Download GCE Physics A AS and A Level Specification

GCE
AS and A Level Specification
Physics A
For exams from June 2014 onwards
For certification from June 2014 onwards
GCE Physics A for exams from June 2014 onwards (version 1.5)
Contents
1Introduction
2
1.1
1.2
1.3
1.4
Why choose AQA?
Why choose GCE Physics A?
How do I start using this specification?
How can I find out more?
2
2
3
3
2
Specification at a Glance
4
3
Subject Content
5
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity
Unit 2 PHYA2 Mechanics, Materials and Waves
Unit 3 Investigative and Practical Skills in AS Physics
Unit 4 PHYA4 Fields and Further Mechanics
Unit 5 PHA5A-5D Nuclear Physics, Thermal Physics and an Optional Topic
Unit 6 Investigative and Practical Skills in A2 Physics
How Science Works
Guidance on Centre Assessment
Mathematical Requirements
6
9
12
14
18
33
35
41
48
4
Scheme of Assessment
49
4.1Aims
4.2
Assessment Objectives
4.3
National Criteria
4.4
Prior Learning
4.5
Synoptic Assessment and Stretch and Challenge
4.6
Access to Assessment for Disabled Students
49
49
50
50
51
51
5
52
Administration
5.1
Availability of Assessment Units and Certification
5.2Entries
5.3
Private Candidates
5.4
Access Arrangements and Special Consideration
5.5
Language of Examinations
5.6
Qualification Titles
5.7
Awarding Grades and Reporting Results
5.8
Re-sits and Shelf-life of Unit Results
6
52
52
52
53
53
53
54
54
Administration of Internally Assessed Units
55
6.1
Supervision and Authentication of Internally Assessed Units
6.2Malpractice
6.3
Teacher Standardisation (Route T only)
6.4
Internal Standardisation of Marking (Route T only)
6.5
Annotation of Centre Assessed Work (Route T only)
6.6
Submitting Marks and Sample Work for Moderation (Route T only)
6.7
Factors Affecting Individual Candidates
6.8
Retaining Evidence and Re-using Marks (Route T only)
55
56
56
56
57
57
57
57
7
Moderation (Route T only)
58
7.1
7.2
Moderation Procedures
Post-moderation Procedures
58
58
Appendices
59
A
B
C
D
E
Performance Descriptions
Spiritual, Moral, Ethical, Social and other Issues
Overlaps with other Qualifications
Key Skills
Data and Formulae Booklet
59
63
64
65
66
Vertical black lines indicate a significant change or addition to the previous version of this specification.
1
GCE Physics A for exams from June 2014 onwards (version 1.5)
1 Introduction
1.1 Why choose AQA?
1
It’s a fact that AQA is the UK’s favourite exam
board and more students receive their academic
qualifications from AQA than from any other board.
But why does AQA continue to be so popular?
• Specifications
Ours are designed to the highest standards,
so teachers, students and their parents can
be confident that an AQA award provides an
accurate measure of a student’s achievements.
And the assessment structures have been
designed to achieve a balance between rigour,
reliability and demands on candidates.
• Support
AQA runs the most extensive programme of
support meetings; free of charge in the first years
of a new specification and at a very reasonable
cost thereafter. These support meetings explain
the specification and suggest practical teaching
strategies and approaches that really work.
• Service
We are committed to providing an efficient and
effective service and we are at the end of the
phone when you need to speak to a person about
an important issue. We will always try to resolve
issues the first time you contact us but, should
that not be possible, we will always come back
to you (by telephone, email or letter) and keep
working with you to find the solution.
• Ethics
AQA is a registered charity. We have no
shareholders to pay. We exist solely for the good
of education in the UK. Any surplus income is
ploughed back into educational research and our
service to you, our customers. We don’t profit
from education, you do.
If you are an existing customer then we thank you for
your support. If you are thinking of moving to AQA
then we look forward to welcoming you.
1.2 Why choose Physics A?
• Physics A provides a seamless transition to
A Level from previous studies and develops
students’ interest and enthusiasm for physics.
• The AS provides different starting points so
teachers can choose to start the course with
topics familiar or new topics.
• The A2 builds on AS and covers essential topics
for progression to post A Level course in physics.
It also includes optional topics from the former
specification A course.
• The specification thus provides a smooth pathway
from GCSE and a route to university courses in
physics and other subjects in which physics is a
key component.
• Physics A reflects the popular elements of both
predecessor specifications, allowing teachers to
adapt existing schemes of work and resources
with minimum difficulty.
• Internal assessment of practical work is a key
feature of the specification. There are two routes
to the internal assessment.
2
– Route T provides continuity in style and
format from AQA’s GCSE physics assessment
model. This is achieved through assessment
of practical skills (PSA) and an individual skills
assessment (ISA) at AS level through Unit 3
and at A2 through Unit 6.
– Route X provides a scheme of internal
assessment through a verification of practical
skills undertaken throughout the course and
an externally marked practical test.
• The specification provides a wide range of
opportunities to develop How Science Works by
linking the general criteria on the nature of science
to specific topics throughout the specification.
Internal assessment gives students a deep
awareness of how science in practice works.
GCE Physics A for exams from June 2014 onwards (version 1.5)
1.3 How do I start using this specification?
Already using the existing AQA GCE
Physics specifications?
Not using the AQA specifications
currently?
• Register to receive further information, such as
mark schemes, past question papers, details of
teacher support meetings, etc, at
http://www.aqa.org.uk/rn/askaqa.php.
Information will be available electronically or in
print, for your convenience.
• Almost all centres in England and Wales use AQA
or have used AQA in the past and are approved
AQA centres. A small minority are not. If your
centre is new to AQA, please contact our centre
approval team at [email protected]
1
• Tell us that you intend to enter candidates. Then
we can make sure that you receive all the material
you need for the examinations. This is particularly
important where examination material is issued
before the final entry deadline. You can let us
know by completing the appropriate Intention to
Enter and Estimated Entry forms. We will send
copies to your Exams Officer and they are also
available on our website
http://www.aqa.org.uk/examsadministration/entries/early-entryinformation
1.4 How can I find out more?
Ask AQA
Teacher Support
You have 24-hour access to useful information and
answers to the most commonly-asked questions at
http://www.aqa.org.uk/rn/askaqa.php
Details of the full range of current Teacher Support
and CPD courses are available on our website at
http://web.aqa.org.uk/qual/cpd/index.php
If the answer to your question is not available, you
can submit a query for our team. Our target response
time is one day.
There is also a link to our fast and convenient online
booking system for all of our courses at
http://events.aqa.org.uk/ebooking/
Latest information online
You can find out more, including the latest news, how
to register to use Enhanced Results Analysis, support
and downloadable resources, on our website at
http://www.aqa.org.uk/
3
GCE Physics A for exams from June 2014 onwards (version 1.5)
2 Specification at a Glance
AS Examination
Unit 1 – PHYA1
Particles, quantum phenomena and electricity
Written Examination – (70 marks/120 UMS), 6 or 7 structured questions
1¼ hours
40% of the total AS marks
20% of the total A Level marks
Available June only
AS
Award
1451
Unit 2 – PHYA2
Mechanics, materials and waves
Written Examination – (70 marks/120 UMS), 6 or 7 structured questions
1¼ hours
40% of the total AS marks
20% of the total A Level marks
Available June only
2
Unit 3
Investigative and practical skills in AS Physics
either
PHA3T, Centre Marked Route T – 50 marks
Practical Skills Assignment (PSA – 9 raw marks)
Investigative Skills Assignment (ISA – 41 raw marks)
or
PHA3X, Externally Marked Route X – 55 marks
Practical Skills Verification (PSV – teacher verification)
Externally Marked Practical Assignment (EMPA – 55 raw marks)
20% of the total AS marks
10% of the total A Level marks
Available June only
A2 Examination
Unit 4 – PHYA4
Fields and further mechanics
Written Examination – (75 marks/120 UMS)
1¾ hours
Section A is 25 multiple choice questions, each worth one mark.
Section B is a written paper of 4/5 structured questions and consists of 50 marks.
20% of the total A Level marks
Available June only
Unit 5 – One of Units PHA5A, PHA5B, PHA5C, PHA5D
Written Examination – (75 marks/120 UMS)
1¾ hours
Section A: Nuclear and Thermal Physics – 40 marks –
Compulsory section 4/5 structured questions
Section B: one of the following options.
Each paper has 4/5 structured questions and 35 marks.
Options:
A – Astrophysics
B – Medical Physics
C – Applied Physics
D – Turning Points in Physics
20% of the total A Level marks (Section A 10%, Section B 10%)
Available June only
Unit 6
Investigative and practical skills in A2 Physics
either
PHA6T, Centre Marked Route T – 50 marks
Practical Skills Assessment (PSA – 9 marks)
Investigative Skills Assignment (ISA – 41 marks)
or
PHA6X, Externally Marked Route X – 55 marks
Practical Skills Verification (PSV – teacher verification)
Externally Marked Practical Assignment (EMPA – 55 raw marks)
10% of the total A Level marks
AS
4
+
A2
=
A Level
Available June only
A Level
Award
2451
GCE Physics A for exams from June 2014 onwards (version 1.5)
3 Subject Content
Background information
The two AS theory units provide alternative starting points for the AS course.
Unit 1 invites teachers and students to start AS Physics by venturing into the field of Particle Physics and
providing a new interest and dimension to their knowledge of the subject.
Unit 2 allows teachers to plan progression from GCSE and to develop topics already familiar to their students.
At A2, the two A2 theory units present a generally context-free approach to GCE level Physics, as at AS Level,
leaving teachers to select the contexts and applications which bring the subject alive.
The first unit of the A2 course develops further the knowledge, understanding and applications of Mechanics
and Fields.
Unit 5 covers Nuclear and Thermal Physics in Section A and provides a choice of optional topics from former
Specification A in Section B.
3
5
GCE Physics A for exams from June 2014 onwards (version 1.5)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
3
Subject Content
3.1
Unit 1 Particles, Quantum Phenomena and Electricity
3.1 Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity
This module involves two contrasting topics in physics: particle physics and
Through the
study
of these
topics,
students
should Through
gain anthe
awareness
This unit electricity.
involves two contrasting
topics
in physics:
particle
physics
and electricity.
study of these
topics, students
should gaindevelopment
an awareness of
on-going
of new
in physics and
of the on-going
ofthe
new
ideas development
in physics and
of ideas
the application
of of
in-the
application
of in-depth
knowledge
of well-establishedtopics
topics such
Particle
physicsphysics
introduces
depth
knowledge
of well-established
suchasaselectricity.
electricity.
Particle
studentsintroduces
to the fundamental
properties
nature of matter,
radiationand
andnature
quantum
In contrast,
students
to theand
fundamental
properties
ofphenomena.
matter, radiation
the study of electricity in this module builds on and develops previous GCSE studies and provides opportunities
and quantum phenomena. In contrast, the study of electricity in this module builds
for practical work and looks into important applications.
on and develops previous GCSE studies and provides opportunities for practical
work and looks into important applications.
3.1.1 Particles and Radiation
3.1.1 Particles and Radiation
•
3
•
Constituents of the atom
Constituents of the atom
Proton, neutron, electron.
Proton, neutron, electron.
Their
andand
mass
in SI units
relative
Specific
charge
of nuclei
and ofof
ions.
Atomic
Theircharge
charge
mass
in SIand
units
and units.
relative
units.
Specific
charge
nuclei
andmass
unit is not required.
of ions. Atomic mass unit is not required.
Proton
Z, nucleon
number
A, nuclide
notation,notation,
isotopes isotopes
Protonnumber
number
Z, nucleon
number
A, nuclide
Stable and
and unstable
• • Stable
unstable nuclei
nuclei
Thestrong
strong
nuclear
force;
in keeping
thestable;
nucleus
stable;attraction to about 3 fm,
The
nuclear
force;
its roleitsinrole
keeping
the nucleus
short-range
short-range
attraction
to about
3 fm,
very-short range repulsion below about 0.5 fm;
very-short
range
repulsion below
about
0.5 fm.
–
Equations
alpha
decay
β- decay
including
the neutrino.
Equations
forfor
alpha
decay
and βand
decay
including
the antineutrino.
•
•
Particles, antiparticles and photons
Particles,
Candidatesantiparticles
should knowand
that photons
for every type of particle, there is a corresponding
Candidates
should
know
that for
everythat
typethe
of particle,
there
is aantiproton,
corresponding
They
antiparticle.
They
should
know
positron,
the
theantiparticle.
antineutron
should
know
that the positron,
theantiparticles
antiproton, theof
antineutron
and the
antineutrino
are neutron
the antiparticles
and the
antineutrino
are the
the electron,
the
proton, the
of the electron, the proton, the neutron and the neutrino, respectively.
and the neutrino respectively.
Comparison
of particle
and antiparticle
masses,masses,
charge and
rest energy
MeV
Comparison
of particle
and antiparticle
charge
and in
rest
energy in MeV.
Photon
of electromagnetic
radiation,
the Planck
Photonmodel
model
of electromagnetic
radiation,
theconstant,
Planck constant,
hc
λ
Knowledge
of annihilation
and
pair production
and theenergies
respective
Knowledge
of annihilation
and pair
production
processesprocesses
and the respective
involved. The
2
use
of E = mc
is not required
in calculations.
energies
involved.
The use
of E = mc2 is not required in calculations.
E = hf =
Particle interactions
interactions
• • Particle
Concept of exchange particles to explain forces between elementary particles
Concept of exchange particles to explain forces between elementary particles.
The electromagnetic force; virtual photons as the exchange particle.
The electromagnetic force; virtual photons
as the exchange particle.
The weak interaction limited
β-, β+ decay, electron capture and electron-proton+
–
+
The
weak interaction
, β exchange
decay, electron
capture and electron-proton collisions; W and W –
collisions;
W+ andlimited
W- asβthe
particles.
as the exchange particles.
Simple Feynman diagrams to represent the above reactions or interactions in
Simple Feynman diagrams to represent the above reactions or interactions in terms of particles going
terms of particles going in and out and exchange particles.
in and out and exchange particles.
•
6
•
Classification of particles
Classification
of particles
Hadrons: baryons
(proton, neutron) and antibaryons (antiproton and antineutron)
and mesons
(pion,
kaon).
Hadrons:
baryons
(proton,
neutron) and antibaryons (antiproton and antineutron) and mesons (pion,
kaon).
Hadrons are subject to the strong nuclear force.
Candidates
should
thatnuclear
the proton
Hadrons
are subject
to know
the strong
force. is the only stable baryon into which other
baryons eventually
decay;
particular,
the stable
decaybaryon
of theinto
neutron
should
be known.
Candidates
should know
that theinproton
is the only
which other
baryons
eventually
Leptons:
electron,
neutrino
(electron
and
muon types).
decay;
in particular,
themuon,
decay of
the neutron
should be
known.
Leptonselectron,
are subject
the weak
interaction.
Leptons:
muon,toneutrino
(electron
and muon types).
Candidates
will
be
expected
to
know
Leptons are subject to the weak interaction. baryon numbers for the hadrons. Lepton
numbers for
leptons to
will
be baryon
given in
the data
booklet.
Candidates
will the
be expected
know
numbers
for the
hadrons. Lepton numbers for the leptons
will be given in the data booklet.
GCE Physics A for exams from June 2014 onwards (version 1.5)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
3
Subject Content
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Quarks
and antiquarks
•• Quarks
3.1and antiquarks
Unit 1 Particles, Quantum Phenomena and Electricity
Up
(u),
down
(d)and
and strange
quarks
only.only.
