recall that the sum of the p.d.s across components ina series circuit is equal to the p.d. across the supply and that this is aconsequence of the conservation of energy,

(c) recall and use formulae for the combined resistance of resistors in

series and in parallel,

(d) calculate the p.d. across the terminals of a source when

(i) it is driving a current round a complete circuit,(ii) a current its driven through a source against its e.m.f.,

(e) understand the principle of a potential divider and describe its use in providing a variable voltage supply.

[The potentiometer as a measuring instrument is not required.]


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GCE AS/A PHYSICS 18

3.2.5 NUCLEAR STRUCTURE

The nuclear atom. The nucleus. Isotopes.



(a) describe a simple model for the nuclear atom in terms of nucleus andelectrons orbiting in discrete orbits, explaining the composition of the nucleus in terms of protons and neutrons,

(b) distinguish between atomic mass number and atomic number andunderstand that atomic mass number (nucleon number) = atomicnumber (proton number) + number of neutrons,

(c) recall and use the usual notation for the representation of nuclidesi.e. X A Z ,

(d) understand the term isotope,

3.2.6 QUANTUM PHYSICS

Content

The electromagnetic spectrum. Spectra the main features of optical and X-ray spectra. Photoelectric effect. Wave-particle duality.



(a) recall the characteristic properties and the orders of magnitude of thewavelengths of the radiations in the electromagnetic spectrum,

(b) describe the appearance of line and continuous emission spectra, andline absorption spectra,

(c) understand and use energy level diagrams, appreciating that thefurther the electron's orbit from the nucleus, the greater the energy,and use them to explain line emission and line absorption spectra,

(d) recall and use the electron-volt (eV) as a unit of energy,

(e) calculate photon frequency f ; use and recall the relationship

21 E E hf = to calculate photon energies,

(f) explain ionisation and calculate ionisation energy,

(g) discuss the nature of X-ray spectra and explain line spectra and

continuous background spectra (including the calculation of min.),


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GCE AS/A PHYSICS 19

(h) explain photoelectric emission and outline the results of Millikan's photoelectric experiment,

(i) recall and use Einstein's equation += 221 mvhf where is thework function,

(j) outline an experiment to determine the values of h and ,

(k) appreciate that the photoelectric effect provides evidence for waves behaving as particles,

(l) appreciate that particles behave as waves through demonstrating thatelectron diffraction (using a Teltron tube) produces a ring pattern,which is of the same form obtained by passing light through amicroscope slide dusted with a fine powder.

3.3 Assessment Unit PH3 EXPERIMENTAL PHYSICS

Advanced Subsidiary

Preamble

This Unit will give candidates opportunities to demonstrate development of their experimental, manipulative, interpretative and communication skills.

SPECIFICATION

3.3.1 Practical Tests

Candidates will be required to undertake, under examination conditions atthe end of the AS course, an externally set and marked practical test, of threeitems. The test will comprise experimental and investigatory work incontexts familiar to candidates having completed study of assessment unitsPH1 and PH2.



follow instructions and plan experimental activities,

make observations and draw conclusions,

take measurements with correct use of significant figures,

record data showing awareness of the limits of accuracy,

present data in different forms, including the handling of graphs,

interpret data,

demonstrate appropriate knowledge and understanding of physics,


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GCE AS/A PHYSICS 20

apply physics knowledge,

recognise patterns,

make predictions and evaluate outcomes,

demonstrate an understanding of accuracy in taking measurements;the significance of repeat readings, and an awareness of thereliability of readings (the theory of errors will not be assessed).

show correct usage of SI units.

Test details

Measuring instrument requirements will include items expected to befound in a school laboratory such as digital multimeters, analogueammeters, voltmeters and galvanometers, micrometers, vernier callipers, liquid-in-glass thermometers, stop-clocks.

Other equipment requirements will again include standard laboratoryitems such as clamp stands and slotted masses, but may also includeitems which need to be obtained specially for the test fromequipment suppliers or D.I.Y. stores.

Instructions will be issued to centres two months prior to the testdate. The information provided will give the context of the task anddetailed instructions on measuring instruments required, andassemblage of apparatus, but not the actual question.

Each item will last for 30 minutes. A further 10 minutes will beallowed for re-setting/adjusting the apparatus by the supervisor.During this time candidates may continue with their written answers.

Centres will be required to complete a measurements sheet to returnwith the scripts.

3.4 Assessment Unit PH4 OSCILLATIONS AND ENERGY

Advanced Level A2

Preamble

In addition to introducing new material, this Unit develops and extends some of thetopics introduced in the AS course, but treats them with greater depth and rigour. Itis intended that this Unit should be studied before PH5.

The Unit seeks to show the importance of the concept of momentum in interactions between bodies and develops the idea of energy to include the internal energies of systems and the first law of thermodynamics. The Unit demonstrates how a simplekinetic picture of a gas, with a molecular interpretation of temperature, is consistentwith the observed behaviour of gases.


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GCE AS/A PHYSICS 21

The concept of capacitance is introduced, and the flow of alternating current incircuits containing resistance, capacitance and inductance is examined. Quantitativework on A.C. circuit theory is included although knowledge of calculus in thederivation of formulae is not required.


3.7 Momentum and Energy.

3.11.2 Oscillations.

3.8.5 Capacitance.

SPECIFICATION

3.4.1 VIBRATIONS

Content

Circular motion

Physical and mathematical treatment of undamped simple harmonicmotion.

Energy interchanges during simple harmonic motion.

