2013 Physics Syllabus & Schyeme of Work

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IP Physics Syllabus Introduction The Sec 3 and 4 physics syllabus provides students with a coherent understanding of energy, matter, and their interrelationships. It focuses on investigating natural phenomena and then applying patterns, models (including mathematical ones), principles, theories and laws to explain the physical behaviour of the universe. Classical physics theories and concepts are presented in this syllabus. Modern physics, developed to explain the quantum properties at the atomic and sub-atomic level, is built on knowledge of these classical theories and concepts. It is envisaged that teaching and learning programmes based on this syllabus would feature a wide variety of learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop values and attitudes relevant to science. Teachers are encouraged to use a combination of appropriate strategies to effectively engage and challenge their students. It is expected that students will apply investigative and problem-solving skills, effectively communicate the theoretical concepts covered in this course and appreciate the contribution physics makes to our understanding of the physical world. Aims of Syllabus The aims of a course based on this syllabus should be to: 1. provide, through well-designed studies of experimental and practical Physics, a

worthwhile educational experience for all students, whether or not they go on to study Physics beyond Sec 4 and, in particular, to enable them to acquire sufficient understanding and knowledge to:

1.1 become confident citizens in a technological world and able to take or develop an

informed interest in matters of scientific import; (* become confident and active citizens in a technological world, able to participate or take a lead in matters of scientific importance (SMTP))

1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life;

1.3 be suitably prepared to take up H2 Physics at “A” level. 2. develop abilities and skills that: 2.1 are relevant to the study and practice of science; 2.2 are useful in everyday life; 2.3 encourage efficient and safe practice;

2.4 encourage effective communication. (* facilitate effective communication of scientific ideas (SMTP))

3. develop attitudes relevant to science such as: 3.1 accuracy and precision 3.2 objectivity 3.3 integrity 3.4 initiative 3.5 imaginative 3.6 perseverance 3.7 inquisitive

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3.8 inventiveness 3.9 humility 3.10 risk-taking 3.11 responsibility 3.12 open-mindedness

4. promote an awareness(*demonstrate an awareness (SMTP): 4.1 that the study and practice of Physics are co-operative and cumulative activities, and

are subject to social, economic, technological, ethical and cultural influences and limitations;

4.2 that the implications of Physics may be both beneficial and detrimental to the individual, the community and the environment;

4.3 of the importance of the use of IT for communications, as an aid to experiments and as a tool for the interpretation of experimental and theoretical results;

4.4 that Physics transcends national boundaries and that the language of science, correctly and rigorously applied, is universal.

5. stimulate students and create a sustained interest in Physics so that the study of the

subject is enjoyable and satisfying. Assessment Objectives The assessment objectives listed below reflect those parts of the aims that will be assessed in the examination. A Knowledge with understanding Candidates should be able to demonstrate knowledge and understanding in relation to: 1. scientific phenomena, facts, laws, definitions, concepts, theories; 2. scientific vocabulary, terminology, conventions (including symbols, quantities and

units); 3. scientific instruments and apparatus, including techniques of operation and aspects

of safety; 4. scientific quantities and their determination; 5. scientific and technological applications with their social, economic and

environmental implications. The syllabus content defines the factual knowledge that candidates may be required to recall and explain. Questions testing these objectives will often begin with one of the following words: define, state, describe or explain. (See the glossary of terms). B Handling, applying and evaluating information Candidates should be able – in words or by using written, symbolic, graphical and numerical forms of presentation – to: 1. locate, select, organise and present information from a variety of sources; 2. translate information from one form to another; 3. manipulate numerical and other data; 4. use information to identify patterns, report trends, draw inferences and report

conclusions; 5. present reasoned explanations for phenomena, patterns and relationships; 6. make predictions and put forward hypotheses;