Up (u), down (d)
strange(s)(s)
quarks
This
module
involves
two
contrasting
topics in physics: particle physics and
Quarks
and
antiquarks
Properties
of
quarks:
charge,
baryon
number
and and
strangeness.
•
Properties
ofantiquarks
quarks: charge, baryon number
strangeness.
and
• Quarks
electricity.
Through
the
study
of
these
topics,
students
should
gain
an awareness
Up
(u),
down
(d)
and
strange
(s)
quarks
only.
Combinations
ofofand
quarks
andantiquarks
antiquarks
required
for baryons
(proton
andonly),
neutron
Combinations
quarks
and
required
(proton
and neutron
antibaryons
Up
(u),
down (d)
strange
(s) quarks
only.for baryons
of
the
on-going
development
of
new
ideas
in
physics
and
of
the
application
of in(antiproton
and
only)and
andbaryon
mesonsnumber
(pion only)
andand
kaon)
only.
Properties
ofantineutron
quarks:
charge,
strangeness.
only),
antibaryons
(antiproton
antineutron
and
mesons (pion and kaon)
Properties
of quarks:
charge, baryon
number and
strangeness.
–
+
depthcharacter
ofantiquarks
well-established
topics
such as (proton
electricity.
Combinations
ofknowledge
quarks
required
for baryons
and Particle
neutronphysics
Change
of quark
in and
β and
β decay.
only.
Combinations
of quarks and
antiquarks
required for baryons (proton and neutron
- to
+antineutron
introduces
students
the
fundamental
properties
and
nature
of
matter,
only),
antibaryons
(antiproton
and
only)
and
mesons
(pion
and
kaon) radiation
Change
of quark
in and
βlaws
and
decay.
Application
of thecharacter
conservation
forβcharge,
baryon
lepton number
and strangeness
only),
antibaryons
(antiproton
antineutron
only)number,
and mesons
(pion and
kaon)
and
quantum
phenomena.
In
contrast,
the
study
of
electricity
in
this
module builds
only.
to
particle
interactions.
The
necessary
data
will
be
provided
in
questions
for
particles
outside
those
Application of the conservation laws for charge, baryon number, lepton number and
only.
+
specified.
on
and
develops
previous
GCSE
studies
and
provides
opportunities
for practical
Change
of
quark
character
in
β
and
β
decay.
+
strangeness
to particle
interactions.
necessary data will be provided in
Change
of quark
character
in into
β- and
βThe
decay.
work
and
looks
important
applications.
Application
of the conservation
laws
for charge, baryon number, lepton number and
questions
for
outside those
specified.
Application
of particles
the conservation
laws
for
charge, baryon
number, lepton number and
3.1.2
Electromagnetic
Radiation
and
Quantum
Phenomena
strangeness
to
particle
interactions.
The necessary
data will be provided in
Particles
and
Radiation
3.1.1
strangeness
to
particle
interactions.
The
necessary
data
Radiation
and Quantum
Phenomenawill be provided in
3.1.2 Electromagnetic
questions for particles
outside
those specified.
questions
outside
specified.
Constituents
of those
the atom
The
photoelectric
effect
•for particles
The
photoelectric
effect
••
Radiation
and Quantum Phenomena
3.1.2 Electromagnetic
Proton,
neutron,
electron.
Radiation
and
Quantum
3.1.2 Electromagnetic
Work
function
threshold
frequency
fo, photoelectric
hf = φ + Ek ; the stopping potential
Work
function
φ,φ,photoelectric
equation
hf = Phenomena
φ + Eequation
k; the stopping potential
Their
charge
and
mass
in
SI
units
and
relative
units. Specific charge of nuclei and
experiment
is
not
required.
The
photoelectric
effect
• photoelectric
experiment
is not required.
effect
• The
of
ions.
Atomic
mass
unit
is
not
required.
Work function φ, photoelectric equation hf = φ + Ek; the stopping potential
function
φ,
hfnumber
= φ + EA,
stopping
potential
k; the
Collisions
ofProton
electrons
withwith
atoms
•• Work
Z,equation
nucleon
nuclide
notation,
isotopes
Collisions
ofisphotoelectric
electrons
atoms
experiment
notnumber
required.
experiment
is
not
required.
TheThe
electron
volt.
electronStable
and unstable
nuclei
•and volt.
of electrons
with atoms
• Collisions
Ionisation
excitation;
understanding
of ionization
and excitation
in the tube.
electrons
with
atoms
• Collisions
Ionisationof
and
excitation;
understanding
ofits
ionisation
excitation
the fluorescent
The
strong
nuclear
force;
role inand
keeping
theinnucleus
stable;
The electron
volt.
fluorescent
tube.
The electron volt.
short-range
attraction
to
about
3
fm,
very-short
range
repulsion
Ionisation and excitation; understanding of ionization and excitation in thebelow about 0.5 fm;
and
excitation;
understanding
of ionization
excitation
in the
Energy
levels
and photon
emission
Energy
levels
and
emission
•• Ionisation
Equations
for
alpha
decay and
β- decayand
including
the neutrino.
fluorescent
tube.photon
fluorescent
tube.
LineLine
spectra
(e.g.
hydrogen)
as evidence
of transitions
discrete
spectra
(e.g.of
of atomic
atomic hydrogen)
as evidence
of transitions
betweenbetween
discrete energy
levels in
Particles,
antiparticles
and photons
• levels
Energy
and photon
emission
atoms.
•
energy
levels
in
atoms.
and photon
emission
• Energy levelsCandidates
should
know that as
for evidence
every type
particle, there
is a discrete
corresponding
spectra
(e.g. of atomic
hydrogen)
ofoftransitions
between
hf =hfLine
E
=
– E2
1 –EE
1 2 (e.g.
Line
spectra
of
atomic
hydrogen)
as
evidence
of
transitions
between
discrete
antiparticle.
energy levels
in atoms.They should know that the positron, the antiproton, the antineutron
levels and
induality
atoms.
Wave-particle
• energy
the
antineutrino are the antiparticles of the electron, the proton, the neutron
hf
=
E
–
E
1
2
• hf =Wave-particle
duality
E1 – E2 should
Candidates
know
that electron
diffraction suggests the wave nature of
and
the
neutrino
respectively.
Candidates
should duality
know
that electron
diffraction suggests the wave nature of particles and the
Wave-particle
•
particles
and
the
photoelectric
effect
suggests
the particle
nature
of and rest energy in MeV.
Comparison
of the
particle
antiparticle
masses,
charge
duality
• Wave-particle
photoelectric
effect suggests
particleand
nature
of electromagnetic
waves;
details of particular
Candidates
should
know
that
electron
diffraction
suggests
the
wave
nature
of
electromagnetic
waves;
details
of
particular
methods
of
particle
diffraction
are
Photon
model
electromagnetic
constant,
Candidates
should
thatofare
electron
diffractionradiation,
suggeststhe
thePlanck
wave nature
of not
methods of
particleknow
diffraction
not expected.
particles
and
the
photoelectric
effect
suggests
the
particle
nature
of
expected.and the photoelectric
hc
particles
effect suggests the particle nature of
electromagnetic
E = hf =waves; hdetails of particular methods of particle diffraction are not
electromagnetic
waves;
details
particular
of particle diffraction are not
de
Broglie
wavelength
de Broglie
wavelength λ =
,of
where
mv ismethods
the momentum.
expected.
mv
expected.
Knowledge of annihilation
and pair production processes and the respective
h
de Broglie
wavelength
λh = The
, where
the2 is
momentum.
not required in calculations.
energies
involved.
use
ofmv
E is
=momentum.
mc
where
mv
is
the
momentum.
Current
Electricity
3.1.3 de
Broglie wavelength λ =
, mv
where mv is
the
mv
• Particle
Charge,
current
and interactions
potential difference
•3.1.3
Current
Electricity
3.1.3
Current
Electricity
Concept
exchange
explaindifference
forces between
elementary
Electricity
3.1.3 Current
Electric current
as the of
rate
of flow ofparticles
charge; to
potential
as work
done per particles
The electromagnetic
force;
virtual photons as the exchange particle.
Charge,
current
and potential
difference
•
unit
charge.
current
and and
potential
difference
•• Charge,
Charge,
current
potential
difference
electron
capture
and electron-proton
TheWweak
interaction
limited
β-, β+ decay,
Electric
current
as the
rate of flow
of charge;
potential
difference
as work
done per
∆
Q current
Electric
as
the
rate
of
flow
of
charge;
potential
difference
work
per
+
Electric
current
as
the
rate
of
flow
of
charge;
potential
difference
as work as
done
per done
unit charge.
I = unit and
Vcollisions;
=
. W and W as the exchange
particles.
charge.
∆t
Q
unit charge.
diagrams to represent the above reactions or interactions in
∆Q Simple Feynman
W
∆I Q
W
and
V =of particles
.
=
V going in and out and exchange particles.
terms
IResistance
=
and
V
=
.
∆t is definedQby R = .
∆t
Q
I
• Classification of particles
V
V
Resistance
is
defined
by
R
= .
neutron) and antibaryons (antiproton and antineutron)
Current
/ voltage
characteristics
is Hadrons:
by
R = .(proton,
Resistance
isdefined
defined
bybaryons
• Resistance
I
I kaon).
mesonsa(pion,
For an ohmic and
conductor,
semiconductor
diode and a filament lamp; candidates
Current
/Hadrons
voltagecharacteristics
characteristics
are
subject
toofthe
strong sensor
nuclearand
force.
•
should
have
experience
of
the
use
a
current
a voltage sensor with a
•
Current/voltage
• Current / voltage characteristics
For
an
ohmic
conductor,
a
semiconductor
diode
and
a
filament
lamp;
candidates
Candidates
should
know
that
the
proton
is
the
only
stable
baryon
into which other
data
logger
to
capture
data
from
which
to
determine
V
–
I
curves.
an ohmic
conductor, a
a semiconductor
diode
and and
a filament
lamp;
candidates
should
have
For For
an ohmic
conductor,
semiconductor
diode
a filament
lamp; candidates
should
have
experience
of
the
use
of
a
current
sensor
and
a
voltage
sensor
with abe known.
baryons
eventually
decay;
in
particular,
the
decay
of
the
neutron
should
experience
ofathe
use ofcase
a current
sensor
sensor
with
data logger
to capture
Ohm’s
law asexperience
special
∝and
V. a voltage
should
have
of
thewhere
use
ofI a
current
sensor
and
a avoltage
sensor
with adata from
data to
logger
to capture
data from
which
to determine
– I muon
curves.
I – electron,
V curves.
which
determine
Leptons:
muon,
neutrino
(electron Vand
types).
logger to capture data from which to determine V – I curves.
Resistivity
• data
Leptons
are
subject
weak
Ohm’slaw
law
asspecial
a special
case
I ∝ V. interaction.
Ohm's
as
case
where where
Ito∝the
Ohm’s
a aspecial
case
where
IV
∝ V.
RAlaw as Candidates
will be expected to know baryon numbers for the hadrons. Lepton
ρ•= Resistivity
L
numbers for the leptons will be given in the data booklet.
• Resistivity
RA of the qualitative effect of temperature on the resistance of metal
Description
RA
ρ=
ρconductors
=
L and thermistors. Applications (e.g. temperature sensors).
L
Description of as
theaqualitative
of temperature
on the
resistance
of metal
Superconductivity
property
ofeffect
certain
materials
have
zeroofresistivity
Description of the qualitative
effect
of temperature
onwhich
the resistance
metal at
7
conductors
and temperature
thermistors. which
Applications
(e.g.
temperature
sensors).
and
below
a
critical
depends
on
the
material.
Applications
(e.g.
conductors and thermistors. Applications (e.g. temperature sensors).
as a property
of certain materials which have zero resistivity at
verySuperconductivity
strong electromagnets,
power
cables).
Superconductivity
as a property
of certain
materials which have zero resistivity at
3
I=
∆Q
W
and V =
.
∆t
Q
GCE Physics A for exams from June 2014 onwards (version 1.5)
Resistance is defined by R =
•
V
.
I
Current / voltage characteristics
For an ohmic conductor, a semiconductor diode and a filament lamp; candidates
should have experience of the use of a current sensor and a voltage sensor with a
data logger to capture data from which to determine V – I curves.
Ohm’s law as a special case where I ∝ V.
•
Resistivity
• Resistivity
RA
ρ=
L
Description
of the
effect of
temperature
on the resistance
metal conductors
and
Description
of qualitative
the qualitative
effect
of temperature
on theofresistance
of metal
thermistors.
Applications
(e.g. temperature
sensors).(e.g. temperature sensors).
conductors
and thermistors.
Applications
Superconductivity
as a as
property
of certain
which havewhich
zero resistivity
at and
below a critical
Superconductivity
a property
of materials
certain materials
have zero
resistivity
at
temperature
depends
on the material.
Applications
very material.
strong electromagnets,
power
and belowwhich
a critical
temperature
which
depends(e.g.
on the
Applications
(e.g.
CE
CEPhysics
PhysicsAAspecification
specification
for
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firstPhysics
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teaching
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version
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0.2,
draft
draft
submitted
submitted
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toversion
QCA
QCA
(July
(July
2007)
2007)
cables).
NewNew
GCE
GCE
Physics
A specification
Aelectromagnets,
specification
for first
for
first
teaching
teaching
2008:
2008:
version
0.2,
0.2,
draft
draft
submitted
submitted
to QCA
to QCA
(July(July
2007)
2007)
very
strong
power
cables).
New
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GCE
GCE
GCEPhysics
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specification
specification
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for
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version
version0.2,
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toQCA
QCA
QCA
QCA(July
(July
(July
(July2007)
2007)
2007)
2007)
•
Circuits
in series; R = R1 + R2 + R3 +...
Circuits
Circuits
Circuits
• Resistors
•Circuits
Circuits
Circuits
Circuits
Circuits
•••• RRResistors
Resistors in
in series;
series;
Resistors
=R
R11++Rin
R22parallel;
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+series;
… RT =RTR=
++R
…
T=
TResistors
33 +
Resistors
in
series;
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RR
R…
1+
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in
inseries;
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=
=
=RRRR
++++RRRR++
+
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11 in
11
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11
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=
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+
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+
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Resistors in
in parallel;
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= 1= + 1111+ + 1111+ + …+ …
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in parallel;
in parallel;
RTT RR11in
RR
R
R
RR33 111R1T====RT111R
++++R1 R 2++++R 2 R3++++R
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energy
E
=
I
V
t,
P
=
IV,
P
=
I R
;
application,
e.g.
Understanding
of high current
requirement
for a
energy EE==IIVVt,t,PP==IV,
IV,
R;
of
ofe.g.
high
high
current
current
energy
PPenergy
==IIER;
2Understanding
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e.g.
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Understanding
of high
of
high
current
current
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=Eapplication,
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=
V It, VPt,=PIV,
= e.g.
IV,
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=P2I2Understanding
I application,
3
starter
motor
in
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motor
car.
R;
R;
R;
R;
application,
application,
application,
application,
e.g.
e.g.
e.g.
e.g.
Understanding
Understanding
Understanding
Understanding
of
of
of
of
high
high
high
high
current
current
current
current
energy
energy
energy
energy
E
E
E
E
=
=
=
=
I
I
I
I
V
V
V
V
t,
t,
t,
t,
P
P
P
P
=
=
=
=
IV,
IV,
IV,
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P
P
P
P
=
=
=
=
I
I
I
I
requirement
requirement for
for aa starter
starter
motor
motor in
in afor
a motor
motor
car.motor
requirement
requirement
for
a starter
a car.
starter
motor
in ainmotor
a motor
car.car.
requirement
requirement
requirement
requirement
for
for
for
for
a
a
a
a
starter
starter
starter
starter
motor
motor
motor
motor
in
in
in
inenergy
aaaamotor
motor
motor
motor
car.
car.
car.
car. d.c.d.c.