Damping of oscillations.

Free oscillations, forced oscillations and resonance.



(a) understand and use period of rotation, frequency of rotation, theradian measure of angle,

(b) define and use angular velocity ,

(c) recall and use ,r v = and hence ,2 r a =

(d) define simple harmonic motion as a statement in words,

(e) recall, recognise and use xa 2 = as a mathematical definingequation of simple harmonic motion,

(f) illustrate, and interpret graphically, the variation of acceleration withdisplacement during simple harmonic motion,

(g) recall and use )sin( += t A x as a solution to xa 2 = ,

(h) explain the terms frequency, period, amplitude and phase )( +t ,

(i) recall and use the period as 2

or 1 f ,


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GCE AS/A PHYSICS 22

(j) recall and use )(cos += t Av for the velocity during simpleharmonic motion,

(k) illustrate, and interpret graphically, the changes in displacement andvelocity with time during simple harmonic motion,

(l) recall and use the equationk mT 2= for the period of a system

having stiffness (force per unit extension) k and mass m,

(m) illustrate, and interpret graphically, the interchange between kineticenergy and potential energy during undamped simple harmonicmotion, and perform simple calculations on energy changes,

(n) explain what is meant by free oscillations and understand the effectof damping in real systems,

(o) describe practical examples of damped oscillations, and theimportance of critical damping in appropriate cases such as vehiclesuspensions,

(p) explain what is meant by forced oscillations and resonance, anddescribe practical examples,

(q) sketch the variation of the amplitude of a forced oscillation withdriving frequency and know that increased damping broadens theresonance curve,

(r) appreciate that there are circumstances when resonance is useful e.g.circuit tuning, microwave cooking and other circumstances in whichit should be avoided e.g. bridge design.

3.4.2 MOMENTUM CONCEPTS

Content

Linear momentum. Newton's laws of motion. Conservation of linear momentum; particle collision.



(a) define linear momentum as the product of mass and velocity,

(b) recall Newton's laws of motion and know that force is rate of changeof momentum, applying this in situations where mass is constant,

(c) state the principle of conservation of momentum and use it to solve problems in one dimension involving elastic collisions (where there

is no loss of kinetic energy) and inelastic collisions (where there isloss of kinetic energy).


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GCE AS/A PHYSICS 23

3.4.3 ENERGY CONCEPTS

Content

Work, Power and Energy.

Internal energy. First law of thermodynamics. Energy transfer.



(a) recall the definition of work as the product of a force and distancemoved in the direction of the force when the force is constant;calculation or work done, for constant forces, when force is notalong the line of motion ( cosW.D. Fx= )

(b) understand that the work done by a varying force is the area under the Force-distance graph,

(c) recall and use Hooke's law F = kx, and apply this to (b) above toshow that elastic potential energy is 21 Fx or 21 kx2,

(d) know that energy transfer can be measured in terms of work anddefine power as the rate of energy transfer,

(e) recall and apply the principle of conservation of energy including useof gravitational potential energy hmg , elastic potential energy

21 kx2, and kinetic energy 21 mv2,

(f) understand and apply the work energy relationship22 mumv Fs 2

121 = and recall that E k = 21 mv2,

(g) appreciate that dissipative forces e.g. friction, viscosity, cause energyto be transferred from a system and reduce the overall efficiency of the system,

(h) recall and use Efficiency = Useful energy obtained 100%,Energy input

(i) understand and recall that the internal energy of a system is the sumof the potential and kinetic energies of its molecules,

(j) recall the first law of thermodynamics which states that the heatsupplied to a system increases the internal energy of the system or enables it to do work, or both, W U Q += ,

(k) calculate the work done by a gas expanding under constant pressure

V pW = ,(l) understand and explain that, even if p changes, W is given by the

area under the p V graph,


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GCE AS/A PHYSICS 25

(f) explain how molecular movement causes the pressure exerted by a

gas, and understand and use 2312

31 cm

M N

c p == where N is thenumber of molecules,

(g) compare 231 c Nm pV = with pV = nRT and deduce that the total

translational kinetic energy of a mole of a monatomic gas is given by RT 2

3 and hence the average kinetic energy of a molecule is kT 23

where

=

A N R

k is the Boltzmann constant, and deduce that T is

proportional to the mean kinetic energy.

3.4.5 CAPACITANCE

Content

The concept of capacitance. The parallel plate capacitor and factors affecting its capacitance. Capacitors in series and parallel. Energy stored in a capacitor.



(a) understand the concept of capacitance and recall and define

capacitance asV Q

C = ,

(b) recall and used

AC r o

= for a parallel plate capacitor,

(c) define the relative permittivity r of a dielectric,

(d) describe and explain, in molecular terms, the effect of a dielectric on

the capacitance of a capacitor,

(e) recall and use formulae for capacitors in series and in parallel,

(f) recall and use the equation QV E 21= for the energy stored in a

capacitor,

(g) recall and use the equation

RC t

eQQ = 0 where RC is the time constant.


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GCE AS/A PHYSICS 26

3.4.6 ALTERNATING CURRENTS

Content

Peak and r.m.s. values of sinusoidal quantities.

Vector treatment of alternating voltages and currents. Effect of resistance, inductance and capacitance in a series circuit. Phase lag and lead. Resonance. Use of the cathode-ray oscilloscope.



(a) understand and use the terms frequency, period, peak value and root-mean-square value when applied to alternating voltages and currents,

(b) understand that the r.m.s. value is related to the energy dissipated per

cycle, and recall and use the relationship20

r.m.s.