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7. apply knowledge, including principles, to novel situations; 8. evaluate information and hypotheses; These assessment objectives cannot be precisely specified in the syllabus content because questions testing such skills may be based on information that is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, deduce, calculate or determine. (See the glossary of terms). C Experimental skills and investigations Candidates should be able to: 1. follow a detailed set or sequence of instructions and use techniques, apparatus and

materials safely and effectively; 2. make observations and measurements with due regard for precision and accuracy; 3. interpret and evaluate observations and experimental data; 4. identify a problem, design and plan investigations, evaluate methods and techniques,

and suggest possible improvement; 5. record observations, measurements, methods and techniques with due regard for

precision, accuracy and units. Weighting of Assessment Objectives Theory Papers (For Term Tests and EOY examinations)

Knowledge with Understanding 40% (Sec 3) / 50% (Sec 4)

o 15% (Sec 3) / 20% (Sec 4) allocated to recall of knowledge, o 25% (Sec 3) / 30% (Sec 4) allocated to comprehension of physics

concepts.

Handling Information and Solving Problems 60% (Sec 3) / 50% (Sec 4)

o 25% (Sec 3) / 20% (Sec 4) allocated to application of concepts, o 35% (Sec 3) / 30% (Sec 4) of analysis, synthesis and evaluation of data

provided.

School-Based Science Practical Assessment (SPA)

Experimental Skills and Investigations, 100% of the marks. Scheme of Assessment

Type Number Weightings

Term tests 3 30%

EOY Exam 1 70%

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Students are required to sit for 3 term tests:

Section Item Type Duration Marks

A Multiple Choice 15 mins 10

B Structured and

Restricted Response

45 min 30

Section A (15 min, 10 marks), consisting of 10 compulsory multiple choice items. Section B (45 min, 30 marks), consisting of a variable number of compulsory structured or restricted response questions. Students are required to sit for 2 Papers for End of Year (EOY) Exam

Paper Type of Paper Duration Marks Weighting

1 Multiple Choice 45 min 30 30 %

2 Structured and Free Response

1 h 45 min 70 70 %

Paper 1 (1 h, 30 marks), consisting of 30 compulsory multiple choice items.

Paper 2 (1 h 45 min, 70 marks), consisting of two sections.

Section A will carry 40 marks and will consist of a variable number of compulsory structured or restricted response questions.

Section B will carry 30 marks and will consist of three questions. The first two questions are compulsory questions, one of which will be a data-based question requiring students to interpret, evaluate or solve problems using a stem of information. The last question will be presented in an either/or form and will carry 10 marks.

Students are required to sit for 3 assessments for SPA

Assessment Skill Set Duration Marks Weighting

1 (in Sec 3) 1 and 2 1 h 14 5% (for sec 4)

2 (in Sec 4) 1 and 2 1 h 14 5 % (for sec 4)

3 (in Sec 4) 3 1 h 6 7.5 % (entered

as one class test in Sec 4 Term 4)

The School-based Science Practical Assessment (SPA) will be conducted to assess appropriate aspects of objectives C1 to C5. SPA will take place over two years. The assessment of science practical skills is grouped into 3 skill sets: Skill set 1 – Performing Skill set 2 – Observing and Analysing Skill set 3 – Planning Each student is to be assessed only twice for each of skill sets 1 and 2 and only once for skill set 3.

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SMTP students are also required to sit for an additional Higher Physics Paper.

Section Item Type Duration Marks

A Structured and

Restricted Response

30 min 20

B Structured and

Restricted Response

30 min 20

Section A will carry 20 marks and will consist of a two compulsory structured or restricted response questions. The context of one of the questions in section A will be unfamiliar to students. Section B will carry 20 marks and will consist of three questions. Students are expected to choose two out of the three questions. All questions in Section A and B are data-based questions that require students to interpret, evaluate or solve problems using a stem of information. Each question carries 10 marks.

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IP PHYSICS SEC 3 SCHEME OF WORK (SOW)

CONTENT STRUCTURE AND SCHEDULE

*for SMTP Note: SMTP students will take on an extended syllabus as stipulated in the Specific Instructional Objectives (SIOs) for selected topics.