Conservation
of
charge
and
energy
in
simple
Conservation
Conservation of
of charge
charge
and
and
energy
energy
in
in
simple
simple
d.c.
d.c.and
circuits.
circuits.
Conservation
Conservation
of charge
of charge
and
energy
indc
simple
incircuits.
simple
circuits.
circuits.
Conservation
Conservation
Conservation
Conservation
of
of
of
ofbetween
charge
charge
charge
charge
and
and
and
and
energy
energy
energy
energy
in
in
in
involtages
simple
simple
simple
simple
d.c.
d.c.
d.c.
d.c.
circuits.
circuits.
circuits.
The
relationships
currents,
voltages
and
resistances
in resistances
series
and in
parallel
circuits,
including
The
The relationships
relationships between
between
currents,
currents,
voltages
voltages
and
and
resistances
resistances
in
in
series
series
and
and
parallel
parallel
TheThe
relationships
relationships
between
between
currents,
currents,
voltages
andcircuits.
and
resistances
series
in series
andand
parallel
parallel
The
The
The
The
relationships
relationships
relationships
relationships
between
between
between
between
currents,
currents,
currents,
currents,
voltages
voltages
voltages
voltages
and
and
and
and
resistances
resistances
resistances
resistances
in
in
in
in
series
series
series
series
and
and
and
and
parallel
parallel
parallel
parallel
cells
in
series
and
identical
cells
in
parallel.
circuits,
circuits, including
including cells
cells
in
incircuits,
series
series
and
and
identical
identical
cells
in
in parallel.
parallel.
Questions
Questions
will
not
be
beQuestions
circuits,
including
including
cells
cells
incells
series
in series
andand
identical
identical
cells
cells
inwill
parallel.
innot
parallel.
Questions
will will
not not
be be
circuits,
circuits,
circuits,
circuits,
including
including
including
cells
cells
cells
in
in
in
inseries
series
series
series
and
and
and
identical
identical
identical
identical
cells
cells
cells
cells
in
in
in
inparallel.
parallel.
parallel.
parallel.
Questions
Questions
Questions
Questions
will
will
will
will
not
not
not
be
be
be
Questions
will
not
becells
set
require
the
use
of simultaneous
equations
to calculate
currents
or
set
set which
which require
require the
the
use
useset
of
ofincluding
simultaneous
simultaneous
equations
equations
to
to
calculate
calculate
currents
currents
or
or
set
which
which
require
require
thewhich
the
use
use
of
simultaneous
ofand
simultaneous
equations
equations
to
calculate
to calculate
currents
currents
ornot
or be
potential
differences.
set
set
set
set
which
which
which
which
require
require
require
require
the
the
the
theuse
use
use
useof
of
of
ofsimultaneous
simultaneous
simultaneous
simultaneousequations
equations
equations
equationsto
to
to
tocalculate
calculate
calculate
calculatecurrents
currents
currents
currentsor
or
or
or
potential
potential differences.
differences.
potential
potential
differences.
differences.
potential
potential
potential
potentialdifferences.
differences.
differences.
differences.
Potential
Potential divider
divider
Potential
divider
•Potential
• • Potential
divider
Potential
Potential
Potential
divider
divider
divider
divider
•••• Potential
The
The potential
potential divider
divider
used
used
to
to
supply
supply
variable
variable
pd
pd
e.g.
e.g.
application
application
as
aspd
an
ane.g.
audio
audio
The
The
potential
potential
divider
divider
used
to
supply
to
supply
variable
pd
e.g.
application
as an
as audio
an
audio
The potential divider
usedused
to supply
variable
pd variable
e.g. application
as application
an audio 'volume'
control.
The
The
The
potential
potential
potential
potential
divider
divider
divider
divider
used
used
used
used
to
to
to
tosupply
supply
supply
supply
variable
variable
variable
variable
pd
pd
pd
pde.g.
e.g.
e.g.
e.g.application
application
application
application
as
as
as
asan
an
an
anaudio
audio
audio
audio
‘volume’
‘volume’ control.
control. The
‘volume’
‘volume’
control.
control.
Examplescontrol.
should
include the use of variable resistors, thermistors and L.D.R.'s. The use of the
‘volume’
‘volume’
‘volume’
‘volume’
control.
control.
Examples
Examples should
should include
include
the
thecontrol.
use
use
of
ofshould
variable
resistors,
resistors,
thermistors
thermistors
and
and
L.D.R.’s.
L.D.R.’s.
Examples
Examples
should
include
include
thethe
useuse
ofis variable
of variable
resistors,
resistors,
thermistors
thermistors
andand
L.D.R.’s.
L.D.R.’s.
potentiometer
as
avariable
measuring
instrument
not
required.
Examples
Examples
Examples
Examples
should
should
should
should
include
include
include
include
the
the
the
the
use
use
use
use
of
of
of
of
variable
variable
variable
variable
resistors,
resistors,
resistors,
resistors,
thermistors
thermistors
thermistors
thermistors
and
and
and
and
L.D.R.’s.
L.D.R.’s.
L.D.R.’s.
L.D.R.’s.
The
The use
use of
of the
the potentiometer
potentiometer
as
as
a
a
measuring
measuring
instrument
instrument
is
is
not
not
required.
required.
TheThe
useuse
of the
of the
potentiometer
potentiometer
as aasmeasuring
a measuring
instrument
instrument
is not
is not
required.
required.
The
The
The
Theuse
use
use
useof
of
of
ofthe
the
the
thepotentiometer
potentiometer
potentiometer
potentiometeras
as
as
asaaaameasuring
measuring
measuring
measuringinstrument
instrument
instrument
instrumentisis
is
isnot
not
not
notrequired.
required.
required.
required.
•force
force
and
internal
resistance
Electromotive
Electromotive
force
and
and
internal
internal resistance
resistance
Electromotive
force
force
andand
internal
internal
resistance
resistance
• Electromotive
•Electromotive
Electromotive
Electromotive
Electromotive
force
force
force
forceand
and
and
andinternal
internal
internal
internalresistance
resistance
resistance
resistance
•••• Electromotive
EE
E E
(R++r)r) ε =EE
εε== εε==II(R
εEE= ε = εI (R
= I+(Rr)+ r)
QQ
εεεε==== Qεεεε=Q
===IIII(R
(R
(R
(R++
+
+r)r)
r)
r)
Q
Q
Q
Q
e.g.e.g.
lowe.g.
internal
resistance
for a carfor
battery.
Applications; e.g.
e.g. low
lowApplications;
internal
resistance
for
car
battery.
Applications;
internal
resistance
for
aa car
battery.
Applications;
Applications;
low
low
internal
internal
resistance
resistance
for
a car
a car
battery.
battery.
Applications;
Applications;
Applications;
Applications;e.g.
e.g.
e.g.
e.g.low
low
low
lowinternal
internal
internal
internalresistance
resistance
resistance
resistancefor
for
for
foraaaacar
car
car
carbattery.
battery.
battery.
battery.
Alternating currents
currents
Alternating
Alternating
currents
currents
•Alternating
• ••••• Alternating
Alternating
currents
Alternating
Alternating
Alternating
currents
currents
currents
Sinusoidal voltages
voltages
and
currentscurrents
only;
root
mean
square,
peak
and
peak-to-peak
Sinusoidal
and
currents
only;
root
mean
square,
peak
and
peak-to-peak
Sinusoidal
Sinusoidal
voltages
voltages
and
and
currents
currents
only;
only;
root
root
mean
mean
square,
square,
peak
peak
andand
peak-to-peak
peak-to-peak
Sinusoidal voltages
andand
currents
only; only;
root
mean
square,
and peak
peak-to-peak
values for sinusoidal
Sinusoidal
Sinusoidal
Sinusoidal
Sinusoidal
voltages
voltages
voltages
voltages
and
and
and
currents
currents
currents
currents
only;
only;
only;
root
root
root
root
mean
mean
mean
meanpeak
square,
square,
square,
square,
peak
peak
peakand
and
and
andpeak-to-peak
peak-to-peak
peak-to-peak
peak-to-peak
values for
for sinusoidal
sinusoidal
waveforms
only.
values
waveforms
only.
values
values
for
for
sinusoidal
sinusoidal
waveforms
waveforms
only.
only.
waveforms only.
values
values
values
values
for
for
for
forsinusoidal
sinusoidal
sinusoidal
sinusoidalwaveforms
waveforms
waveforms
waveformsonly.
only.
only.
only.
IIoo
Voo
V
Io Io
Vo Vo
=
IIrms
=
V
V
=
=
I rmsI =
V rmsV=rms
IIII=
VVVV=
rms
rms
rms
IIIrms
Irms
2 ====rmsooo0o2 2VVVVrms
22
2rms
== 0oooo2 2
rms
rms
rms
rms==
2mains
222
2222 peak
Application to
to calculation
calculation
of mains
electricity
peak
and
peak-to-peak
voltage
values.
Application
of
and
peak-to-peak
voltage
values.
Application
Application
toelectricity
calculation
to calculation
of mains
of
mains
electricity
electricity
peak
peak
andand
peak-to-peak
peak-to-peak
voltage
voltage
values.
values.
Application
to
calculation
of mains
electricity
peak and
peak-to-peak
voltage values.
Application
Application
Application
Applicationto
to
to
tocalculation
calculation
calculation
calculation
of
of
of
ofmains
mains
mains
mains
electricity
electricity
electricity
electricity
peak
peak
peak
peak
and
and
and
andpeak-to-peak
peak-to-peak
peak-to-peak
peak-to-peak
voltage
voltage
voltage
voltagevalues.
values.
values.
values.
Oscilloscope
Oscilloscope
Oscilloscope
• •Oscilloscope
Oscilloscope
Oscilloscope
Oscilloscope
Use of
of an
an oscilloscope
oscilloscope
as
d.c.
and
a.c. voltmeter,
voltmeter,
to
measure
time
intervals
and
Use
as
aa d.c.
and
a.c.
measure
time
intervals
Use
Use
of
an
of oscilloscope
an
oscilloscope
as aasd.c.
ato
d.c.
and
and
a.c.a.c.
voltmeter,
voltmeter,
to measure
toand
measure
timetime
intervals
intervals
andand
• •••• Oscilloscope
Oscilloscope
Use
Use
Use
Use
of
of
of
of
an
an
an
an
oscilloscope
oscilloscope
oscilloscope
oscilloscope
as
as
as
as
a
a
a
a
d.c.
d.c.
d.c.
d.c.
and
and
and
and
a.c.
a.c.
a.c.
a.c.
voltmeter,
voltmeter,
voltmeter,
voltmeter,
to
to
to
to
measure
measure
measure
measure
time
time
time
time
intervals
intervals
intervals
intervals
and
and
and
No
details
of
the
structure
of
the
No
details
of
the
structure
of
the
frequencies and
and to
to display
display
a.c.
waveforms.
frequencies
a.c.
waveforms.
No No
details
details
the
of the
structure
structure
of the
of and
the
frequencies
frequencies
andand
to as
display
toadisplay
a.c.ac
a.c.
waveforms.
waveforms.
Use
of an oscilloscope
dc and
voltmeter,
to measure
time of
intervals
and
frequencies
and to
No
No
No
No
details
details
details
details
of
of
of
of
the
the
the
structure
structure
structure
structure
of
of
ofthe
the
the
the
frequencies
frequencies
frequencies
frequencies
and
and
and
and
to
to
to
to
display
display
display
display
a.c.
a.c.
a.c.
a.c.
waveforms.
waveforms.
waveforms.
waveforms.
instrument isis required
required
but
familiarity
with
thebut
operation
of
thewith
controls
expected.
instrument
but
familiarity
with
the
operation
the
controls
isis expected.
display
a.c. waveforms.
No
details
of
theof
structure
of
the
instrument
isthe
required
butof
familiarity
with the
instrument
instrument
is
required
is
required
but
familiarity
familiarity
with
the
the
operation
operation
ofthe
of
the
controls
controls
is
expected.
is expected.
instrument
instrument
instrument
instrument
is
is
is
is
required
required
required
required
but
but
but
but
familiarity
familiarity
familiarity
familiarity
with
with
with
with
the
the
the
the
operation
operation
operation
operation
of
of
of
of
the
the
the
the
controls
controls
controls
controls
is
is
is
is
expected.
expected.
expected.
expected.
operation of the controls is expected.
8
GCE Physics A for exams from June 2014 onwards (version 1.5)
New GCE
GCE Physics
Physics A
A specification
specification for
for first
first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to
to QCA
QCA (July
(July 2007)
2007)
New
3.2
3.2
Unit 2
2 Mechanics,
Mechanics, Materials
Materials and
and Waves
Waves
Unit
This AS
AS
module
is about
about
the principles
principles
and applications
applications
ofWaves
mechanics, materials
materials
This
is
the
and
mechanics,
3.2 Unit
2 module
PHYA2
Mechanics,
Materials
andof
and
waves.
The
first
section
introduces
vectors
and
then
develops
knowledge
and
and waves. The first section introduces vectors and then develops knowledge and
understanding
of
forces
and
energy
from
GCSE
Additional
Science.
In
the
second
understanding
of forces
and
energy from
GCSE Additional
Science.
Infirst
thesection
second
This AS unit
is about the principles
and
applications
of mechanics,
materials and
waves. The
section,
materials
are studied
studied
in terms
terms
of their
their bulk
bulk of
properties
and
tensile
strength.
introduces
vectors materials
and then develops
knowledge
and understanding
forces andand
energy
from GCSE
section,
are
in
of
properties
tensile
strength.
Additional
Science.
the second
section,
materials
are studied
in terms
their bulk properties
The
final In
section
extends
GCSE
studies
on waves
waves
by of
developing
in-depthand tensile
The
final
section
extends
GCSE
studies
on
by
developing
in-depth
strength.knowledge
The final section
extends
GCSE
studies
on
waves
by
developing
in-depth
knowledge
of the
knowledge
of
the
characteristics,
properties
and
applications
of
waves,
including
of the characteristics, properties and applications of waves, including
characteristics,
properties
and
applications
of
waves,
including
refraction,
diffraction,
superposition
and
refraction, diffraction,
diffraction, superposition
superposition and
and interference.
interference.
refraction,
interference.
Mechanics
3.2.1 Mechanics
3.2.1
3.2.1
Mechanics
Scalars and
and vectors
vectors
•• Scalars
•
The addition
addition of
of vectors
vectors by
by calculation
calculation or
or scale
scale drawing.
drawing. Calculations
Calculations will
will be
be limited
limited
The
Scalars
and vectors
to two perpendicular
vectors.
to two perpendicular vectors.
The
of vectors
by calculation
or scale
drawing. Calculations
will betolimited
two
Theaddition
resolution
of vectors
vectors
into two
two
components
at right
right angles
angles
eachtoother;
other;
The
resolution
of
into
components
at
to each
perpendicular vectors.
examples should
should include
include the
the components
components of
of forces
forces along
along and
and perpendicular
perpendicular to
to an
an
examples
The
resolution
of vectors into two components at right angles to each other; examples should include
inclined
plane.
inclined plane.
the components of forces along and perpendicular to an inclined plane.