V V = ,

(c) use phasors to represent alternating voltages and currents,

(d) explain how a resistor behaves in an a.c. circuit,

(e) understand the effect of a capacitor in an a.c. circuit and know that

its reactance is given by C X C 1

= ,

(f) understand the effect of an inductor in an a.c. circuit and know thatits reactance is given by X L = L,

(g) recall that the mean power dissipated in a resistor is R I rms2 and that

the mean power dissipated in an inductor, and in a capacitor, is zero,

(h) derive an expression for the impedance of a resistor, inductor andcapacitor in series,

(i) derive an expression for the resonant frequency of a R, C, L seriescircuit, appreciate that the sharpness of the resonance curvedetermines the frequency selectivity of the circuit and that the lessthe resistance, the sharper the resonance curve.

(j) describe the use of a cathode ray oscilloscope to measure:

(i) a.c. and d.c. voltages,

(ii) frequencies.


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GCE AS/A PHYSICS 27

3.5 Assessment Unit PH5 FIELDS, FORCES AND NUCLEI

Advanced Level A2

Preamble

This Unit introduces new material but also broadens and develops materialencountered in the AS course. The Unit specifically draws from the previous unitsPH1, PH2 and PH4 and is synoptic in character in that it emphasises links betweendifferent parts of the subject. It will therefore constitute the end-of-courseassessment unit.

The Unit considers the main features of electrostatic and gravitational fields asexamples of fields of force. The concept of magnetic (B) fields is developed, and the

laws of electromagnetic induction are extended to include quantitative work oninduced e.m.f. and self-inductance although, again, knowledge of the calculus willnot be required.

The study of the nucleus, radioactivity and nuclear energy is developed and thesection on probing matter shows how the treatment of scattering of particles has ledto increased knowledge of atomic and nuclear structure.

The Unit is build around a core relating to the following Subject Criteria content:

3.12 Fields.

3.13 Magnetic Effects of Currents.

3.9.2 Ionising Radiation.

3.9.3 Energy.

3.9.1 Probing Matter

SPECIFICATION

3.5.1 UNIFORM AND RADIAL FIELDS OF FORCE

Content

Electrostatic and gravitational fields. Field strength (intensity). Electrical and gravitational inverse square laws. Potential in force fields. Relation between force and potential energy gradient. Relation between intensity and potential gradient. Vector addition of electric fields. Potential energy of a system of charges.


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GCE AS/A PHYSICS 28



(a) recall the main features of electric and gravitational fields as

specified in the table overleaf ,

(b) know that earth potential is chosen as the arbitary zero of potentialwhen applied to circuits,

(c) calculate the net potential and resultant field strength for a number of point charges and point masses,

(d) recall and use Newton's law of Gravitation 221

r mm

G F = in simpleexamples, including the motion of planets and satellites.


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G C E A S / A P H Y S I C S 2 9

R E Q U I R E M E N T

E L E C T R I C F I E L D S

G R A V I T A T I O N A L F I E L D S

D e f

i n e

e l e c

t r i c f i e l

d s t r e n g

t h ,

E , a s

t h e

f o r c e p e r u n

i t

p o s i

t i v e c h a r g e ,

g r a v i

t a t i o n a

l f i e l d s t r e n g

t h , g , a

s t h e f o r c e p e r u n

i t

m

a s s ,

R e c a l l a n

d u s e

t h e

i n v e r s e s q u a r e

l a w

f o r

t w o e l e c

t r i c c h a r g e s

i n t h e

f o r m

2 2

1 r Q Q k

F =

w h e r e

4 1 =

k

t w o m a s s e s

i n t h e

f o r m

2 2

1 r m m k

F =

w h e r e

k =

G

R e c a l l a n

d u s e

2

0

4 1

r Q

E

=

f o r

t h e

f i e l

d s t r e n g

t h d u e

t o a p o

i n t

c h a r g e

i n f r e e s p a c e o r a i r ,

2 r G m

g =

f o r

t h e

f i e l

d s t r e n g

t h d u e

t o a p o

i n t

m

a s s ,

D e f

i n e p o

t e n t

i a l a t a p o

i n t d u e

t o

a p o

i n t c h a r g e

i n t e r m s o f

t h e w o r

k d o n e

i n

b r i n g i n g u n

i t p o s i t i v e c h a r g e

f r o m

i n f i n i

t y t o t h a t

p o i n t ,

a p o

i n t m a s s

i n t e r m s o f

t h e w o r k

d o n e

i n b r i n g i n g

a u n

i t m a s s

f r o m

i n f i n i

t y t o t h a t p o

i n t ,

R e c a l l a n

d u s e

t h e e q u a

t i o n s .

r Q

V E

0

4 1

=

r G M

V g

=

K n o w

t h a t

t h e c h a n g e

i n p o

t e n t i a l e n e r g y

o f

U s e

t h e s e r e

l a t i o n s

h i p s .

a p o

i n t c h a r g e m o v i n g

i n a n y e l e c

t r i c f i e l

d

, E V

q =

a p o

i n t m a s s m o v

i n g

i n a n y g r a v

i t a t i o n a

l f i e l d

g V m

=

R e c a l

l t h a t

t h e

f i e l

d s t r e n g

t h a t a p o

i n t i s

g i v e n

b y

U s e

t h e s e r e

l a t i o n s

h i p s .