2013 Sec 3 Term 1

Term 2

Term 3

Term 4

Week 1 Orientation Week Kinematics Simple Kinetic Molecular Model of Matter

White Space

Week 2 Introduction to Physics

Physics Revision Weeks

Week 3 Physical Quantities, units, measurements * Estimation * Error Analysis

Dynamics

Transfer of Thermal Energy

Week 4 Temperature HBL: Topic TBC

Week 5

Refraction of Light End of Year Examinations

Week 6 Lenses CNY Week HBL: Electromagnetic Spectrum

Thermal Properties of Matter

Week 7 Lenses Work, Energy and Power

Post Exam Activities

Week 8 Vectors and Scalars

Waves Sound and *Doppler Effect (Self Study)

Week 9

Sabbatical Week

Week 10 Sabbatical Week

Work, Energy and Power HBL : Effects of Thermal Energy

Sabbatical Week

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IP PHYSICS SEC 4

SCHEME OF WORK (SOW) CONTENT STRUCTURE AND SCHEDULE

*for SMTP Note: SMTP students will take on an extended syllabus as stipulated in the Specific Instructional Objectives (SIOs) for selected topics.

2013 Sec 3 Term 1

Term 2

Term 3

Term 4

Week 1 Sound and *Doppler Effect (Self Study Topic in 2012)

Practical Circuitry Resolution of Vectors

White Space

Week 2 Static Electricity Physics Revision Weeks

Week 3 Electromagnetism (Motor Effect)

Projectile Motion HBL: Topic TBC

Week 4 Current Electricity

Week 5

Turning Effects of Forces: Moments

End of Year Examinations

Week 6

DC Circuits HBL: Magnetism (self-study Topic)

Electromagnetism (Electromagnetic Induction) HBL: Topic TBC

Week 7 Post Exam Activities

Week 8 Pressure

Week 9

Sabbatical Week

Week 10 Sabbatical Week

Electromagnetism (Electromagnetic Induction)

Sabbatical Week

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SEC 3 IP PHYSICS SPECIFIC INSTRUCTIONAL OBJECTIVES INTRODUCTION TO PHYSICS

recognize that physics is the most basic of the living and nonliving sciences

recognize the contributions of physicists e.g. Albert Einstein, Sir Isaac Newton and realize the importance of their contributions to the present day scientific development

study the relevance of physics in their lives and possible future career developments PHYSICAL QUANTITIES, UNITS AND MEASUREMENT

understanding that all physical quantities consist of a numerical magnitude and a unit

recall the following base quantities and their units: mass (kg), length (m), time(s), current (A), temperature (K), amount of substance (mol) (Covered in LSS1)

show understanding of derived quantities and their derived units

use the following prefixes and their symbols to indicate decimal sub-multiples and

multiples of the SI units: nano (n), micro (), milli (m), centi (c), deci (d), kilo (k),

mega (M), giga (G) (Covered in LSS1)

show understanding of the orders of magnitude of the sizes of common objects ranging from a typical atom to the Earth

show an understanding of the distinction between accuracy and precision

measure a variety of lengths with appropriate accuracy by means of tapes, rules, micrometers and calipers, using a vernier scale as necessary (Covered in LSS1)

describe how to measure a short interval of time including the period of a simple pendulum with appropriate accuracy using stopwatches or appropriate instruments

represent physical quantities in appropriate accuracies

show an understanding of the distinction between systematic errors (including zero errors) and random errors

*suggest appropriate method of estimating physical quantities

*describe how to reduce the effects of random uncertainties and systematic errors

REFRACTION

recall and use the terms used in refraction, including normal, angle of incidence and angle of refraction (Covered in LSS 2)

explain refraction by means of a change in speed of light in different optical media (Covered in LSS 2)

explain the terms critical angle and total internal reflection (Covered in LSS 2)

identify the main ideas in total internal reflection and apply them to the use of optical fibres in telecommunication and state the advantages of their use (Covered in LSS 2)

understand relative refractive index and absolute refractive index

recall and apply the relationship sin i/sin r = constant to new situations or to solve related problems

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LENS

describe the action of converging lens and diverging lens on a beam of light (Covered in LSS 2)

define the term focal length of a converging lens (Covered in LSS 2)

draw ray diagrams to illustrate the formation of real and virtual images of an object by converging lens (Covered in LSS 2)

*recall and apply the relationship the lens equations. (1/f = 1/u + 1/v) to new situations or to solve related problems