Conditions for
for equilibrium
equilibrium for
for two
two or
or three
three coplanar
coplanar forces
forces acting
acting at
at a
a point;
point;
Conditions
Conditions
for
equilibrium
for
two
or
three
coplanar
forces
acting
at
a
point;
problems
may be solved
problems may
may be
be solved
solved either
either by
by using
using resolved
resolved forces or by using a closed
problems
either
by using resolved
forces or by using
a closed triangle.forces or by using a closed
triangle.
triangle.
Moments
• •• Moments
Moments
Momentofof
of
a force
force
about
a point
point
defined
as
force ×× perpendicular
perpendicular
distance
from
the
Moment
a force
about
a point
defineddefined
as forceas
x perpendicular
distance fromdistance
the point from
to the the
line of
Moment
a
about
a
force
action
of
the
force;
torque.
point
to
the
line
of
action
of
the
force;
torque.
point to the line of action of the force; torque.
Couple
a pair
of equal
and opposite
forces defined
force x perpendicular
distance between the
Coupleofof
of
a pair
pair
of equal
equal
and opposite
opposite
forcesasdefined
defined
as force
force ×× perpendicular
perpendicular
Couple
a
of
and
forces
as
lines
of
action
of
the
forces.
distance
between
the
lines
of
action
of
the
forces.
distance between the lines of action of the forces.
The
of moments
and its
applications
in simple in
balanced
Theprinciple
principle
of moments
moments
and
its applications
applications
in
simplesituations.
balanced situations.
situations.
The
principle
of
and
its
simple
balanced
Centreofof
of
mass;
calculations
of
the position
position
of the
the
centre
ofregular
masslamina
of a
a regular
regular
Centre
mass;
calculations
of the of
position
of the centre
of mass
of aof
are not expected.
Centre
mass;
calculations
the
of
centre
mass
of
lamina
are
not
expected.
lamina are not expected.
•
Motion
a
straight line
line
Motion along
along a
a straight
straight
Motion
along
line
•• Displacement,
speed,
velocity
and acceleration.
Displacement,
speed,
velocity
and acceleration.
acceleration.
Displacement,
speed,
velocity
and
∆
s
∆
v
= ∆v
= ∆s ,,
vv =
aa =
∆
t
∆tt
∆t
∆
Representation
by
graphical
methods
of uniform
non-uniform
acceleration; acceleration;
interpretation of
Representation
by
graphical
methods
of and
uniform
and non-uniform
non-uniform
acceleration;
Representation by graphical methods
of
uniform
and
velocity-time
and
displacement-time
graphs
for
uniform
and
non-uniform
acceleration;
significance
interpretation
of
velocity-time
and
displacement-time
graphs
for
uniform
and
non- of
interpretation of velocity-time and displacement-time graphs for uniform and
nonareas
and acceleration;
gradients.
uniform
significance
of
areas
and
gradients.
uniform acceleration; significance of areas and gradients.
Equations
forfor
uniform
acceleration;
Equations
for
uniform
acceleration;
Equations
uniform
acceleration;
u+v
= uu +
+ at
at ,,
=  u + v  tt
vv =
ss =
 22 
2
at 2
2
2
as
ut ++ at ,,
vv 2 == uu 2 ++ 22as
ss == ut
2
2
Acceleration
due
to gravity,
gravity,
g; detailed
detailed
experimental
methods gof
ofare
measuring
g are
are
Acceleration
duedue
to gravity,
g; detailed
experimental
methods of measuring
not required.
Acceleration
to
g;
experimental
methods
measuring
g
not
required.
not
required.
Terminal speed.
Terminal speed.
speed.
Terminal
• •• Projectile
Projectile motion
motion
Projectile
motion
Independence
of vertical
and horizontal
motion; problems
will be solvable
first principles.
The
Independence
of vertical
vertical
and horizontal
horizontal
motion; problems
problems
will from
be soluble
soluble
from first
first
Independence
of
and
motion;
will
be
from
memorising
of
projectile
equations
is
not
required.
principles. The memorising of projectile equations is not required.
principles. The memorising of projectile equations is not required.
Newton’s laws
laws of
of
motion
Newton’s
• •• Newton's
of motion
motion
Knowledge
and
application
of
thelaws
three
laws of
ofin motion
motion
in appropriate
appropriate
situations.
Knowledge
and
application
the
three
laws
in
Knowledge and application of theof
three
of motion
appropriate
situations. situations.
For constant
constant mass,
mass, F
F == ma
ma ..
For
For constant mass, F = ma.
9
3
GCE Physics A for exams from June 2014 onwards (version 1.5)
New
NewGCE
GCE Physics
Physics AAspecification
specification for
for first
first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to
to QCA
QCA (July
(July 2007)
2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
• GCE
Work,
energy
and
power
Work,
energy
and
power
Work, A
energy
andfor
power
New
specification
first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
•• Physics
New
GCE
A
specification
for
first
teaching
2008:
version
0.2,
draft
submitted
to
QCA
(July
2007)
New
New
GCE
GCE
Physics
Physics
AAspecification
specification
for
forfirst
first
teaching
teaching
2008:
2008:
version
version
0.2,
0.2,
draft
draft
submitted
submitted
totoQCA
QCA
(July
(July
2007)
2007)
W
== Fs
cos
θθ
WPhysics
Fs
cos
Work, energy and power
W
PP == Fs cos θ
3.5• Work,
Options
and power
∆energy
∆tt
Work,
energy
and
andpower
power
•• Work,
WUnit
= Fsenergy
cos
θ
∆5A
Wθ θAstrophysics
WW=P
=
Fs
Fs
cos
cos
P == Fv
Fv
Work,
energy fundamental
and power physical principles are applied to the study and
• In
∆toption,
this
∆
W
W
=
Fs
cos
θ
useful
output
power
energy
Conservation
of
energy
•• PConservation
=
interpretation
ofof
the
Universe.
Students will gain deeper insight into the behaviour
∆∆WW =
efficiency
input power of
∆
t
=
PP=Principle
of
conservation
applied
examples
gravitational
Principle
of
conservation
of energy,
energy,
applied
to
examples
involving
gravitational
P
=
Fv
of ∆objects
at
great
distances
from
Earth
andto
discover
theinvolving
ways in which
information
∆t t∆W
potential
energy,
kinetic
energy
and
work
done
against
resistive
forces.
potential
energy,
kinetic
energy
and
work
done
against
resistive
forces.
from
these
objects
can
be
gathered.
The
underlying
physical
principles
of the
=
P
• • PConservation
of energy
energy
Conservation
of
=EEFv=∆=tmg
∆∆
∆
h
mg
∆
h
optical
and
other
devices
used
are
covered
and
some
indication
given
of
the
new
p
conservation
of energy,
applied applied
to examples
involving gravitational
energy,
kinetic
PP=Principle
=Fv
Fvp of of
Principle
conservation
of energy,
to examples
involvingpotential
gravitational
information
gained
by
the
use
of
radio
astronomy.
Details
of
particular
sources
of
energy
2work
2
• Conservation
1
1
energy
and
done
against
resistive
forces.
potential
kinetic energy and work done against resistive forces.
EE
mv
mvenergy,
Pkk===Fv
22
Conservation
ofofenergy
energyare
•• Conservation
and
their
not required.
Principle
ofmechanisms
conservation
of energy,
applied to examples involving gravitational
∆
E
=
mg
∆
h
p
p of
Principle
Principle
of
conservation
conservation
of
of
energy,
energy,
applied
applied
totoexamples
examples
involvingforces.
gravitational
gravitational
Conservation
of
energy
• potential
energy,
kinetic
energy
and
work done
against involving
resistive
Materials
Materials
3.2.2
3.2.2
Lenses
and
Optical
Telescopes
A.1.1potential
2 conservation
1energy,
potential
energy,
kinetic
kinetic
energy
energy
and
and
work
work
done
done
against
against
resistive
resistive
forces.
forces.
Principle
of
of
energy,
applied
to
examples
involving
gravitational
mv
∆EEpk == mg
2 ∆h
Bulk
properties
of
Bulk
properties
of solids
solids
potential
kinetic
energy and work done against resistive forces.
mg
∆∆h2energy,
h
Lenses
•••∆∆EE
p p==mg
1
=
mv
m
∆
E
=
mg
∆
h
m
Materials
3.2.2 EPrincipal
k 1 1p2 2 2 focus, focal length of converging lens.
ρρ ==
Density
Density
3.2.2EEkMaterials
==2 2mv
mv
kFormation
2 of V
1
images
by a converging lens.
V of solids
E
=
mv
Bulk
properties
•
k
3.2.2 Materials
2
Ray
diagrams.
Hooke’s
law,
elastic
limit,
Hooke’s
law,
elastic
limit,
experimental investigations.
investigations.
Materials
Materials
3.2.2
3.2.2
m of solidsexperimental
•3.2.2
Bulk
properties
Materials
=
ρ
Density
Bulk
properties
of
solids
FF1== k∆L
k∆L
1 1
•
+properties
=
Vofofsolids
Bulk
properties
solids
•• Bulk
Tensile
strain
stress.
Tensile
strain
and
tensile
stress.
m and
Bulk
properties
oftensile
solids
u
v
f
• Density
=
ρ
Hooke’s
law,
elastic
limit,
experimental
investigations.
Density
m
m
Elastic
strain
energy,
breaking
stress.
Elastic
strain
energy,
breaking
stress.
m
ρρ=ρ= =V for first teaching 2008:
Density
Density
New GCE Physics
Ak∆L
specification
version 0.2, draft submitted to QCA (July 2007)
F
=
Density
telescope
consisting
of
Astronomical
• Hooke’s
Vof
Velastic
stored
== 1212 FF ∆∆LLinvestigations.
.. two converging lenses
Derivation
energy
stored
Derivation
of
law,
limit,
experimental
Venergy
Tensile
strain
and
tensile
stress.
Hooke's
law,
elastic
limit,
experimental
investigations.
Ray
diagram
to
show
the
image
formation
in normal adjustment.
Hooke’s
Hooke’s
law,
law,
elastic
elastic
limit,
limit,
experimental
experimental
investigations.
investigations.
law,of
elastic
limit,
experimental
investigations.
F Description
=Hooke’s
k∆L strain
plastic
behaviour,
fracture
and
Description
of
plastic
behaviour,
fracture
and brittleness;
brittleness; interpretation
interpretation of
of simple
simple
Elastic
energy,
breaking
stress.
F
=
k∆L
Angular
magnification
in
normal
adjustment.
FFTensile
=stress-strain
=
k∆L
k∆L
F = k∆L
strain and
tensile stress. 1
curves.
stress-strain
curves.
energy
stored
= 2atFeye
∆L .
Derivation
of
3.5
Options
angle
subtended
by
image
Tensile
strain
and
tensile
stress.
Tensile
Tensile
strain
strain
and
and
tensile
tensile
stress.
stress.
Tensile
strain
and
tensile
stress.
Elastic
strain
energy,
breaking
stress.
M
=
The
Young
modulus
The
Young
modulus
••Elastic
Elastic
strain
breaking
Description
ofenergy,
plastic
behaviour,
Elastic
strain
strain
energy,
energy,
breaking
breaking
stress.
1unaided
Elastic
strain
energy,
breaking
stress.
Unit
5A
Astrophysics
angle
by
object
atstress.
energy
stored
=stress.
Ffracture
∆L . eyeand brittleness; interpretation of simple
Derivation
ofsubtended
112
1 stress
stress-strain
curves.
energystored
stored
F
∆
LL.. . FF LL
Derivation
of
tensile
tensile
stress
energy
energy
stored
=
=
F
F
∆
∆
L
Derivation
Derivation
of
of
Derivation
of
2 22 fracture
Focal
lengths
of the=behaviour,
== and
The
Young
modulus
In this
option,
fundamental
physical
principles
arebrittleness;
applied to interpretation
the study andof simple
Description
of
plastic
=lenses.
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Young
modulus
Description
of
plastic
behaviour,
fracture
and
brittleness;
interpretation
simple
Description
plastic
behaviour,
fracture
and brittleness;
interpretation
of simpleofstress-strain
tensile
strain
tensile
strain
AA ∆
LLdeeper
∆brittleness;
The
Young
modulus
Description
ofcurves.
plastic
plastic
behaviour,
behaviour,
fracture
fracture
and
brittleness;
interpretation
interpretation
of
ofsimple
simplecurves.
•Description
f o of
stress-strain
interpretation
ofof
the
Universe.
Students
willand
gain
insight
into the behaviour
stress-strain
curves.
M
=
One
method
of
One simple
simple
method
of measurement.
measurement.
stress-strain
curves.
curves.
ofstress-strain
objects
great
distances
from Earth
the ways in which information
tensile
stress and discover
F L
fat
e
The
Young
modulus
=graphs
=Young
The
Young
modulus
••from
The
Young
modulus
Use
of
stress-strain
to
find
the
modulus.
Use
of
stress-strain
graphs
to
find
the
Young
modulus.
The
Young
modulus
•
these
objects
can be gathered.
The underlying
The
Young
Young
modulus
modulus
tensile strain
•• The
AL∆L physical principles of the
tensile
stress
F
Reflecting
telescopes
FL
tensile
stress
F
L some indication given of the new
• The
optical
and
other
devices
used
are
covered
and
Waves
Waves
3.2.3
3.2.3
=
=
Young
modulus
One
simplemodulus
method=tensile
of
measurement.
The Young
tensile
stress
stress = FF LL
Focal
point
of
concave
mirror.
tensile
strain
∆L modulus.
information
by=the
use
of strain
radio
astronomy.
Details of particular sources
= graphs
= AA
The
The
Young
Young
modulus
modulus
tensile
∆L
Use
of gained
stress-strain
to
find=
the
Young
Progressive
Waves
Progressive
Waves
tensile
tensile
strain
strain
•• One
AA∆∆
LL concave primary mirror and convex
Cassegrain
arrangement
a parabolic
simple
method
of
measurement.
and
their
mechanisms
not using
required.
One
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method
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New• GCE Physics
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3
3.5
Options
Waves
Waves
3.2.33.2.3
3.2.3 Waves
3.5
Options
Waves
Waves Unit 5A Astrophysics
GCE Physics A for exams from June 2014 onwards (version 1.5)
• Progressive
• Progressive
• Progressive Waves
Unit
5A
Astrophysics
Oscillation
Oscillation
of theofparticles
the particles
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of
medium;
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difference.
interpretation
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information
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spectrometer will
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pattern
is built up
which is identical
image formed on the CCD.
These
electrons
are trapped
in ‘potential
wells’ in to
thethe
CCD.
Derivation
of dorder
sin
θ
=
n
λ
,
where
n
is
the
order
number.
where n is the
number.
When
exposure
is
complete,
the
charge
is
processed
to give
an image.
An electron pattern is built up which is identical to the image
formed
on the CCD.
Applications;
e.g.
to
spectral
analysis
light
from
stars.
Applications; e.g.
to
spectral
analysis
of
light
from
stars.
Quantum
efficiency
of
pixel
>
70%.
When exposure is complete, the charge is processed to give an image.
Quantum efficiency of pixel > 70%.
11
GCE Physics A for exams from June 2014 onwards (version 1.5)
3.3 Unit 3 Investigative and Practical Skills in AS Physics
Candidates should carry out experimental and investigative activities in order to develop their practical skills.
Experimental and investigative activities should be set in contexts appropriate to, and reflect the demand of,
the AS content. These activities should allow candidates to use their knowledge and understanding of Physics
in planning, carrying out, analysing and evaluating their work.
The specifications for Units 1 and 2 provide a range of different practical topics which may be used for
experimental and investigative skills. The experience of dealing with such activities will develop the skills
required for the assessment of these skills in the Unit. Examples of suitable experiments that could be
considered throughout the course will be provided in the Teaching and learning resources web page.