E = - s l o p e o f

t h e V E r g r a p

h a t

t h a t p o

i n t , a n

d

f o r u n

i f o r m

f i e l

d s :

r

V E

E

=

n u m e r

i c a l

l y .

g = - s

l o p e o f

t h e

V g

r g r a p

h a t t h a t p o

i n t , a n

d f o r

u n i

f o r m

f i e l

d s :

r V

g

g

=

n u m e r

i c a l l y

.

K n o w

t h a t

t h e p o

t e n t

i a l d i f f e r e n c e

i s

g i v e n

b y

t h e a r e a u n

d e r

t h e f i e

l d s t r e n g

t h

d i s t a n c e g r a p

h . t h e a r e a u n

d e r

t h e

f i e l

d s t r e n g

t h

d i s t a n c e g r a p

h .


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GCE AS/A PHYSICS 30

3.5.2 B-FIELDS

Content

Concept of magnetic fields (B-fields).

Force on a current-carrying conductor. Force on a moving charge. Magnetic fields due to currents. Effect of a ferrous core; relative permeability. Force between current carrying conductors. Definition of the ampere. Measurement of magnetic field strength B. Deflection of beams of charged particles in electric and magnetic

fields.



(a) predict the direction of the force on a current-carrying conductor in amagnetic field,

(b) recall that the magnetic field strength B (flux density) represents thestrength of a magnetic field,

(c) define magnetic field strength B by considering the force on acurrent-carrying conductor in a magnetic field; recall and use

F = BIl sin ,

(d) define magnetic field strength B by considering the force on a chargemoving in a magnetic field; recall and use sin Bqv F = ,

(e) understand the processes involved in the production of a Hall voltage

and derive the equationtnq BI

V H = ,

(f) describe how to investigate steady magnetic fields with a Hall probe,

(g) sketch the magnetic fields due to a current in

(i) a long straight wire,(ii) a long solenoid,

(h) use the equationsa

I B o

=2

and nI B o= , which will be givenwhen required, for the field strengths due to a long straight wire andin a long solenoid,

(i) define relative permeability and calculate the field strength inside asolenoid which has a ferrous core,


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GCE AS/A PHYSICS 31

(j) explain why current-carrying conductors exert a force on each other and predict the directions of the forces,

(k) understand how the equation for the force between two currents instraight wires leads to the definition of the ampere,

(l) recall the definition of the ampere,

(m) describe how ion beams, i.e. charged particles, are deflected inuniform electric and magnetic fields and derive the correspondingequations of motion.

3.5.3 ELECTROMAGNETIC INDUCTION

Content

Magnetic flux. Laws of electromagnetic induction. Calculation of induced emf. Self induction.



(a) recall and define magnetic flux as = cos AB and flux linkage = / N

(b) recall Faraday's law and Lenz's law,

(c) recall and use e.m.f. = rate of change of flux linkage and use thisrelationship to derive an equation for the e.m.f. induced in a linear conductor moving at right angles to a uniform magnetic field,

(d) recognise that when a coil is placed in a sinusoidally alternatingmagnetic field, the peak/r.m.s. e.m.f. induced is proportional to thefield strength B and hence describe how to investigate changingmagnetic fields with a search coil,

(e) explain the meaning of self-inductance of a coil and recall that thee.m.f. induced is given by = L E rate of change of current,

(f) define the henry,

(g) explain the cause of eddy currents and describe their uses.


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GCE AS/A PHYSICS 32

3.5.4 RADIOACTIVITY AND RADIOISOTOPES

Content

Radioactive decay.

Half-life. Applications of radioactivity. Hazards and safety precautions.



(a) recall the spontaneous nature of nuclear decay; describe the nature of , and radiation, and use equations to represent the nuclear transformations using the X Z

A notation,

(b) describe methods used to distinguish between and, radiations,and recall the connections between the nature, penetration and rangefor ionising particles,

(c) account for the existence of background radiation and makeallowance for this in experimental measurements,

(d) explain what is meant by half-life2

1T ,

(e) define activity A and the becquerel,

(f) define decay constant ( ) and recall and use the equation A = N.

(g) recall and use the exponential law of decay in graphical andalgebraic form,

[ ) A

A( A A ) N

N ( N N x xot

oot

o 2or eand

2or e ====

where x is the number of half-lives elapsed not necessarily an

integer,]

(h) derive and recall that2

1

2logT

e= ,

(i) describe briefly the use of radioisotopes (any two applications),

(j) show an awareness of the biological hazards of ionising radiatione.g. whether exposed to external radiation or when radioactivematerials are absorbed (ingestion and/or inhalation).


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GCE AS/A PHYSICS 33

3.5.5 NUCLEAR ENERGY

Content

Binding Energy.

Fission and Fusion. Nuclear Reactors.



(a) appreciate the association between mass and energy and recall that2mc E = ,

(b) calculate the binding energy for a nucleus and hence the bindingenergy per nucleon, making use, where necessary, of the unifiedatomic mass unit (u) and the electron-volt (eV),

(c) describe the relevance of binding energy per nucleon to nuclear fission and fusion,

(d) calculate the energy released in a fission process and in a fusion process,

(e) explain how neutron emission gives the possibility of a chainreaction,

(f) understand and describe induced fission by thermal neutrons and theroles of moderator, control rods and coolants in thermal reactors,

(g) understand and recall the factors influencing choice of materials for moderator, control rods and coolant,

(h) explain the fusion process and outline the difficulties involved incontainment,

(i) discuss the environmental problems posed by the disposal of thewaste products of nuclear reactors.