SIMPLE KINETIC MOLECULAR MODEL OF MATTER

compare the properties of solids, liquids and gases (Covered in LSS1)

infer from Brownian motion experiment the evidence for the movement of molecules (Covered in LSS1)

describe qualitatively the molecular structure of solids, liquids and gases, relating their properties to the forces and distances between molecules and to the motion of the molecules (Covered in LSS1)

describe the relationship between the motion of molecules and temperature

explain the pressure of a gas in terms of the motion of the molecules

recall and explain the following relationships using the kinetic model (stating of the corresponding gas laws is not required)

a change in pressure of a fixed mass of gas at constant volume is caused by a change in temperature of the gas

a change in volume of a fixed mass of gas at constant pressure is caused by a change in temperature of the gas

a change in pressure of a fixed mass of gas at constant temperature is caused by a change in volume of the gas

use the relationships stated in related situations and to solve problems (qualitative treatment would suffice)

*recall and apply the relationship PV = nRT to new situations or to solve related problems

*show understanding that at absolute zero, particles have minimum energy and that the system neither emits nor absorbs energy

TRANSFER OF THERMAL ENERGY

show understanding that thermal energy is transferred from a region of higher temperature to a region of lower temperature

describe, in molecular terms, how energy transfer occurs in solids

describe, in terms of density change, convection in fluids

explain that energy transfer of a body by radiation does not require a material medium and the rate of energy transfer is affected by

(i) colour and texture of the surface (ii) surface temperature (iii) surface area

apply the concept of thermal energy transfer to everyday applications

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TEMPERATURE

explain how a physical property which varies with temperature, such as volume of liquid column, resistance of wire and electromotive force produced by junctions formed with wires of two different metals, may be used to define temperature scales.

describe the process of calibration of thermometer, including the need for fixed points such as ice point and steam point

discuss the structure, sensitivity, range, linearity and responsiveness of thermometers.

state the relation between Kelvin and Celsius scales of temperatures (T = + 273)

THERMAL PROPERTIES OF MATTER

describe a rise in temperature of a body to an increase in internal energy (random thermal energy)

define the terms heat capacity and specific heat capacity

recall and apply the relationship thermal energy = mass x specific heat capacity x change in temperature to new situations or to solve related problems

describe melting/solidification and boiling/condensation in terms of energy transfer without a change in temperature

explain the difference between boiling and evaporation

define the terms latent heat and specific latent heat

explain latent heat in terms of molecular behaviour

recall and apply the relationship thermal energy = mass x specific latent heat to new situations or to solve related problems

sketch and interpret a cooling curve SPEED, VELOCITY AND ACCELERATION

define displacement, speed, velocity and acceleration.

use graphical methods to represent distance travelled, displacement, velocity and acceleration.

plot and interpret displacement-time graph and velocity-time graph

find displacement from the area under a velocity-time graph.

use the slope of a displacement-time graph to find the velocity.

use the slope of a velocity-time graph to find the acceleration.

interpret given examples of non-uniform acceleration

state equations which represent uniformly accelerated motion in a straight line.

state that the acceleration of free fall for a body near to the Earth is constant and is approximately 10 m s-2

solve problems using equations which represent uniformly accelerated motion in a straight line, including the motion of bodies falling in a uniform gravitational field without air resistance.

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DYNAMICS

state each of Newton's 1st and 2nd laws of motion.

state Newton’s 3rd law of motion.

apply Newton’s laws to describe the effect of balanced and unbalanced forces on a body

apply Newton’s laws to describe the ways in which a force may change the motion of a body

show an understanding that mass is the property of a body which resists change in a state of rest or motion (inertia).

state that a gravitational field is a region in which a mass experiences a force due to gravitational attraction

define gravitational field strength g as gravitational force per unit mass

identify forces acting on an object and draw free body diagram(s) representing the forces acting on the object (for cases involving forces acting in at most two dimensions)

describe and use the concept of weight as the effect of a gravitational field on a mass.

define linear momentum as the product of mass and velocity.

define force as rate of change of momentum.

recall and solve problems using the relationship F = ma, appreciating that acceleration and force are always in the same direction.