The investigative and practical skills will be internally assessed through two routes;
• Route T – Investigative and Practical skills (Teacher assessed)
• Route X – Investigative and Practical skills (Externally Marked).
Route T – Investigative and Practical skills (Teacher assessed)
3
The assessment in this route is through two methods;
• Practical Skills Assessment (PSA)
• Investigative Skills Assignment (ISA).
The PSA will be based around a centre assessment throughout the AS course of the candidate’s ability to
follow and undertake certain standard practical activities.
The ISA will require candidates to undertake practical work, collect and process data and use it to answer
questions in a written test (ISA test). See Section 3.8 for PSA and ISA details.
It is expected that candidates will be able to use and be familiar with ‘standard’ laboratory equipment which is
deemed suitable at AS level, throughout their experiences of carrying out their practical activities.
This equipment might include:
Electric meters (analogue or digital), metre rule, set squares, protractors, vernier callipers, micrometer
screwgauge (zero errors), an electronic balance, stopclock or stopwatch, thermometer (digital or liquid-inglass), newtonmeters.
Candidates will not be expected to recall details of experiments they have undertaken in the written units 1 and
2. However, questions in the ISA may be set in experimental contexts based on the units, in which case full
details of the context will be given.
Route X – Investigative and Practical skills (Externally Marked)
The assessment in this route is through a one off opportunity of a practical activity.
The first element of this route is that candidates should undertake five short AQA set practical exercises
throughout the course, to be timed at the discretion of the centre. Details of the five exercises will be supplied
by AQA at the start of the course. The purpose of these set exercises is to ensure that candidates have some
competency in using the standard equipment which is deemed suitable at this level. No assessment will be
made but centres will have to verify that these exercises will be completed.
The formal assessment will be through a longer practical activity. The activity will require candidates to
undertake practical work, collect and process data and use it to answer questions in a written test. The activity
will be made up of two tasks, followed by a written test. Only one activity will be provided every year.
Across both routes, it is also expected that in their course of study, candidates will develop their ability to use
IT skills in data capture, data processing and when writing reports. When using data capture packages, they
should appreciate the limitations of the packages that are used. Candidates should be encouraged to use
graphics calculators, spreadsheets or other IT packages for data analysis and again be aware of any limitations
of the hardware and software. However, they will not be required to use any such software in their assessments
through either route.
The skills developed in course of their practical activities are elaborated further in the How Science Works
section of this specification (see section 3.7).
12
GCE Physics A for exams from June 2014 onwards (version 1.5)
In the course of their experimental work candidates should learn to:
• demonstrate and describe ethical, safe and skilful practical techniques
• process and select appropriate qualitative and quantitative methods
• make, record and communicate reliable and valid observations
• make measurements with appropriate precision and accuracy
• analyse, interpret, explain and evaluate the methodology, results and impact of their own and others
experimental and investigative activities in a variety of ways.
3
13
GCE Physics A for exams from June 2014 onwards (version 1.5)
New
GCE
Physics
AA
specification
forfor
first
teaching
2008:
version
0.2,
draft
submitted
to to
QCA
(July
2007)
New
GCE
Physics
A specification
specification
for
first
teaching
2008:
version
0.2,
draft
submitted
to
QCA
(July
2007)
New
GCE
Physics
first
teaching
2008:
version
0.2,
draft
submitted
QCA
(July
2007)
New
GCE
Physics
A specification
for teaching
first teaching
2008:
version
0.2,
draft
submitted
to QCA
(July
2007)
New
GCE
Physics
A
specification
for
first
2008:
version
0.2,
draft
submitted
to
QCA
(July
2007)
New
GCE
Physics
A
specification
for
first
teaching
2008:
version
0.2,
draft
submitted
to
QCA
(July
2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE
GCE Physics
Physics A
A specification
specification for
for first
first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to
to QCA
QCA (July
(July 2007)
2007)
New
3
3.4
Unit
4 44
Fields
and
Further
Mechanics
3.43.4
Unit
Fields
and
Further
Mechanics
3.4
Unit
Fields
and
Further
Mechanics
Unit
4Fields
PHYA4
Fields
and Further Mechanics
3.4
Unit
4
and
Further
Mechanics
3.4
Unit
4
Fields
and
Further
Mechanics
Unit
4
Fields
and
Further
Mechanics
3.43.4This
Unit
4
Fields
and
Further
Mechanics
isis
the
first
A2A2
module,
building
onon
the
key
ideas
and
knowledge
covered
inin
AS
This
is
the
first
A2
module,
building
on
the
key
ideas
and
knowledge
covered
in
AS
This
the
first
module,
building
the
key
ideas
and
knowledge
covered
AS
3.4
Unit
4is
Fields
and
Further
Mechanics
3.4
Unit
4
and
Mechanics
Thisphysics.
is the
firstthe
A2Fields
unit,
building
onadvances
thebuilding
key
ideas
and
knowledge
covered
in and
AS
Physics.
The
first
section
This
the
first
A2 Further
module,
building
on
the
key
ideas
and
knowledge
covered
in AS
AS
This
is
first
A2
module,
on
the
key
ideas
and
knowledge
covered
in
AS
The
first
section
the
study
of
momentum
introduces
circular
physics.
The
first
section
advances
the
study
of
momentum
and
introduces
circular
physics.
The
section
advances
the
study
of
momentum
and
introduces
circular
This
is
the
first
A2
module,
building
on
the
key
ideas
and
knowledge
covered
Thistheisstudy
the first
A2 module,
building
on
the key
ideas
andmotion
knowledge
covered
in in
AS
advances
of
momentum
and
introduces
circular
and
oscillatory
and
covers
gravitation.
physics.
The
first
section
advances
the
study
of
momentum
and
introduces
circular
This
isThe
theThe
first
A2and
module,
building
on
the
key
ideas
and
knowledge
covered
in AS
AS
and
oscillatory
covers
gravitation.
Electric
and
magnetic
fields
are
physics.
first
section
advances
the
study
of
and
introduces
circular
and
oscillatory
motion
and
covers
gravitation.
Electric
and
magnetic
fields
are
and
oscillatory
motion
and
covers
gravitation.
Electric
and
magnetic
fields
are
physics.
first
section
advances
the
study
of
momentum
and
introduces
circular
This
is
the
A2
module,
building
on
the
key
ideas
and
knowledge
covered
in
physics.
Themotion
first
section
advances
the
study
ofmomentum
momentum
and
introduces
circular
Electric
and
magnetic
fields
aresection
covered,
together
with
basic
electromagnetic
induction.
Electric
fields
leads
and
oscillatory
motion
and
covers
gravitation.
Electric
and
magnetic
fields
are
physics.
The
first
advances
the
study
of
momentum
and
introduces
circular
and
oscillatory
motion
and
covers
gravitation.
Electric
and
magnetic
fields
are
covered,
together
with
basic
electromagnetic
induction.
Electric
fields
lead
into
covered,
together
with
basic
electromagnetic
induction.
Electric
fields
lead
into
covered,
together
with
basic
electromagnetic
induction.
Electric
fields
lead
into
and
oscillatory
motion
and
covers
gravitation.
Electric
and
magnetic
fields
are
physics.
The
first
section
advances
the study
of
momentum
and
introduces
circular
and
oscillatory
and
covers
gravitation.
Electric
and
magnetic
fields
are
into capacitors
and
how motion
quickly
they
charge
and
discharge
through
a resistor.
Magnetic
fields
leads
into the
covered,
together
with
basic
electromagnetic
induction.
Electric
fields
lead
into
and
oscillatory
motion
and
covers
gravitation.
Electric
and
magnetic
fields
are
capacitors
and
how
quickly
they
charge
and
discharge
through
a
resistor.
covered,
together
with
basic
electromagnetic
induction.
Electric
fields
lead
into
capacitors
and
how
quickly
they
charge
and
discharge
through
resistor.
capacitors
and
how
quickly
they
charge
and
discharge
through
aa
resistor.
covered,
together
with
basic
electromagnetic
induction.
Electric
fields
lead
into
and
oscillatory
motion
and
covers
gravitation.
Electric
and
magnetic
fields
are
generation
and
transmission
of
alternating
current.
covered,
together
with
basic
electromagnetic
induction.
Electric
fields
lead
into
capacitors
and
how
quickly
they
charge
and
discharge
through
resistor.
covered,
together
with
basic
electromagnetic
induction.
Electric
fields
lead into
into
Magnetic
fields
lead
into
the
generation
and
transmission
ofof
alternating
current.
capacitors
and
how
quickly
they
charge
and
discharge
through
aaresistor.
Magnetic
fields
lead
into
the
generation
and
transmission
of
alternating
current.
Magnetic
fields
lead
into
the
generation
transmission
alternating
current.
capacitors
and
how
quickly
they
charge
and
discharge
through
aafields
resistor.
covered,
together
with
basic
electromagnetic
induction.
Electric
lead
capacitors
and
how
quickly
they
charge
and
discharge
through
resistor.
Magnetic
fields
lead
into
the
generation
transmission
of
alternating
current.
capacitors
and
how
quickly
they
charge
and
discharge
through
a
resistor.
Magnetic
fields
lead
into
the
generation
and
transmission
of
current.
Magnetic
fields
lead
into
generation
transmission
of
alternating
current.
capacitors
and
how
quickly
they
charge
and
discharge
through
a resistor.
3.4.1
Further
Mechanics
Magnetic
fields
lead
into
thethe
generation
and
transmission
ofalternating
alternating
current.
Further
Mechanics
3.4.1
Further
Mechanics
3.4.1
Further
Mechanics
3.4.1
Magnetic
fields
lead
into
the
generation
and
transmission
of
alternating
current.
Magnetic
fields lead into the generation and transmission of alternating current.
Further
Mechanics
3.4.1
Further
Mechanics
3.4.1
Further
Mechanics
3.4.1
Further
Mechanics
3.4.1
concepts
•3.4.1
Momentum
concepts
Momentum
concepts
•• Momentum
•
Momentum
concepts
Further
Mechanics
Further
Mechanics
3.4.1
Momentum
concepts
•
Momentum
concepts
as
the
rate
ofof
change
ofof
momentum
• •Force
Force
asasthe
the
rate
of
change
of
momentum
Momentum
concepts
as
of
change
momentum
•Force
Momentum
concepts
Force
the rate
rate
change
of
momentum
Force
as
the
rate
of
change
of momentum
momentum
Momentum
concepts
•
(
)
∆
mv
Force
as
the
rate
of
change
of
momentum
∆
mv
(
)
∆
mv
Force
as
the
rate
of
change
of
Momentum
concepts
•
Force
as
the
rate
of
change
of
momentum
FF
= ==Force
F
(
)
∆
mv
as
the
rate
of
change
of
momentum
(
)
∆
mv
t∆
as
∆t∆ (mv
) )the rate of change of momentum
F∆
FF=Force
==(tmv
=F ∆
(
)tt =∆= (∆∆mv
∆
mv
t∆)=
∆
t
Impulse
F
∆
))
(
∆
mv
∆
Impulse
F
mv
Impulse
F
(mv
F == ∆t tt∆
F
F
∆
t
=
∆()(mv
mv))
Impulse
t
∆
Impulse
F
∆
t
=
∆
(
mv
∆tFof
Impulse
∆area
=(∆
Impulse
Significance
under
graph.
Impulse
∆Ftof
=tarea
∆
mv
) ) a aforce-time
Significance
of
area
under
a force-time
force-time
graph.
Significance
under
graph.
Impulse
Fof
∆ttarea
=of∆∆area
(under
mv
Significance
under
a force-time
force-time
graph.
Impulse
F
∆
=
(
mv
)
Significance
under
a
force-time
graph.
Significance
of
area
a
force-time
graph.
Significance
of
area
under
a
graph.
Principle
ofof
conservation
ofof
linear
momentum
applied
toto
problems
inin
one
Significance
of area under
a
force-time
graph.
Principle
of
conservation
of
linear
momentum
applied
to
problems
in
one
Principle
conservation
linear
momentum
applied
problems
one
Significance
of area
area under
under
force-time
graph.
Principle
of conservation
conservation
ofaalinear
linear
momentum
applied
toinproblems
problems
in one
one
Significance
of
force-time
graph.
Principle
of
conservation
of
linear
momentum
applied
to
problems
one
dimension.
Principle
of
conservation
of
linear
momentum
applied
to
problems
in
one
dimension.
dimension.
dimension.
Principle
of
of
momentum
applied
to
Principle of conservation of linear momentum applied to problems in in
one
dimension.
Principle
of
conservation
of
linear
momentum applied
applied to
to problems
problems in
in one
one
Elastic
and
inelastic
collisions;
explosions.
dimension.
Elastic
and
inelastic
collisions;
explosions.
Elastic
and
inelastic
collisions;
explosions.
Elastic
and
inelastic
collisions;
explosions.
dimension.
Principle
of
conservation
of
linear
momentum
dimension.
Elastic
and
inelastic
collisions;
explosions.
dimension.
Elastic
and
inelastic
collisions;
explosions.
Elastic
and
inelastic
collisions;
explosions.
dimension.
Elastic
and
inelastic
collisions;
explosions.
motion
• •• Circular
Circular
motion
Circular
motion
Elastic
and
inelastic collisions;
collisions; explosions.
explosions.
• Motion
Circular
motion
Elastic
and
inelastic
Circular
motion
•
inin
amotion
circular
path
atat
constant
speed
implies
there
isis
anan
acceleration
and
• • •Circular
Motion
in
circular
path
at
constant
speed
implies
there
is
an
acceleration
and
Motion
aa
circular
path
constant
speed
implies
there
acceleration
and
Circular
motion
Circular
motion
Motion
inain
acircular
circular
path
atatconstant
speed
implies
there
is
anthere
acceleration
and requires
a centripetal
Motion
a
circular
path
at
constant
speed
implies
is
an
acceleration
and
Circular
motion
•
Motion
in
path
constant
speed
implies
there
is
an
acceleration
and
requires
a
centripetal
force.
requires
a
centripetal
force.
a in
centripetal
force.
Motion
a circular
path
constant
speed
implies
there
acceleration
and
Circular
•requires
Motion
in
amotion
circular
path
at at
constant
speed
implies
there
is is
anan
acceleration
and
force.
requires
centripetal
force.
Motion
in
circular
path
at constant
constant speed
speed implies
implies there
there is
is an
an acceleration
acceleration and
and
v vv force.
requires
aain
centripetal
requires
aaaacentripetal
force.
Motion
at
requires
centripetal
force.
Angular
speed
ωcircular
= == =
2==πpath
fππffforce.
Angular
speed
ω
Angular
speed
ω
2v22πf
Angular
speed
requires
a
centripetal
v
requires
aspeed
centripetal
force.
rrv== 2vπ==
Angular
ω
2πf
Angular
speed
ωω=r=ω
Angular
speed
Angular
speed
=vvr2fπ2f πf2 22
r
r
Angular speed
speed ω
ω=
r= == 22ππvff vv
Angular
2ω
a=
= ωv22ω
r22rr
Centripetal
acceleration
Centripetal
acceleration
Centripetal
acceleration
Centripetal
acceleration
rr aa ==rvar2rv=2==
v
2= ω22 r
Centripetal
acceleration
2 =
a = a = = 2rω
Centripetal
acceleration
Centripetal
acceleration
ωr2ωr 2 r
Centripetal
acceleration
2 22 a =r vv=
mvmv
a2==r22 r == ω
ω2 rr
Centripetal
acceleration
am
Centripetal
acceleration
2m
Centripetal
force
Centripetal
force
FF
= == mv
m
ω
Centripetal
force
F
=
ωr rrr 2
Centripetal
force
=
ω
2=mv
2
2
mv
r
mv
2
r=r = 2mω
Centripetal
force
F mv
m
ω2 rr
Centripetal
force
FF= =
r2ω
Centripetal
force
==ωm
2F 22= mv
Centripetal
force
m
r 2examined.
r2=not
The
derivation
offorce
a a=
vF
/r
will
be
mv
The
derivation
of
a=
=
v2 r=/r
/r
will
not
be
examined.