3.5.6 PROBING MATTER

Content

Coherent scattering of electromagnetic waves by charged particles. X-ray diffraction leading to molecular structure. Matter waves-electron and neutron diffraction. Production of high energy particles. Elastic scattering of -particles of heavy nuclei. Inelastic scattering of photons and particles by atoms, nuclei and

nuclear constituents leading to atomic and nuclear structure.


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GCE AS/A PHYSICS 34



(a) describe qualitatively the scattering of an EM wave by an electron

and recognise that the scattered wave is in phase with the incidentwave (coherence),

(b) recognise that scattered waves superpose to form diffraction patterns,analogous to light diffraction from gratings,

(c) recall diffraction grating formula = sind n for a grating of uniformly spaced equal slits; recognise d


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GCE AS/A PHYSICS 35

3.6 Assessment Unit PH6 SYNOPTIC AND INVESTIGATIVEPHYSICS

Advanced Level A2

Preamble

This Unit will allow candidates an opportunity to demonstrate the development of their experimental and investigative skills in a context which reflects the demand of the second year of the A level course. The focus will be on the development of investigatory skills and scientific process. The Unit will also include opportunities todraw together knowledge, understanding and skills as described in the definition of synoptic assessment below (3.6.1).

SPECIFICATION

The Unit comprises two elements:

3.6.1 SYNOPTIC ASSESSMENT

Candidates will be required to sit an externally set and assessed paper covering the synoptic requirements of the whole A level course.

The definition of synoptic assessment in the context of this Unit is asfollows:

"Synoptic assessment involves the explicit drawing together of knowledge,understanding and skills learned in different parts of the A level course. Theemphasis of synoptic assessment is on understanding and application of the

principles included in the specification.

Synoptic assessment should:

require candidates to make and use connections between differentareas of physics, for example, by applying knowledge andunderstanding of more than one area to a particular situation or

context or by using knowledge and understanding of principles andconcepts of physics in planning experimental work and analysingand evaluating data;

include opportunities for candidates to use ideas and skills which permeate physics, for example, the analysis and evaluation of,empirical data, and other information, in contexts which may be newto them". [Subject Criteria-Physics]

3.6.2 INVESTIGATORY TASK

Candidates will be required to submit one piece of coursework, of aninvestigatory nature, which will be internally set, but externally assessed ,

by the Board.


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GCE AS/A PHYSICS 36


In carrying out the practical task, candidates should be able to:

consider appropriate methods; select suitable apparatus; choose effective and safe procedures; identify variables; plan an effective strategy for answering the problem; follow the plan suggested; modify the plan in light of results if appropriate; make and record sufficient relevant observations and measurements

to the appropriate degree of precision; present data in suitable format to include graphs (including log

plots); use data to test relationships where appropriate; draw clear conclusions; demonstrate awareness of limitations; evaluate the techniques used; suggest improvements; assess the reliability of data collected.

Investigatory task details

The extended coursework title can be determined by the centre but willrequire approval by the Board before being carried out. The task must betaken from within the content of the specification and will need to be of a

standard appropriate to the second year of a full A level course.Alternatively , centres will be able to choose from a broad list of topicssuggested by the Board within its current specification, in which case the

prior approval of the Board is not required.

The extended coursework component should

involve distinct, referenced areas of the specification; have a clear aim and purpose, and present the candidate with opportunities tocarry out genuine investigatory work,

offer opportunities for planning, implementation, analysis andevaluation at a full A level standard,

lead to the generation of data which can be analysed using a varietyof methods,

involve the use of IT skills.

Suggested titles for investigation will need to be provided to the Board by, atthe latest, the end of September of the year prior to the end of the course.

There will be a limit of 2500 words in the final report.


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GCE AS/A PHYSICS 38

4 KEY SKI LL S

THE EXEMPLIFICATION OF KEY SKILLS

The following tables give some examples of Physics contexts in which naturally occurring key skillsevidence could be accumulated.

Note: If producing certain types of evidence creates difficulties due to disability or otherfactors, the candidate may be able to use other ways to show achievement. The candidateshould ask the tutor or supervisor for further information.

COMMUNICATION: LEVEL 1

C1.1 TAKE PART IN A DISCUSSION

Candidates must: Evidence must showcandidates can:

Examples of evidence: Suggested context :

take part in a one-to-one discussion and agroup discussion aboutdifferent,straightforwardsubjects.

provide information that isrelevant to the subject and

purpose of the discussion speak clearly in a way that

suits the situation listen and respond

appropriately to whatothers say.

Records from an assessor who observed eachdiscussion and noted howthe student met therequirements of the Unit, or an audio/video tape of thediscussions.

Group work on 3.1.1. and 3.1.2 in thecontext of car and driving safety.Discussion of design features (seat belts,air bags, crumple zones), stoppingdistances, effect of speed and personalalertness etc. Presentation of a verbalreport on selected aspects.

C1.2 INFORMATION GATHERING



read and obtaininformation from twodifferent types of documents aboutstraightforwardsubjects, including atleast one image.

read relevant material identify accurately the

main points and ideas inmaterial

use the information to suitthe purpose.

A record of what the studentreads and why, including anote or copy of the image.

Notes, highlighted text or answers to questions aboutthe material read.Records of how the studentused the information. E.g. indiscussions for C1.1 or writing for C1.3.

Homework exercise based on the contentof 3.1.1 and 3.1.2 car and driving safety.The task is based on a short newspaper report, or government safe driving

publicity material, without an image andone of a technical nature withgraphs/illustrations. Link with classroomwork on C1.1.