apply the relationship between resultant force, mass and acceleration to new situations or to solve related problems

explain the effects of friction on the motion of a body

describe the motion of bodies with constant weight falling with or without air resistance, including reference to terminal velocity

SCALARS AND VECTORS

state what is meant by scalars and vectors quantities and give common examples of each

add two vectors to determine a resultant (a graphical method will suffice)

solve problems for a static point mass under the action of 3 forces for 2-dimensional cases (a graphical method will suffice)

ENERGY, WORK AND POWER

show understanding that kinetic energy, potential energy (chemical, elastic, gravitational), thermal energy, light energy, electrical energy and nuclear energy are different forms of energy

state the principle of the conservation of energy

apply the principle of the conservation of energy to new situations or to solve related problems

state that kinetic energy = ½ mv2 and gravitational potential energy = mgh (for potential energy changes near the Earth’s surface)

apply the relationships for kinetic energy and potential energy to new situations or to solve related problems

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recall and apply the relationship work done = magnitude of a force x the distance moved in the direction of the force

understand the relation between work done and energy change

recall and apply the relationship power = work done/time taken to new situations or to solve related problems

calculate the efficiency of an energy conversion using the formula efficiency = energy converted to useful / total energy input

WAVES

describe what is meant by wave motion as illustrated by vibration in ropes, springs and experiments using a ripple tank

state what is meant by the term wavefront

show understanding that waves transfer energy without transferring matter

define speed, frequency, wavelength, period and amplitude

recall and apply the relationship velocity = frequency x wavelength to new situations or to solve related problems

compare transverse and longitudinal waves and give suitable examples of each

*understand qualitatively the phenomenon of interference and its relation to wave-particle duality theory.

*state some examples of diffraction.

* describe the diffraction fringe patterns produced by a single edge, a narrow slit and a circular aperture.

* state the principle of superposition and explain what is meant by constructive and destructive interference.

ELECTROMAGNETIC SPECTRUM (SELF STUDY)

state that all electromagnetic waves are transverse waves that travel with the same high speed in vacuum and state the magnitude of this speed

describe the main components of the electromagnetic spectrum

discuss the role of the following components in the stated applications: (i) radiowaves in radio and television communication (ii) microwaves in satellite television and microwave oven (iii) infra-red waves in infra-red remote controllers and intruder alarms (iv) light in optical fibres for medical uses and telecommunications (v) ultra-violet in sunbeds, and sterilisation (vi) X-rays in radiological and engineering applications (vii) Gamma rays in medical treatment

describe the effects of absorbing electromagnetic waves, e.g. heating, ionisation and damage to living cells and tissue

SOUND (SELF STUDY)

describe the production of sound by vibrating sources

describe the longitudinal nature of sound waves and describe compression and rarefaction and deduce that

(i) a medium is required in order to transmit these waves (ii) the speed of sound differs in air, liquids and solids

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describe a direct method for the determination of the speed of sound in air and make necessary calculation

explain how the loudness and pitch of sound waves to amplitude and frequency

explain why different instruments produce sounds of different quality

describe how the reflection of sound may produce an echo, and how this may be used for measuring distances

define ultrasound and describe one use of ultrasound, e.g. cleaning, quality control and pre-natal scanning

* describe and explain the Doppler effect SEC 4 IP PHYSICS SPECIFIC INSTRUCTIONAL OBJECTIVES STATIC ELECTRICITY

state that there are positive and negative charges and that charge is measured in coulombs

state that unlike charges attract and that like charges repel

describe an electric field as a region in which an electric charge experiences a force

draw the field of an isolated point charge and show understanding that the direction of the field lines gives the direction of the force acting on a positive test charge

draw the electric field pattern between 2 isolated point charges

show understanding that electrostatic charging by rubbing involves a transfer of electrons

describe experiments to show electrostatic charging by friction and induction

distinguish between electrical conductors and insulators and give typical examples of each

*explain that charge Q is quantized i.e. Q = ne where e = 1.6 x 10-19 C

describe examples where electrostatic charging may be a potential hazard

describe the use electrostatic charging in photocopier, spraying of paint, and electrostatic precipitator, and apply the use of electrostatic charging to new situations