The
derivation
of
v
will
not
be
r
2 r examined.
Centripetal
=
m
ω
r
2
The
derivation
of
a
=
v
/r
will
not
be
examined.
Centripetal
force
F
=
=
m
ω
r be examined.
2
2r/r will
The
derivation
of
av =
=
vwill
not
The
derivation
ofofaof
==
/r2/r
not
be
examined.
The
derivation
a
v
/r
will
not
be
examined.
r
The
derivation
a
v
will
not
be
examined.
harmonic
motion
• •• Simple
Simple
harmonic
motion
Simple
harmonic
The
derivation
ofmotion
a=
=
v22/r
/r will
will not
not be
be examined.
examined.
The
derivation
of
a
v
Simple
harmonic
motion
•Characteristic
harmonic
motion
features
of
simple
harmonic
motion.
• •Characteristic
•
Simple
harmonic
motion
Characteristic
features
of
simple
harmonic
motion.
features
of
simple
harmonic
motion.
Simple
harmonic
motion
•Simple
Simple
harmonic
motion
Characteristic
features
harmonic
motion.
Simple
harmonic
motion
2of22simple
•
Characteristic
features
of
simple
harmonic
motion.
Characteristic
features
harmonic
motion.
Characteristic
features
motion.motion.
Simple
harmonic
Condition
forfor
shm:
a=
(of−2−(πsimple
x simple
•Condition
Characteristic
features
of
harmonic
Condition
for
shm:
shm:
aa −
==motion
22fππ)of
ffsimple
)
xxharmonic
2
Characteristic
features
of2πsimple
harmonic motion.
motion.
Condition
for
shm:
=π−−of
Characteristic
features
Condition
for
a a= =−aa(−=
22πf
x2ff x2))2 22xx harmonic
Condition
forshm:
shm:
Condition
for
shm:
shm:
(A2f2πA(A()2f2−22π)simple
2
x =xxCondition
cos
2π22ftππftftfor
and
v
=
±
2
π
f
x
=Condition
A cos
cos
and
v
=
±
2
π
f
−
x
=A
A
and
v
=
±
2
π
f
−
x
for shm:
shm: aa == −−((222ππff ))222xx 2
Condition
for
= AA2cos
cos
and
2ππAff 2−AAx2 −−2 xx2
xGraphical
cos
π2ft
v v= =±vv2±==π2f±π±2flinking
2πf
xxA=
2ft2ππand
ftftandand
Graphical
x= =A
cosrepresentations
πrepresentations
A −2 xx, xxv2,, , vva
linking
andt .tt ..
Graphical
representations
linking
,, aaand
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14
GCE Physics A for exams from June 2014 onwards (version 1.5)
A specification for•first teaching
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Physicsdifference.
A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
potential
definition of absolute
potential,
including
zero value
New GCEelectric
Physics A
specification
for first teaching
2008:at
version 0.2, draft submitted to QCA (July 2007)
Workdraft
done
in moving
charge
Q given
rst teaching
2008:
version 0.2,
submitted
to QCA
(July
2007)by
tric
potential
difference.
definition of absolute electric potential, including zero value at
ng charge Q given by ∆W = Q ∆V
ctric3potential difference.
potential
• Electric
Q
1 potential
Electric
of V in aofradial
field given
by
• byby
given
∆W
∆V
charge
Understanding
definition
of absolute
electric potential, including zero value at
aing
radial
fieldQgiven
VMagnitude
= =Q
Understanding
of
definition
of
absolute
electric potential, including zero value at
4
πε
r
0 and
Q
1
infinity,
of
electric
potential
difference.
on
of absolute
electric
potential,
including
zero
valuedifference.
at
a radial
field
given
by
infinity,
and
of
electric
potential
E=and
V with
r.
ntations
of
variations
ofVWork
Q
given by ∆W = Q ∆V
done
in
moving
charge
4πε
4
πε
r
otential difference. Work done
00
in moving charge Q given by ∆W = Q ∆V
1 Q
Graphical
representations
of variations
of E and
ectric
gravitational
fields
Qand
given
by ∆W =of
Q
arge
E∆V
and V
with
ntations
of variations
field given
by VVwith
=1 r.Q
Magnitude
of Vr.in a radial
4πε 00 r
V in a radial field
given by V =
Magnitude
e square law fields having
manyofcharacteristics
in common.
1 Qfields
lectric given
and gravitational
al
by•Vbut
= charges
4πεfields
0 r
Comparison
of
electric
and
gravitational
esfield
always attract
may
attract
or
repel.
V with r.
representations of variations of E and
4πεGraphical
e square law fields having
0 r many characteristics in common.
V with r. in common.
Graphical
representations
variations
of E and
Similarities;
inverse square lawoffields
having many
characteristics
esofalways
attract
but
charges
or repel.
V with may
r. attract
ns
variations
of E
Comparison
of electric
and gravitational fields
•and
Differences; masses
alwaysand
attract
but charges may
attract or repel.
of
electric
fields
• Comparison
Similarities; inverse squaregravitational
law fields having
many characteristics in common.
and gravitational fields
Similarities;
inverse
square
law attract
fields having
many may
characteristics
in common.
Differences;
masses
always
but
charges
attract or repel.
itance;
are
law fields having
many
characteristics
in common.
3.4.4
Capacitance
Differences;
masses always
attract but charges may attract or repel.
ays attract but charges
may attract or repel.
3.4.4 Capacitance
citance;
Capacitance
3.4.4
• • Capacitance
Capacitance
Capacitance
Definition
of capacitance;
•
Definition
of capacitance;
a capacitor
Definition
of
capacitance;
½
Q V and interpretation of area
Q under a graph of charge against
e;
CQ
=
y a capacitor
V under a graph of charge against
C = of area
½
interpretation
2 Q V and
V
= ½ Q2/ C
• Energy stored by a capacitor
2
•• Energy
Energy
stored
by
aQcapacitor
stored
a½capacitor
rge
= ½ Q2/ C
Derivation
of by
E 1=
V and interpretation of area under a graph of charge against
pacitor
Derivation
of
and
interpretation
under
a graph
of charge
Derivation
E
=
½
interpretation
of area
under
a graph
of against
chargepd
against
2 Q V and
ntation of charging and
discharging
of
capacitors
through of area
p.d.under a graph of charge
rge interpretation of p.d.
and
area
222
222 against
1
1
1
E=½
CV = ½
2 Q V = ½
2 Q / C
2 C
ntation of charging and
E = discharging
½ Q V = ½ CofV2capacitors
= ½ Q2/ C through
C,2
Q/C
Capacitor
discharge
• their
constants including
determination
from graphical data,
•• Capacitor
Capacitor
discharge
discharge
C,
- t/RC
Graphical
representation
of charging and discharging of capacitors through
Q
=
Q
e
ment of capacitor discharge,
o
Graphical
representation
of charging
anddata,
discharging
of capacitors
through resistors
representation
of
charging
and discharging
of capacitors
through
e constants includingGraphical
their
determination
from
graphical
resistors,
experience
ofresistors,
the
use
ofofacapacitors
voltage
and datalogger
n have
of charging
and discharging
through
- t/RC sensor
Time
constant
=
RC
Q
=
Q
e
ment of capacitor discharge,
o
constant
= RC,
urves for a capacitor. Time
constant
= RC
, sensor
Calculation
of voltage
time
constants
including
their determination
from graphical
data.
d have experience ofTime
the
use
of a
andincluding
datalogger
Calculation
of
time
constants
their determination
from
graphical data,
-- t/RC
Calculation
of
time
constants
including
their determination
from
graphical
data,
t/RC
curves for a capacitor. Quantitative
treatment
of capacitor
discharge
Q
=
Q
e
Quantitative
treatment
of
capacitor
discharge,
tants including their Quantitative
determinationtreatment
from graphical
data, discharge, Q = Qo e- oot/RC
of
capacitor
should have experience of the use of a voltage sensor and datalogger
nsity
QCandidates
= Qo e- t/RC
f capacitor discharge,
Candidates
should
have
experience
of the use of a voltage sensor and datalogger
to
discharge
curves
for a capacitor.
-carrying
wireofinthe
a magnetic
field.
experience
use
of plot
adischarge
voltage
sensor
should
have and
experience
of the use of a voltage sensor and datalogger to plot discharge
to Candidates
plot
curves
fordatalogger
a capacitor.
nsity
dfor
is perpendicular
to current.
a capacitor. 3.4.5
curves
for a capacitor.
Magnetic
Fields
t-carrying wire
in a magnetic
Magneticfield.
Fields
3.4.5
d rule.
d is perpendicular to
Magnetic
flux density
•ofcurrent.
the
teslaflux
ity B and definition
Magnetic
density
•
d rule.
Force on
a current-carrying
wire in a magnetic field.
Force
on
a
current-carrying
wire in a magnetic
field.
naB
magnetic
field of the
and definition
tesla
sity
F
=
B
I
l,
when
field
is
perpendicular
to current.
ing wire in a magnetic
field.
F
=
B
I
l,
when
field
is
perpendicular
to
current.
particles moving in a magnetic
field.
Fleming’s
left hand rule.
in
a magnetic
field Fleming’s
rpendicular
to current.
leftflux
hand
rule. B and definition of the tesla
field is perpendicular
to
velocity.
Magnetic
density
particles moving in a magnetic
field.
B and definition of the tesla
flux
density
rticles; application inMagnetic
devices such
as the cyclotron.
e
field
is perpendicular
to velocity.
and
definition
of16the•tesla
Moving
charges in a magnetic field
magnetic
field in a magnetic field.
• inMoving
d
flux linkage
articles;
application
devices
such
asin
theaparticles
cyclotron.
Forcecharges
on
charged
moving
agnetic field
Force on charged particles moving in a magnetic field.
GCE Physics A for exams from June 2014 onwards (version 1.5)
3.4.5 Magnetic Fields
•
Magnetic flux density
Force on a current-carrying wire in a magnetic field.
F = B I l, when field is perpendicular to current.
Fleming's left hand rule.
Magnetic flux density B and definition of the tesla.
•
Moving charges in a magnetic field
Force on charged particles moving in a magnetic field.
F = B Q v, when the field is perpendicular to velocity.
Circular path of particles; application in devices such as the cyclotron.
•
Magnetic flux and flux linkage
Magnetic flux defined by F = BA, where B is normal to A.
Flux linkage as NF, where N is the number of turns cutting the flux.
Flux and flux linkage passing through a rectangular coil rotated in a magnetic field:
flux linkage NF = BAN cosθ where θ is the angle between the normal to the plane of the coil and the
magnetic field.
•
Electromagnetic induction
Simple experimental phenomena.
Faraday's and Lenz's laws.
Magnitude of induced emf = rate of change of flux linkage =
f
New
GCE
Physics
specificationforforfirst
firstteaching
teaching2008:
2008:version
version0.2,
0.2,draft
draftsubmitted
submittedtotoQCA
QCA(July
(July2007)
2007)
New
GCE
Physics
AA
specification
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Applications such as a moving straight conductor.
Emf induced in a coil rotating uniformly in a magnetic field:
ε =BAN
BANωsin
sinωω
ε=
tt
BANω sin ω
ωtt
Eε = ω
The
operation
of
transformer;
Theoperation
operationofofaaatransformer;
transformer;
The
The operation of a transformer;
N
Vs
s V
The
transformer
equation= N s s=N=V
The
transformerequation
equation
The
transformer
s
s
The transformer equation
NNp pp VVp=pp
N
V
Transformer
efficiency
/IpV p
Transformer
efficiency ===IsIsVV
Transformer
efficiency
s s/ Ipp pVpp p
Transformer
efficiency
=transformer.
Is Vs / Ip Vp
Causes
atransformer.
Causes
ofofinefficiency
ofofaatransformer.
Causes
ofinefficiency
inefficiency of
Causes
of
inefficiency
of a transformer.
Transmission of electrical power at high voltage.
Transmissionofofelectrical
electricalpower
poweratathigh
highvoltage.
voltage.
Transmission
Transmission of electrical power at high voltage.
17
3
GCE Physics A for exams from June 2014 onwards (version 1.5)
New
GCE
Physics
A specification
forfor
first
teaching
2008:
version
0.2,
draft
submitted
to to
QCA
(July
2007)
New
New
GCE
GCE
Physics
Physics
AAspecification
specification
forfirst
first
teaching
teaching
2008:
2008:
version
version
0.2,
0.2,
draft
draft
submitted
submitted
toQCA
QCA
(July
(July
2007)
2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
3.5 Unit 5 PHA5A-5D Nuclear Physics,Thermal Physics and an
Unit
55
Nuclear
Physics
,Thermal
Physics
and
anan
Optional
Topic
Unit
Unit
5Nuclear
Nuclear
Physics
Physics
,Thermal
,Thermal
Physics
Physics
and
and
an
Optional
Optional
Topic
Topic
Unit 5 Nuclear
Physics
,Thermal Physics and an Optional Topic
Optional
Topic
Unit3.5
53.5
Nuclear
Physics
,Thermal
Physics
and an
Optional
Topic
This
module
consists
ofof
two
sections.
The
first
part
ofofSection
AA
‘Nuclear
and
3.5
This
This
module
module
consists
consists
oftwo
two
sections.
sections.
The
The
first
first
part
part
ofSection
Section
A‘Nuclear
‘Nuclear
and
and
3.5
This module consists of two sections. The first part of Section A ‘Nuclear and
Thermal
Physics’
looks
at
the
characteristics
of
the
nucleus,
the
properties
of
Thermal
Thermal
Physics’
Physics’
looks
looks
at
at
the
the
characteristics
characteristics
of
of
the
the
nucleus,
nucleus,
the
the
properties
properties
This
unit
consists
of
two
sections.
The
first
part
of
Section
A
'Nuclear
and
Thermal
Physics'
looks
3.5
This module
oflooks
two sections.
The first partofofthe
Section
A ‘Nuclear
and ofofofat the
Thermalconsists
Physics’
atproperties
the characteristics
nucleus,
theisproperties
characteristics
ofnuclei
the nucleus,
the
of
unstable
nuclei
and
how
energy
obtained
from
the
nucleus.
unstable
nuclei
and
how
energy
is
obtained
from
the
nucleus.
In
the
second
part
of
unstable
unstable
nuclei
and
and
how
how
energy
energy
is
is
obtained
obtained
from
from
the
the
nucleus.
nucleus.
In
In
the
the
second
part
part
ofof
Thermal
Physics’
looks
the
characteristics
of of
the
nucleus,
the
properties
ofsecond
unstable
nuclei
andathow
energy
isproperties
obtained
from
the and
nucleus.
In the and
second
part
of are
In the
second
part
of
Section
A,
the
thermalof
materials
the properties
nature
of gases
section
A,
the
thermal
properties
materials
and
the
properties
and
nature
of
section
section
A,
A,
the
the
thermal
thermal
properties
properties
of
of
materials
materials
and
and
the
the
properties
properties
and
and
nature
nature
of
of
unstable
andthermal
how energy
is obtained
from the
nucleus.