C1.3 WRITING



write two differenttypes of documentsabout straightforwardsubjects. Include atleast one image in oneof the documents.

present relevantinformation in a form thatsuits the purpose

ensure text is legible make sure that spelling,

punctuation and grammar are accurate so themeaning is clear.

The two differentdocuments might include aletter, a short report or essay, with an image such asa chart or sketch.

Using technical data gathered in theexercise on C1.1 students to write a shortreport on one aspect of car driving safetyfor inclusion in a technical journaltogether with an advertising feature for inclusions in a newspaper. At least one of the documents to include image(s) of anappropriate nature.


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GCE AS/A PHYSICS 39


C2.1a CONTRIBUTE TO A DISCUSSION



contribute to adiscussion about astraightforward subject.

make clear and relevantcontributions in a way thatsuits the purpose andsituation

listen and respondappropriately to whatothers say

help to move thediscussion forward.

A record from an assessor who observed the discussionand noted how the studentmet the requirements of theUnit, or an audio/video tapeof the discussion.

Group discussion on 3.1.3 in the contextof the different behaviour of ductile,

brittle and polymeric materials. Studentsshould demonstrate an understanding of why given materials are chosen for use ingiven situations and provide examples.

C2.1b GIVE A SHORT TALK



give a short talk about astraightforward subjectusing an image.

speak clearly in a way thatsuits the subject, purposeand situation

keep to the subject andstructure the talk to helplisteners follow what thestudent says

use an image to illustrateclearly the main points.

A record from an assessor who observed the talk, or anaudio/video tape of the talk.

Notes from preparing andgiving the talk.A copy of the image used.

Presentation to the class/group using atleast two of photograph/diagram. Anexample would be the uses, strengths andlimitations of optical fibres (Section 3.1.5)


Candidates must: Evidence must show

candidates can:


read and summariseinformation from twoextended documentsabout a straightforwardsubject. One of thedocuments shouldinclude at least oneimage.

select and read relevantmaterial

identify accurately the linesof reasoning and main

points from text andimages

summarise the informationto suit the purpose.

A record of what is read andwhy, including a note or copy of the image. Notes,highlighted text or answersto questions about thematerial read.Evidence of summarisinginformation could includethe students notes for thetalk, or one of thedocuments written.

Homework task based on 3.2.1 conduction of electricity. The task would

be based on a magazine article on thesocial, economic and environmental

problems involved with the large scale production of electricity and a technicalextract containing economic data. Theexercise would require students tosummarise the information and drawconclusions.

C2.3 WRITING



write two different typesof documents aboutstraightforward subjects.One piece of writingshould be an extendeddocument and includeat least one image.

present relevantinformation in anappropriate form

use a structure and style of writing to suit the purpose

ensure the text is legibleand that spelling,

punctuation and grammar are accurate, so themeaning is clear.

The two differentdocuments might include areport or an essay, with animage such as a chart, graphor diagram, a business letter or notes.

Using data gathered in the exercise onC2.2 students would be required to writean account of the advantages (or disadvantages) of the extendeddevelopment of wind farms (withillustrations) together with a letter to thelocal paper countering one which putsforward a different view to the stancetaken in the article.


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GCE AS/A PHYSICS 40


C3.1a TAKE PART IN A DISCUSSION



contribute to a groupdiscussion about acomplex subject.

make clear and relevantcontributions

listen and respondappropriately

create opportunities for others to take part.

A record from someone whohas observed discussion or has made video/ audio tapeof discussion.

Group work on 3.2.6 in the context of wave/particle duality. Students tocontribute to discussion of the historicaldevelopment of this theory and theevidence which supported the developingideas on this subject.

C3.1b MAKE A PRESENTATION



make a presentationabout a complexsubject, using at leastone image to showcomplex points.

speak clearly and usesuitable style

structure ideas andinformation

use a range of techniques.

A record from someone whohas observed discussion or has made video/ audio tapeof discussion or preparatorynotes with images.

This would develop/contribute to the work on 3.1.a and require students to make a

presentation, using at least one image,from the standpoint of someonehistorically supporting either a wavetheory or a particle theory of light.




select and synthesiseinformation from twoextended documentsthat deal with a complexsubject

One of these documentsshould include at leastone image.

select and read materialthat contains informationneeded

identify accurately, andcompare, the lines of reasoning and main pointsfrom texts and images

synthesise the keyinformation in a suitableform.

A record of what was readand why, including a note of the image. Notes,highlighted text or answersto questions about materialread.Evidence of synthesisinginformation from notes of a

presentation or a writtendocument.

Students would be required to select andsynthesise information from two extendeddocuments both containing images. Onewould describe how the photoelectriceffect provides evidence for waves

behaving as particles, the other howelectron diffraction shows that particles

behave as waves.

C3.3 WRITING



write two differenttypes of document sabout complex subjects.One piece of writing

should be an extendeddocument and includeat least one image.

select and use appropriatestyle of writing

organise relevantinformation clearly and

coherently, using specialistvocabulary

ensure text is legible,spelling, punctuation andgrammar are accurate, andthat meaning is clear.

The two differentdocuments might include anextended essay or report,with an image such as a

chart, graph or diagram anda letter or memo.

Students would be required to write anaccount of the experimental work on oneof the topics studied in C3.2 above for inclusion in a science text book. This

account should include one image. Asecond account, for inclusion in a revisionaid, might summarise the ways in whichtheories of light are now considered in acomplementary sense.