CURRENT ELECTRICITY

state that a current is a rate of flow of charge measured in amperes

distinguish between conventional current and electron flow

recall and apply the relationship charge = current x time i.e. * Q = It = ne to new

situations or to solve related problems

define electromotive force (e.m.f.) as the work done by a source in driving a unit charge around a complete circuit

calculate the total e.m.f. where several sources are arranged in series

state that the e.m.f. of a source and the potential difference across a circuit component is measured in volts

define the p.d. across a component in a circuit as the work done to drive a unit charge through the component

*distinguish between e.m.f. and p.d. in terms of energy considerations

*recall and solve problems using the equation V = W/Q

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define resistance of a component as the ratio of potential difference across it to the current flowing through it

apply the relationship R= V/I to new situations or to solve related problems

describe an experiment to determine resistance using a voltmeter and an ammeter and make the necessary calculations

recall and apply the formulae for the effective resistance of a number of resistors in series and in parallel to new situations or to solve related problems

recall and apply the relationship of the proportionality between resistance and length and the cross-sectional area of a wire to new situations or to solve related problems

state Ohm’s law

describe the effect of temperature increase on the resistance of a metallic conductor

sketch and interpret the V-I characteristic graph for metallic conductor at constant temperature, a filament lamp and for a semiconductor diode

show an understanding of the use of a diode as a rectifier D.C. CIRCUITS

draw circuit diagrams with power sources (cell, battery, d.c. supply or a.c. supply), switches, lamps, resistors (fixed and variable), variable potential divider (potentiometer) fuses, ammeters and voltmeters, bells, light-dependent resistors, thermistors and light-emitting diodes

state that the current at every point in a series circuit is the same and apply the principle to new situations or to solve related problems

state that the sum of the p.d.'s in a series circuit is equal to the p.d. across the whole circuit and apply the principle to new situations or to solve related problems

state that the current from the source is the sum of the currents in the separate branches of the parallel circuit and apply the principle to new situations or to solve related problems

state that the potential differences across the separate branches of a parallel circuit is the same and apply the principle to new situations or to solve related problems

* show an understanding of conservation of charges and energy

recall and apply the relevant relations, including R = V/I and those for potential differences in series and in parallel circuits, resistors in series and in parallel, in calculations involving a whole circuit

describe the action of a variable potential divider (potentiometer)

describe the action of thermistors and light-dependent-resistors and explain their use as input transducers in potential dividers

solve simple circuit problems involving thermistors and light-dependent resistors * show understanding of the structure and operation of CRO

describe the use of a CRO to display waveforms and to measure p.d.’s and short time intervals of time (detailed circuits, structure and operation of the CRO are not required

interpret CRO displays of waveforms, p.d.’s and time intervals to solve related problems

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PRACTICAL ELECTRICITY

describe the use of the heating effect of electricity in appliances such as kettles, ovens and heaters

recall the relationships P = VI, E = VIt

apply the relationships for electrical power and energy to new situations or to solve related problems

calculate the cost of using electrical appliances where energy unit is the kW h

compare the use non-renewable and renewable energy sources such as fossil fuels, nuclear energy, solar energy, wind energy and hydroelectric generation to generate electricity in terms of energy conversion efficiency, cost per kW h produced and environmental impact

state the hazards of (i) damaged insulation (ii) overheating of cables (iii) damp conditions

explain the use of fuses and circuit breakers in electrical circuits and of fuse ratings

explain the need for earthing metal cases and for double insulation

state the meaning of the terms: live, neutral and earth

describe how to wire a mains plug

explain why switches (placed after fuses), fuses and circuit breakers are wired into the live conductor

MAGNETISM

state properties of magnets

describe induced magnetism

describe electrical methods of magnetisation and demagnetization

describe the plotting of magnetic field lines with a compass

draw the magnetic pattern around a bar magnet and between the poles of two bar magnets

distinguish between the magnetic properties and uses of temporary magnets (e.g. iron) and permanent magnets (e.g. steel)