In the second
part of
of
section
A, the
properties
of materials
and
the properties
and nature
studied
innuclei
depth.
gases
are
studied
inindepth.
gases
gases
are
are
studied
studied
indepth.
depth.of materials and the properties and nature of
section
A, the
thermal
properties
gases
are
studied
in
depth.
Section
B offers
an
opportunity
to study one
ofstudy
the one
following
topicsoptional
tooptional
gain deeper
understanding
Section
B Boffers
opportunity
toto
study
ofofthe
following
topics
toto
gain
Section
Section
B
offers
offers
an
an
opportunity
opportunity
to
study
one
one
ofoptional
the
the
following
following
optional
topics
topics
togain
gain and
gases
are
studied
in an
depth.
Section
Bselected
offers
an
opportunity
to study one of the following optional topics to gain
awareness
of
a
branch
of
physics:
deeper
understanding
and
awareness
ofof
aofa
selected
branch
ofofphysics;
deeper
deeper
understanding
understanding
and
and
awareness
awareness
aselected
selected
branch
branch
ofphysics;
physics;
Section
B offers
an opportunity
study one
following
optional
topics
to gain
deeper
understanding
andto
awareness
ofofathe
selected
branch
of physics;
A A
Astronomy
and
cosmology
Astronomy
and
cosmology,
AAunderstanding
Astronomy
Astronomy
and
and
cosmology,
cosmology,
deeper
and
awareness
of
a
selected
branch
of
physics;
A
Astronomy and cosmology,
Medical
Physics,
Medical
Physics
B.B. Astronomy
Medical
Medical
Physics,
Physics,
AB B.
and
cosmology,
B.
Medical
Physics,
C
Applied
Physics,
C
C
Applied
Applied
Physics,
Physics,
Physics
B.C Applied
Medical
Physics,
C
Applied Physics,
Turning
Points
inin
Physics.
DD Applied
Turning
Turning
Points
Points
inPhysics.
Physics.
CD D
D
Points in Physics.
Turning
PointsTurning
in Physics,
Physics.
D
Turning Points in Physics.
Nuclear
and
Thermal
Physics
Nuclear
Nuclear
and
and
Thermal
Thermal
Physics
Physics
Nuclear
Thermal
Physics
3
Nuclear
andand
Thermal
Physics
Nuclear
and Radioactivity
Thermal
Physics
3.5.1
Radioactivity
Radioactivity
3.5.1
3.5.1
3.5.1
3.5.1Radioactivity
Radioactivity
3.5.1 • Radioactivity
for
the
nucleus
Evidence
Evidence
for
for
the
the
nucleus
nucleus
•• Evidence
Evidence for the nucleus
• Qualitative
study
of
Rutherford
scattering.
Qualitative
Qualitative
study
study
of
of
Rutherford
Rutherford
scattering.
scattering.
•
Evidence
for
the
nucleus
Evidence
for the
nucleus
•
Qualitative
study
of Rutherford scattering.
of Rutherfordscattering.
scattering.
study
of
Rutherford
• Qualitative
βα, ,βand
γ radiation
•• α,αQualitative
βand
and
γstudy
γradiation
radiation
•
α, β and γ radiation
Their
and
experimental
identification
using
simple
absorption
Their
Their
properties
properties
and
and
experimental
experimental
identification
identification
using
using
simple
simple
absorption
absorption
•
and
γβproperties
radiation
Their
properties
and experimental identification using simple absorption
•α, β experiments;
α,
and γ applications
radiation
e.g.
to
relative
hazards
of
exposure
to
experiments;
experiments;
applications
applications
e.g.
e.g.
to
to
relative
relative
hazards
hazards
of
of
exposure
exposure
tohumans.
tohumans.
humans.
Theirexperiments;
properties
andand
experimental
using
simple
absorption
e.g.identification
to relative using
hazards
of absorption
exposure
to humans.applications e.g.
Their propertiesapplications
experimental
identification
simple
experiments;
k
k
k
experiments;
applications
e.g.
to
relative
hazards
humans.
The
inverse
square
forfor
γ toradiation,
I =I I==k of
, including
itsto
experimental
The
The
inverse
inverse
square
square
law
law
for
γ γhumans.
radiation,
radiation,
,exposure
,including
including
its
its
experimental
experimental
to
relative
hazards
of law
exposure
The inverse square law for γ radiation,kI = x 2x2x2 ,2 including its experimental
x
The inverse
square
lawlaw
forforγ γradiation,
its experimental
The inverse
square
radiation, I = 2 , including
verification;
applications,
e.g.
totosafe
handling
ofofradioactive
sources.
verification;
verification;
applications,
applications,
e.g.
e.g.
tosafe
safe
handling
handling
ofradioactive
radioactive
sources.
sources.
x
verification; applications, e.g. to safe handling of radioactive sources.
Background
radiation;
examples
of
its
origins
and
experimental
elimination
from
including
its
experimental
verification;
applications,
e.g.
to
safe
handling
of
radioactive
sources.
Background
Background
radiation;
radiation;
examples
examples
of
of
its
its
origins
origins
and
and
experimental
experimental
elimination
elimination
from
from
verification;
applications,
e.g.
to safe handling
of radioactive
sources.
Background
radiation;
examples
of its origins
and experimental
elimination from
calculations.
calculations.
calculations.
Background
radiation;
examplesofofits
its origins
origins and
elimination
from calculations.
Background
radiation;
examples
andexperimental
experimental
elimination
from
calculations.
decay
Radioactive
Radioactive
decay
decay
• calculations.
•• Radioactive
Radioactive
decay
• Random
•
Radioactive
decay
nature
ofofradioactive
decay;
constant
decay
probability
ofofaofa
given
Random
Random
nature
nature
ofradioactive
radioactive
decay;
decay;
constant
constant
decay
decay
probability
probability
agiven
given
Radioactive
decay
•
Random
nature
of
radioactive
decay;
constant
decay probability
of a given
Random
nature
of
radioactive
decay;
constant
decay
probability
of
a
given
nucleus;
nucleus;
nucleus;
nucleus;
Random
nature of radioactive decay; constant decay probability of a given
nucleus;
∆
N
∆
∆NN
nucleus;
∆N= =
- =λ- -λ
N,λN,
N
=N=
N=oNN
eo-λo0e-λt-eλt-λt t
N,N
=
λ
N,
N
=
N
oe
∆N ∆∆t∆t∆t t
-λ t
=
λ
N,
N
=
N
e
o
ofof
AA
=A=
λ=λNλNN
Use
activity
Use
Use
ofactivity
of
activity
activity
∆t Use
Use of activity A = λ N
ln
2
Use Half
ofHalf
activity
AT1/2=
λ Nlnln22; ;determination
T1/2
=
from
graphical
decay
data
life,
T
determination
from
from
graphical
graphical
decay
decay
data
data
Half
life,
life,
1/2==ln 2; determination
=
determination
from graphical decay data
Half
Half life,
life, T1/2
from
ln 2 λλλλ;; determination
T1/2 =decay
; curves
determination
from
graphical
decay data
Half including
life,
and
log
graphs;
applications
e.g.
relevance
toto
storage
ofofof
including
including
decay
curves
curves
and
and
log
log
graphs;
graphs;
applications
applications
e.g.
e.g.
relevance
relevance
tostorage
storage
λdecay
including
decay
curves
anddecay
log graphs;
applications
e.g.
relevance
to storage
of
graphical
decay
data
including
curves
and
log
graphs;
applications
e.g.
relevance
to
storage
of
radioactive
radioactive
dating.
radioactive
radioactive
waste,
waste,
radioactive
radioactive
dating.
dating.
including
decay waste,
curves
and
log graphs;
applications e.g. relevance to storage of
radioactive
waste,
radioactive
dating.
radioactive
waste,
radioactive
dating.
waste,
radioactive dating.
instability
Nuclear
Nuclear
instability
instability
• radioactive
•• Nuclear
Nuclear instability
• Graph
of
N
against
ZZ
for
stable
nuclei.
Graph
Graph
of
of
N
N
against
against
Zfor
for
stable
stable
nuclei.
nuclei.
•Nuclear
Nuclear
instability
instability
•
Graph
of N against Z for stable nuclei.
Possible
modes
ofofunstable
including
α,α,
βα,+β,+β+β,+-,β-and
electron
capture.
Possible
Possible
decay
modes
modes
ofnuclei.
unstable
unstable
nuclei
nuclei
including
including
β- -and
and
electron
electron
capture.
capture.
Graph
ofdecay
Ndecay
against
Z
for
stable
nuclei. nuclei
Graph
of N against
for
stable
Possible
decayZ modes
of unstable
nuclei including
α,
β , β and electron capture.
–
+
Changes
of
N
and
Z
caused
by
radioactive
decay
and
in
simple
+and
-representation
Changes
Changes
of
of
N
N
and
and
Z
Z
caused
caused
by
by
radioactive
radioactive
decay
decay
and
representation
representation
in
in
simple
simple
Possible
decay
modes
of
unstable
nuclei
including
α,
β
,
β
and
electron
capture.
Possible
decayofmodes
unstablebynuclei
including
α, β and
, β and
electron capture.
Changes
N andof
Z caused
radioactive
decay
representation
in simple
decay
equations.
decay
decay
equations.
equations.
Changes
of
N
and
Z
caused
by
radioactive
decay
and
representation
in simple
decay equations.
Changes
of
N
and
Z
caused
by
radioactive
decay
and
representation
in simple
decay equations.
of nuclear excited states; γ ray emission; application e.g. use of technetium-99m as a γ
decay Existence
equations.
Existence
ofofnuclear
excited
states;
γ ray
emission;
application
e.g.
use
ofofof
Existence
Existence
ofnuclear
nuclear
excited
excited
states;
states;
γ γray
ray
emission;
emission;
application
application
e.g.
e.g.
use
use
source
in medical
diagnosis.
Existence of nuclear
excited states; γ ray emission; application e.g. use of
technetium-99m
as
a
γ
source
in
medical
diagnosis.
technetium-99m
technetium-99m
as
as
a
a
γ
γ
source
source
in
in
medical
medical
diagnosis.
diagnosis.
Existence
of nuclear excited
states; in
γ ray
emission;
application e.g. use of
technetium-99m
as a γ source
medical
diagnosis.
technetium-99m as a γ source in medical diagnosis.
18
GCE Physics A for exams from June 2014 onwards (version 1.5)
Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
• version
Nuclear
or first teaching 2008:
0.2, draftradius
submitted to QCA (July 2007)
Nuclear radius
Estimate of radius from closest approach of alpha particles and determination of radius from electron
Estimate of radius from
closest approach of alpha particles and determination of
diffraction; knowledge of typical values.
radius from electron diffraction; knowledge of typical values.
Dependence of radius on nucleon number
Dependence of radius on nucleon number
rom closest approach of
alpha
R=
ro0 A1/3particles and determination of
nderived
diffraction;
of typical
values.
fromknowledge
experimental
data.
derived
from experimental
data.
us on nucleon
numberCalculation
Calculation
of nuclear
density. of nuclear density.
R = ro A1/3
Nuclear
Energy
mental data.
3.5.2 Nuclear Energy
ar density.
Mass
and energy
2
Appreciation that
applies
to all energy changes.
• E = mc
Mass
and energy
Simple calculations onAppreciation
mass difference
bindingtoenergy.
that E =and
mc2 applies
all energy changes.
Atomic mass unit, u; Conversion of units; 1 u = 931.3 MeV.
Simple
calculations
on
mass
difference
and binding energy.
=
mc2 applies
to allbinding
energy energy
changes.
Graph
of average
per nucleon against nucleon number.
Atomic
massenergy.
unit, u; conversion of units;
on massand
difference
and
binding
Fission
fusion processes.
;Simple
Conversion
of units;
1 u nuclear
= 931.3 MeV.
calculations
from
masses of energy released in fission and fusion
inding
energy
per
nucleon
nucleon
reactions.
Graphagainst
of average
bindingnumber.
energy per nucleon against nucleon number.
processes.
Fission
and
fusion
processes.
Induced
fission
from nuclear
masses Simple
of energy
released
in fissionmasses
and fusion
calculationspossibility
from nuclear
energy released
in mass.
fission and fusion reactions.
Induced fission by thermal
neutrons;
of a chainofreaction;
critical
The functions of the moderator, the control rods and the coolant in a thermal
Induced
nuclear reactor;•factors
affectingfission
the choice of materials for the moderator, the
hermal
possibility
a chain
reaction;
critical
mass.
Inducedof
fission
by thermal
possibility
a chainofreaction;
critical mass.
control neutrons;
rods and the
coolant
and
examples
ofneutrons;
materials
used; of
details
particular
moderator,
rods
and the
coolant
in a the
thermal
The
functions
of the
moderator,
control rods and the coolant in a thermal nuclear reactor; factors
reactors
are the
not control
required.
affecting
the choice
materials
for the moderator,
the control rods and the coolant and examples of
tors affecting the choice
of materials
forofthe
moderator,
the
materials
used; details
particular
are not required.
eSafety
coolantaspects
and examples
of materials
used;ofdetails
of reactors
particular
Fuel
uired.used, shielding, emergency shut-down.
Production, handling
and
storage
of radioactive waste materials.
•
Safety
aspects
Fuel used, shielding, emergency shut-down.
Physics
g,Thermal
emergency
shut-down.
Production, handling and storage of radioactive waste materials.
gThermal
and storage
of radioactive waste materials.
energy
Calculations involving change of energy.
3.5.3 Thermal Physics
For a change of temperature; Q = m c ∆θ where c is specific heat capacity.
For a change of•state;Thermal
Q = m l where
l is specific latent heat.
energy
ng change of energy.
Ideal gases
involving change
of energy.
mperature;
Q = m c ∆θ Calculations
where c is specific
heat capacity.
Gas
laws
as
experimental
relationships
between
p,mc∆T
V, T ,and
mass.
For
a
change
of
temperature;
Q
=
where
c is specific heat capacity.
te; Q = m l where l is specific latent heat.
Concept of absolute zero
of
temperature.
For a change of state; Q = m l, where l is specific latent heat.
Ideal gas equation as pV = nRT for n moles and as pV = NkT
mental
relationships
p, V, T and mass.
for N molecules.
• between
Ideal gases
eAvogadro
zero of temperature.
constant NAGas
, molar
constant Rrelationships
, Boltzmann
constant
lawsgas
as experimental
between
p, V,k.T and mass.
as
pV =mass
nRT for
moles andmass.
as pV = NkT
Molar
andn molecular
Concept of absolute zero of temperature.
Molecular
kinetic theory
model
Ideal gas
equation as pV = nRT for n moles and as pV = NkT for N molecules.
N
A, molar gas constant R, Boltzmann constant k.
Explanation
of
relationships
between
, AV, molar
and Tgas
in constant
terms ofRa, Boltzmann
simple molecular
Avogadro
constantpN
constant k.
lecular mass.
model.
Molar mass and molecular mass.
heory model
1
= molecular
N m c2rms
Assumptions
leading
and
ionships
between
p, Vto
and
T derivation
in terms ofofa pV
simple
3
1
3
3RT
2
1
kT =
2 m c rms =
.
Average
molecular of
kinetic
pV = energy
N m c2
g
to and derivation
rms
2
2 NA
3
kinetic energy
1
3
3RT
2
= kT =
m c rms
.
2
2
2 NA
19
3
GCE Physics A for exams from June 2014 onwards (version 1.5)
•
Molecular kinetic theory model
Explanation of relationships between p, V and T in terms of a simple molecular model.