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GCE AS/A PHYSICS 41

APPLICATION OF NUMBER: LEVEL 1

N1.1 INTERPRET STRAIGHTFORWARD INFORMATION



Interpretstraightforwardinformation fromtwo differentsources.At least one sourceshould be a table,chart, diagram or linegraph.

Obtain the informationneeded to meet the

purpose of the task;and

Identify suitablecalculations to get theresults needed.

Description of the tasksand purposes. Copies of source material.A statement from anassessor who checked theaccuracy of the studentsmeasurements or observations (if this wasdone).Records of theinformation obtained andthe types of calculationsidentified to get the

results needed.

This exercise can be related to 3.1.5(refraction of light). Students might

be given a table of values of i and r for light travelling from air to water one pair of which is incorrect. Theyare also given a straight-line graph(which is correct) of sin i against sin r with scales drawn in but no pointsshown. Students are asked to show,explaining fully the steps in their reasoning, which of the tabled pointsis incorrect.

N1.2 CARRY OUT STRAIGHTFORWARD CALCULATIONS



Carry outstraightforwardcalculations to dowith:

a. amounts andsizes;

b. scales and proportion;c. handling

statistics.

Carry out calculations tothe levels of accuracythe student has beengiven; and

Check the results makesense.

Records of thecalculations (for a, b andc) and how the studentchecked them.

This exercise could be an extensionof N1.1 above. Students are given alarge diagram of light travelling froman object on the bottom of a tank of water into air. Light from the objectstrikes the water surface at an anglex to the normal and is refracted intothe air at an angle y to the normal.Students are asked (i) to calculate thevalue of anw from above, (ii) for arange of values of x between 40 and1 to calculate the correspondingvalues of y, and (iii) measure theapparent position of the object for each value of x.

N1.3 INTERPRET THE RESULTS OF CALCULATIONS



Interpret the resultsof the calculationsand present her/hisfindings. Thestudent must use onechart and onediagram.

Choose suitable waysto present findings;

Present findingsclearly; and

Describe how theresults of thecalculations meet the

purpose of the task.

Descriptions of thefindings and how theresults of the calculationsmet the purpose of thetasks.At least one chart andone diagram presentingthe findings.

This would be an extension of N1.2above. Students would be asked tomake calculations based on their results and use them to test the extentto which the approximation anw = Real depth of water

Apparent depth of water is valid for the range of values given.This must involve the presentation of an appropriate table and constructionof a suitable graph.


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Candidates must carry through at least one substantial activity that includes a number of straightforward related tasks for N2.1, N2.2 and N2.3.

N2.1 INTERPRET INFORMATION



Interpret informationfrom two differentsources, includingmaterial containing agraph.

Choose how to obtainthe information neededto meet the purpose of the activity;

Obtain the relevantinformation; and

Select appropriatemethods to get theresults needed.

A description of thesubstantial activity.Copies of sourcematerial, including thegraph, and/or a statementfrom someone who haschecked the accuracy of the studentsmeasurements andobservations.Records of theinformation obtained andthe methods selected for getting the resultsneeded.

This task might be related to Section3.2.2 and 3.2.3 (emf, pd andresistance). The student might begiven a diagram of a variable resistor R connected across the terminals of acell of emf 3 0v and internalresistance 2 . A graph of pd acrossR (V) against current (I) in the circuitfor the range I = 0 25A to 1 25A is to

be drawn. Using the graph, studentsare required to construct a table of values of I and V for nine points inthis range.

N2.2 CARRY OUT CALCULATIONS



Carry outcalculations to dowith:a. amounts and

sizes; b. scales and

proportion;c. handling

statistics;d. using formulae.

Carry out calculations,clearly showingmethods and levels of accuracy; and

Check methods toidentify and correctany errors, and makingsure the results makesense.

Records of calculations(for a, b, c and d),showing methods usedand levels of accuracy.

Notes on how the studentchecked methods andresults.

The students are required to use thevalues obtained in N2.1 above tocalculate (a) the resistance R for eachof the pair of readings and (b) thecorresponding power P dissipated inthe resistance R at each reading.They should construct a table of theresults.

N2.3 INTERPRETING THE RESULTS OF CALCULATIONS



Interpret the resultsof calculations and present findings.The student must useat least one graph,one chart and onediagram.

Select effective waysof presenting findings; Present findings

clearly, describingmethods; and

Explain how the resultsof the calculationsmeet the purpose of thestudy.

Descriptions of findingsand methods. Notes onhow the results from thecalculations met the

purpose of the activity.At least one graph, onechart and one diagram

presenting the findings.

The students are required to plot agraph of power P against the externalresistance R and determine whatvalue of R corresponds to themaximum power dissipated. Studentsshould indicate clearly thesignificance of this value, and alsothe values of the intercepts on x and yaxes of the graph given in N2.1


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GCE AS/A PHYSICS 43


Candidates must plan and carry through at least one substantial and complex activity that includes anumber of related tasks for N3.1, N3.2 and N3.3.

N3.1 INTERPRET INFORMATION



Plan and interpretinformation fromtwo differentsources, including alarge data set.

Plan how to obtain theinformation required tomeet the purpose of theactivity;

Obtain the relevantinformation; and

Choose appropriatemethods for obtainingthe results needed and

justify the choice.

A description of theactivity and tasks.Copies of sourcematerial, including a noteof the large data set. Astatement from someonewho has checked theaccuracy of anymeasurements or observations. Recordsand a justification of methods selected.