ELECTROMAGNETISM

draw the pattern of magnetic field due to currents in straight wires and in solenoids and state the effect on the magnetic field of changing the magnitude and/or direction of the current

describe the applications of the magnetic effect of a current in a circuit breaker

describe an experiment to show the force on a current-carrying conductor, and on a beam of charged particles in a magnetic field, including the effect of reversing (i) the current (ii) the direction of the field

deduce the relative directions of force, field and current when any two of these quantities are at right angles to each other using Fleming’s left-hand rule

describe the field patterns between currents in parallel conductors and relate these to the forces which exist between the conductors (excluding the Earth’s field)

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explain how a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by increasing (i) the number of turns in the coil (ii) the current

discuss how this turning effect to the action of an electric motor

describe the action of a split-ring commutator in a two-pole, single coil motor and the effect of a soft-iron cylinder

* show an understanding of similarities and differences between D.C. motor and A.C. motor

ELECTROMAGNETIC INDUCTION

deduce from Faraday’s experiments on electromagnetic induction or other appropriate experiments:

(i) that a changing magnetic field can induce an e.m.f. in a circuit (ii) that the direction of the induced e.m.f. opposes the change producing it (iii) the factors affecting the magnitude of the induced e.m.f.

describe a simple form of a.c. generator (rotating coil or rotating magnet) and the use of slip rings (where needed)

sketch a graph of voltage output against time for a simple a.c. generator

* show an understanding of similarities and differences between D.C generator and A.C. generator

describe the structure and principle of operation of a basic iron-cored transformer as used for voltage transformations

recall and apply the equation (Vs/Vp ) = (Ns/Np ) and Vs Is = Vp Ip (for ideal

transformer) to new situations or to solve related problems

describe the energy loss in cables and deduce the advantages of high voltage transmission

RESOLUTION OF VECTOR

use a vector triangle to represent forces in equilibrium

represent a vector as two perpendicular components

*show an understanding of the independence of perpendicular vector quantities

PROJECTILE MOTION

describe and explain motion of an object that is projected horizontally with a uniform velocity

* describe and explain motion of an object that is projected at an angle to the horizontal direction

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TURNING EFFECT OF FORCES

define and apply the moment of a force and the torque of a couple and give everyday examples

recall and apply the relationship moment of a force (or torque) = force x perpendicular distance from the pivot to new situations or to solve related problems

show an understanding that a couple is a pair of forces which tends to produce rotation only.

show an understanding that, when there is no resultant force and no resultant torque, a system is in equilibrium.

state the principle of moments for a body in equilibrium

apply the principle of moments to new situations or to solve related problems.

show understanding that the weight of a body may be taken as acting at a single point known as its centre of gravity

describe qualitatively the effect of the position of the centre of gravity on the stability of objects

PRESSURE

define the term pressure in terms of force and area

recall apply the relationship pressure = force/area to new situations or to solve related problems

recall and apply the relationship pressure due to a liquid column = height of column x density of the liquid x gravitational field strength to new situations or to solve related problems

describe how the height of a liquid column may be used to measure the atmospheric pressure

describe the use of a manometer in the measurement of pressure difference

describe and explain the transmission of pressure in hydraulic systems with particular reference to the hydraulic press and hydraulic brakes on vehicles

(* For SMTP classes only)

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SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS

Students should be able to state the symbols for the following physical quantities and, where indicated, state the units in which they are measured. Students should be able to define those items indicated by an asterisk (*).

Quantity Symbol Unit

Length l, h ... km, m, cm, m

Area A m2

, cm2

Volume V m3

, cm3

weight* W N*

Mass m, M kg, g, mg

time t h, min, s, ms

period* T s

density* ρ g cm-3

, kg m-3

speed* u, v km h-1, m s-1, cm s-1

acceleration* a m s-2

acceleration of free fall g m s-2

, N kg-1

force* F, f N

moment of force* N m

work done* W, E J*

energy E J, kW h*

power* P W*

pressure* p, P Pa*, N m-2

atmospheric pressure use of millibar

temperature θ, T, t °C, K

heat capacity C J ºC-1, J K-1

specific heat capacity* c J g-1 °C-1, J kg-1 K-1

latent heat L J

specific latent heat* l J kg-1, J g-1

frequency* f Hz

wavelength* λ m, cm

focal length f m, cm

angle of incidence i degree (°)

angles of reflection, refraction r degree (°)

critical angle c degree (°)

potential difference*/voltage V V*, mV

current* I A, mA

charge q, Q C, A s

e.m.f.* E V

resistance R Ω

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GLOSSARY OF TERMS USED IN PHYSICS PAPERS It is hoped that the glossary will prove helpful to students as a guide, although it is not exhaustive. The glossary has been deliberately kept brief not only with respect to the number of terms included but also to the descriptions of their meanings. Students should appreciate that the meaning of a term must depend in part on its context. They should also note that the number of marks allocated for any part of a question is a guide to the depth of treatment required for the answer. 1. Define (the term(s) …) is intended literally. Only a formal statement or equivalent

paraphrase, such as the defining equation with symbols identified, being required. 2. What is meant by … normally implies that a definition should be given, together with

some relevant comment on the significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of supplementary comment intended should be interpreted in the light of the indicated mark value.

3. Explain may imply reasoning or some reference to theory, depending on the context. 4. State implies a concise answer with little or no supporting argument, e.g. a numerical

answer that can be obtained ‘by inspection’. 5. List requires a number of points with no elaboration. Where a given number of points

is specified, this should not be exceeded. 6. Describe requires candidates to state in words (using diagrams where appropriate)

the main points of the topic. It is often used with reference either to particular phenomena or to particular experiments. In the former instance, the term usually implies that the answer should include reference to (visual) observations associated with the phenomena. The amount of description intended should be interpreted in the light of the indicated mark value.

7. Discuss requires candidates to give a critical account of the points involved in the topic.

8. Deduce/Predict implies that candidates are not expected to produce the required answer by recall but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted in an earlier part of the question.

9. Suggest is used in two main contexts. It may either imply that there is no unique answer or that candidates are expected to apply their general knowledge to a ‘novel’ situation, one that formally may not be ‘in the syllabus’.

10. Calculate is used when a numerical answer is required. In general, working should be shown.

11. Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument, e.g. length, using a rule, or angle, using a protractor.

12. Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting measured or known values of other quantities into a standard formula, e.g. the Young modulus, relative molecular mass.

13. Show is used when an algebraic deduction has to be made to prove a given equation. It is important that the terms being used by candidates are stated explicitly.

14. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned. Candidates should make such simplifying assumptions as may be necessary about points of principle and about the values of quantities not otherwise included in the question.

15. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct. However, candidates should be aware that,

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depending on the context, some quantitative aspects may be looked for, e.g. passing through the origin, having an intercept, asymptote or discontinuity at a particular value. On a sketch graph it is essential that candidates clearly indicate what is being plotted on each axis.

16. Sketch, when applied to diagrams, implies that a simple, freehand drawing is acceptable: nevertheless, care should be taken over proportions and the clear exposition of important details.

17. Compare requires candidates to provide both similarities and differences between things or concepts.

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MATHMATICAL REQUIREMENTS Arithmetic

recognise and use expressions in decimal and scientific notation

use electronic calculator for mathematical operations

take account of accuracy in numerical work and handle calculations so that significant figures are neither lost unnecessarily nor carried beyond what is justified, rounding answers correctly when necessary

make approximates and estimates to obtain reasonable answers Algebra

change the subject of an equation

solve algebraic equations, including simultaneous equations

use direct and inverse proportion

substitute physical quantities using consistent units

formulate simple algebraic equations as mathematical models of physical situations and to represent information given in words

Geometry and trigonometry

understand geometrical terms

calculate areas of geometrical shapes

calculate volumes of geometrical objects

use sines, cosines and tangents

use angle sum of triangle and adjacent angles on a straight line

compute sides and angles of triangle using trigonometry rules

use mathematical instruments Graphs

translate information between graphical, numerical, algebraic and verbal forms

select appropriate variables and scales for graph plotting

for linear graphs, determine the slope and state the intercept and intersection

choose by inspection a best fit straight line through a set of data points presented graphically

recall standard form y = mx + c and rearrange relationships into linear form where appropriate

understand, draw and use the slope of a tangent to a curve as a means to obtain the gradient