Candidates must be able to plan andcarry through a substantial activity.This could be a development of Section 3.3 work. Candidates might

be instructed to plan an experiment inwhich small amplitude oscillations of a metal bob on the end of a lightstring attached to the ceiling of thelaboratory are to be timed to find thetime taken T for one oscillation. Aseries of values are to be taken for different heights of the bob above the

bench. The purpose of theexperiment is to determine the heightH of the ceiling above the benchgiven that the time for one oscillation

g

l2T = where l is the distance

from the point of suspension to thecentre of the bob. Students would beexpected to consider appropriatemethods, select suitable apparatus,identify variables, choose effectiveand safe procedures and plan aneffective strategy for answering the

problem.

N3.2 CARRY OUT MULTI-STAGE CALCULATIONS



Carry out multi-stagecalculations to dowith:a. amounts and

sizes; b. scales and

proportion;c. handling

statistics;

d. rearranging andusing formulae.

Carry out calculationsto appropriate levels of accuracy, clearlyshowing methods; and

Check methods andresults to help ensureerrors are found andcorrected.

Records of calculations(for a, b, c and d).Showing methods usedand levels of accuracy.

Notes on the large dataset and how the methodsand results were checked.

This extends the preliminary work and requires the student to follow the

plan suggested, modify the plan in thelight of results if appropriate, makeand record sufficient relevantobservations and measurements to theappropriate degree of precision, and

present data in suitable format,showing how the basic equation was

re-arranged to justify the final formatof the data.

N3.3 INTERPRETING THE RESULTS OF CALCULATIONS



Interpret the resultsof calculations,

present findings and justify methods. Thestudent must use atleast one graph, onechart and onediagram.

Select appropriatemethods of

presentation and justifychoice;

Present findingseffectively; and

Explain how the resultsof the calculationsrelate to the purpose of the activity.

Report justifyingmethods and explanationof how results relate tothe activity. At least onegraph, one chart and onediagram.

The student would be required to plota suitable graph to determine Hexplaining the steps in the processclearly. The account should drawclear conclusions, demonstrateawareness of limitations, and assessthe reliability of data collected.


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GCE AS/A PHYSICS 44

INFORMATION TECHNOLOGY: LEVEL 1

IT 1.1 FIND, STORE AND DEVELOP INFORMATION

Candidates must: Evidence must show

candidates can:


find, explore anddevelop information for two different purposes.

find and select relevantinformation

enter and bring ininformation, using formatsthat help development

explore and developinformation to meet thestudents purpose.

Print-outs and copies of theinformation the studentselects to use.A record from an assessor who observed the studentusing IT when exploring anddeveloping information or working drafts with notes of how the student met therequirements of the Unit.

Homework exercise based on the contentof 3.1.1 and 3.1.2 car and driving safety.Linked to the development of C1.2(Information gathering).

IT 1.2 PRESENT INFORMATION

Candidates must: Evidence must showcandidates can: Examples of evidence: Suggested context :

present information for two different purposes.The students work must include at leastone example of text,one example of images,and one example of numbers.

use appropriate layouts for presenting information in aconsistent way

develop the presentation soit is accurate, clear andmeets the purpose

save information so it can be found easily.

Working drafts showinghow the student developedthe presentation or recordsfrom an assessor who sawthe students screendisplays.Print-outs or prints of astatic or dynamic screendisplay of the students finalwork, including examples of text, images and numbers.Records of how the studentsaved information.

Presentation of the technical data gatheredin the exercise on car and driving safetydeveloped in work on C1.1 and C1.2.


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GCE AS/A PHYSICS 45


IT 2.1 SEARCH FOR AND SELECT INFORMATION



search for and selectinformation for twodifferent purposes.

identify the informationneeded and suitablesources

carry out effective searches select information that is

relevant to the students purpose.

Print-outs of the relevantinformation with notes of sources and how the studentmade searches, or a recordfrom an assessor whoobserved the student usingIT when searching for information.

Homework task based on 3.2.1 conduction of electricity. Linked with

preparation of report and promotionalmaterial developed under C2.2.

IT 2.2 EXPLORE AND DEVELOP INFORMATION



explore and developinformation, and derivenew information, for two different purposes.

enter and bring together information using formatsthat help developments

explore information asneeded for the purpose

develop information andderive new information asappropriate.

Print-outs, or a record froman assessor who observedthe student using IT, withnotes to show how thestudent explored anddeveloped information andderived new information.

Development, and extension, of material provided in the exercise undertaken inC2.2 and C2.3.

IT 2.3 PRESENT COMBINED INFORMATION



present combinedinformation for two

different purposes.The students work must include at leastone example of text,one example of imagesand one example of numbers.

select and use appropriatelayouts for presentingcombined information in aconsistent way

develop the presentation tosuit the purpose and thetypes of information

ensure the work isaccurate, clear and savedappropriately.

Working drafts, or a recordfrom an assessor who

observed the screendisplays, with notes to showhow the student developedcontent and presentation.Print-outs, or prints of staticor dynamic screen displays,of the final work, includingexamples of text, imagesand numbers.Records of how theinformation was saved.

Presentation of material gathered in C2.2and C2.3 for the two different purposes

described.


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GCE AS/A PHYSICS 46


Candidates must plan and carry through at least one substantial activity that includes a number of related tasks for IT3.1, IT3.2 and IT3.3.

IT 3.1 SEARCH AND SELECT INFORMATION



compare and usedifferent sources t

basic mechanics and physics

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