Assumptions leading to and derivation of
Average molecular kinetic energy
3
20
GCE Physics A for exams from June 2014 onwards (version 1.5)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE Physics
Physics A specification
specification for first
first teaching 2008:
2008: version 0.2,
0.2, draft submitted
submitted to QCA
QCA (July 2007)
2007)
New
New GCE
GCE Physics A
A specification for
for first teaching
teaching 2008: version
version 0.2, draft
draft submitted to
to QCA (July
(July 2007)
3.5Options
3.5
Options
3.5
Options
3.5
Options
3.5
Options
Unit 5A Astrophysics
Unit 5A
5A Astrophysics
Astrophysics
Unit
5Aoption,
Astrophysics
Unit 5AUnit
InAstrophysics
this
fundamental physical principles are applied to the study and
In
this option,
option, fundamental
fundamental
physical
principles
aredeeper
appliedinsight
to the study
study
and
interpretation
of
the Universe.
Students
will
gain
behaviour
In
this
physical
principles
are
applied
to
and
In this option,
fundamental
physical
principles
are applied
to the
study
and interpretation
ofthe
the
Universe.
In this
option, fundamental
physical
principles
are
applied
to the
the into
study
and
interpretation
of
the
Universe.
Students
will
gain
deeper
insight
into
the
behaviour
of
objects
at
great
distances
from
Earth
and
discover
the
ways
in
which
information
interpretation
of
the
Universe.
Students
will
gain
deeper
insight
into
the
behaviour
Candidates
will
gain
deeper
insight
into
the
behaviour
of
objects
at
great
distances
from
Earth
and
discover the
interpretation of the Universe. Students will gain deeper insight into the behaviour
of
objects
atobjects
great
distances
from
Earth
and
discover
the ways
ways
in which
which
information
ways in which
information
from
these
objects
can
be
gathered.
The
underlying
physical
principles
of
the optical
from
these
can
be
gathered.
The
underlying
physical
principles
of
the
of
objects
at
great
distances
from
Earth
and
discover
the
in
information
of objects at great distances from Earth and discover the ways in which information
from
these
objects
can
be
gathered.
The
underlying
physical
principles
of
the
and other
devices
used
are
covered
and
some
indication
is
given
of
the
new
information
gained
by
the
use of
optical
andobjects
other devices
are covered
and some
indication
given ofof
from
these
can
gathered.
The
physical
principles
the
from
these
objects
can be
beused
gathered.
The underlying
underlying
physical
principles
ofthe
thenew
radio astronomy.
Details
of
particular
sources
and
their
mechanisms
are
not
required.
optical
and
other
devices
used
are
covered
and
some
indication
given
of
the
new
information
gained
by theused
use of
radio
astronomy.
Details
of particular
sources
optical
and
devices
are
covered
and
indication
given
the
optical
and other
other
devices
used
are
covered
and some
some
indication
given of
of
the new
new
information
gained by
by the
the
use
of
radio astronomy.
astronomy. Details
Details of
of particular
particular sources
sources
and
their
mechanisms
are
not
required.
information
gained
use
of
radio
information gained by the use of radio astronomy. Details of particular sources
A.1.1 and
Lenses
Optical Telescopes
and their
theirand
mechanisms
are not required.
required.
mechanisms
are
theirand
mechanisms
are not
not required.
Lenses
Optical Telescopes
A.1.1 and
Lenses and
and Optical
Optical Telescopes
Telescopes
A.1.1 Lenses
A.1.1
• • Lenses
A.1.1
Lenses and Optical Telescopes
Lenses
Principal
focus,
focal
length
of converging
lens.
Principal
focus,
focal
length
of converging
lens.
••• Lenses
Lenses
Principal
focus,
focal
length
of
converging
lens.
Formation
of
images
by
a
converging
lens.
Formation
of
images
by
a
converging
lens.
Principal
Principal focus,
focus, focal
focal length
length of
of converging
converging lens.
lens.
Formation
of
images
by
a
converging
lens.
Raydiagrams.
diagrams.
Ray
Formation
of
Formation
of images
images by
by aa converging
converging lens.
lens.
Ray
diagrams.
Ray
diagrams.
1
1
1
Ray+ diagrams.
=
1u11 + 111v = 111f
+
=
+ =
uuu vvv fff
telescope consisting
Astronomical
• •• Astronomical
telescope
consisting of
of two
two converging
converging lenses
lenses
telescope
consisting
of
two
converging
lenses
Astronomical
Ray
diagram
to
show
the
image
formation
in
normal
adjustment.
telescope
consisting
of
two
converging
lenses
•• Astronomical
telescope
consisting
of
two
converging
lenses
Astronomical
Ray
diagram
to show
the image
formation
in normalinadjustment.
Ray
diagram
to show
the
image
formation
normal adjustment.
Angular
magnification
in normal
adjustment.
Ray
diagram
to
the
image
formation
in
Ray
diagram
to show
show
the
image
formation
in normal
normal adjustment.
adjustment.
Angular
magnification
in
normal
adjustment.
Angular
magnification
in
normal
adjustment.
Angular
magnification
in
normal
angle subtended
by
image adjustment.
at
eye
Angular
magnification
in
normal
adjustment.
M=
anglesubtended
subtendedby
by imageat
at eye
angle
angle
subtended
by image
image
at eye
eye eye
subtended
by object
at unaided
M == angle
M
M = angle subtended by object at unaided eye
angle
subtended
by
object
at
unaided
subtended
object at unaided eye
eye
Focalangle
lengths
of theby
lenses.
Focal
lengths
of
the
lenses.
Focal
lengths
of
the
lenses.
Focal
lengths
of
the
lenses.
f
Focal lengths
of the lenses.
M = f oo
f
f
o
f
M=
M
M == foee
ff ee
telescopes
• Reflecting
Reflecting
telescopes
• Reflecting
Focal
point
of concave mirror.
telescopes
•
telescopes
• • Reflecting
telescopes
Focal
point
of
concave mirror.
mirror.
Cassegrain
arrangement
using a parabolic concave primary mirror and convex
Focal
point
of
concave
Focalpoint
point
concave
mirror.
Focal
of of
concave
mirror.
Cassegrain
arrangement
usingto
parabolic
concave
primary the
mirror
and convex
secondary
mirror,
ray
diagram
show
pathconcave
of rays through
telescope
as far as
Cassegrain
arrangement
using
aaa parabolic
primary
mirror
and
Cassegrain
arrangement
using
parabolic
concave
primary
mirror
and convex
convex
Cassegrain
arrangement
using
a
parabolic
concave
primary
mirror
and
convex
secondary
mirror,
ray
secondary
mirror,
ray
diagram
to
show
path
of
rays
through
the
telescope
as
far as
the
eyepiece.
secondary
mirror,
ray
diagram
to
show
path
of
rays
through
the
secondary
mirror,
ray
diagram
tothe
show
path as
of far
rays
through
the telescope
telescope as
as far
far as
as
diagram
to
show
path
of
rays
through
telescope
as
the
eyepiece.
the
eyepiece.
Relative
merits of reflectors and refractors including a qualitative treatment of
the
eyepiece.
the
eyepiece.
Relative
merits
of reflectors
and refractors
including including
a qualitativeatreatment
of spherical
andof
chromatic
Relative
merits
of reflectors
and refractors
qualitative
treatment
spherical
and chromatic
aberration.
Relative
merits
of
and
Relative
merits
of reflectors
reflectors
and refractors
refractors including
including aa qualitative
qualitative treatment
treatment of
of
aberration.
spherical and
and chromatic
chromatic aberration.
spherical
and
chromatic aberration.
aberration.
Resolving
power
• spherical
Resolving
power
• ••• Resolving
Resolving
power
Appreciation
of diffraction pattern produced by circular aperture.
power
Resolving
power
Appreciation
of diffraction
pattern
produced
by circular
circular aperture.
Resolving power
of telescope,
Rayleigh
criterion,
Appreciation
of of
diffraction
pattern
produced
by circular
Appreciation
pattern
produced
by
Appreciation
of diffraction
diffraction
pattern
produced
byaperture.
circular aperture.
aperture.
Resolving
power
of
telescope,
Rayleigh
criterion,
Resolving
power
of
telescope,
Rayleigh
criterion,
λ
Resolving
power
of
telescope,
Rayleigh
criterion,
Resolving
power of telescope, Rayleigh criterion,
θ≈ λ
λD
λ
θ
≈
θθ ≈≈ D
D
D coupled device
• Charge
Charge
coupled
device
•
Use of CCD
to capture
coupled
device
• Charge
Charge
coupled
deviceimages.
• • Use
Charge
coupled
device
Use
of
CCD
to
capture
images.
Structure
and
of the charge coupled device:
of
to
capture
Use
of CCD
CCD
tooperation
capture images.
images.
Structure
and
operation
of theinto
charge
coupled
device:
Use
of
CCD
to
capture
images.
A
CCD
is
silicon
chip
divided
picture
elements
(pixels).
Structure
and
operation
of
coupled
device:
Structure and operation of the
the charge
charge
coupled
device:
A
CCD
is
silicon
chip
divided
into
picture
elements
(pixels).
Structure
and
operation
of
the
charge
coupled
device:
Incident
photons
cause
electrons
to
be
released.
A
CCD
is
silicon
chip
divided
into
picture
elements
(pixels).
A CCD is silicon chip divided into picture elements (pixels).
Incident
photons
cause
electrons
to be
be
released.
A
CCDnumber
is aphotons
silicon
divided
into picture
(pixels).to the intensity of the light.
The
of chip
electrons
liberated
proportional
Incident
cause
electrons
to
released.
Incident
photons
cause
electrons
toiselements
be
released.
The
number
of
electrons
liberated
is
proportional
to
the
intensity of the
the light.
These
electrons
areelectrons
trapped
‘potential
wells’ into
the
CCD.
The
number
of
electrons
liberated
is
the
intensity
Incident
photons
toinbe
released.
The
number
ofcause
electrons
liberated
is proportional
proportional
to
the
intensity of
of the light.
light.
These
electrons
are
trapped
in
‘potential
wells’
in
the
CCD.
An number
electron
built upis
is identical
theCCD.
image
formed on the CCD.
These
electrons
are
trapped
in
‘potential
wells’
in
The
of pattern
electrons
liberated
proportional
to the intensity
of
the light.
These
electrons
areis
trapped
inwhich
‘potential
wells’
intothe
the
CCD.
An
electron
pattern
is built up
up which
which
is identical
to the image
image
formed
on the CCD.
CCD.
When
exposure
complete,
charge
to giveformed
an image.
An
electron
pattern
is
is
to
on
An
electron
pattern
is built
built
up the
which
is identical
identical
to the
the image
formed
on the
the CCD.
These
electrons
are is
trapped
in 'potential
wells'
inis
theprocessed
CCD.
When
exposure
is
complete,
the
charge
is
processed
to
give
an
image.
Quantum
efficiency
of up
pixel
>the
70%.
When
exposure
is
complete,
charge
processed
to
an
image.
When
exposure
is built
complete,
the
chargetois
isthe
processed
to give
give
anCCD.
image.
An
electron
pattern
is
which
is identical
image formed
on the
Quantum
efficiency
of pixel
pixel
> 70%.
70%.
Quantum
efficiency
of
>
Quantum efficiency of pixel > 70%.
21
3
GCE Physics A for exams from June 2014 onwards (version 1.5)
When exposure is complete, the charge is processed to give an image.
Quantum efficiency of pixel > 70%.
New GCE
Physics A specification
for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
A.1.2
Telescopes
New
GCENon-optical
Physics A specification
for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
•
3
Single dish radio telescopes, I-R, U-V and X-ray telescopes
Non-optical
Telescopes
Similarities
and differences
compared to optical telescopes including structure, positioning and use,
Non-optical
Telescopes
including
comparisons
of resolving and collecting powers.
Non-optical
Telescopes
Single dish radio telescopes, I-R, U-V and X-ray telescopes
Single
dish
radio
telescopes,
I-R,
and X-ray
telescopes
Single
dishand
radio
telescopes,
I-R,U-V
U-V
X-ray
telescopes
Similarities
differences
compared
toand
optical
telescopes
including structure,
A.1.3 Similarities
Classification
of
Stars compared to optical telescopes including structure,
and
differences
Similarities
compared
to optical
telescopes
positioning and
and differences
use, including
comparisons
of resolving
andincluding
collectingstructure,
powers.
positioning
positioningand
anduse,
use,including
includingcomparisons
comparisonsof
ofresolving
resolvingand
andcollecting
collectingpowers.
powers.
Classificationby
of luminosity
Stars
A.1.3 Classification
•
Classification
of
Stars
A.1.3
Classification
of
Stars
A.1.3 Relation
between brightness
and apparent magnitude.
by luminosity
• Classification
by
luminosity
•• Classification
Classification
by brightness
luminosityand apparent magnitude.
Relation between
Relation
brightness
•
Apparent
magnitude,
m and
Relationbetween
between
brightness
andapparent
apparentmagnitude.
magnitude.
Apparent
magnitude,
m apparent magnitude.
• Relation
between
intensity
and
magnitude,
m
•• Apparent
Apparent
magnitude,
m and apparent
Relation between
intensity
magnitude.
Measurement
of m from
photographic
plates andmagnitude.
distinction
between photographic and visual
Relation
between
intensity
and
apparent
Relation
between
intensity
and
apparent
magnitude.
Measurement
of
m
from
photographic
plates
and distinction between photographic
magnitude
not
required.
Measurement
of
photographic plates
and distinction between photographic
Measurement
ofmmfrom
from
and visual magnitude
notphotographic
required. plates and distinction between photographic
and
visual
magnitude
not
required.
and visualmagnitude,
magnitude not required.
• • Absolute
Absolute magnitude, M
M
Absolute
magnitude,
•• Parsec
and
light
year.year. M
Absolute
magnitude,
M
Parsec
and
light
Parsec
and
year.
Definition
of M,
relation
to m to m
M, relation
Definition
oflight
Parsec
and
light
year.
M
,
relation
Definition
of
tomm
Definition of M,drelationto
m – M = 5 log dd
mm––M
10
M==55log
log 10
10
Classificationby
bytemperature,
temperature, black
black body
• •• Classification
Classification
body radiation
radiation
by
temperature,
black
Classification
byWien’s
temperature,
blackbody
bodyradiation
radiation
Stefan’s law and
displacement
law.
• Stefan's
law
and
Wien's
displacement
law. law.
Stefan’s
law
and
Wien’s
displacement
Stefan’s
andof
Wien’s
displacement
law.
General law
shape
black body
curves, experimental
verification is not required.
General shape
of black
bodybody
curves,
experimental
verificationverification
is not required.
General
shape
of
black
curves,
experimental
isisnot
General
shape displacement
of black body law
curves,
experimental
verification
notrequired.
required.
Use of Wien’s
to estimate
black-body
temperature
of sources
Use
of
Wien’s
displacement
law
to
estimate
black-body
temperature
of
Use
of
Wien's
displacement
law
estimate
black-body
temperature
of
sources
-3to
Use
displacement
law to estimate black-body temperature ofsources
sources
λmaxTof=Wien’s
constant
= 2.9 × 10-3 mK.
λλmax
TT==constant
=
2.9
×
10
mK.
constant
= 2.9assumptions
× 10-3 mK. in its application.
Inverse
square law,
max
Inverse
square
law,
assumptions ininits
application.
Inverse
square
law,
application.
Use ofsquare
Stefan’s
law assumptions
to estimate
areaitsneeded
for sources to have same power
Inverse
law,law
assumptions
in itsarea
application.
Use
of
Stefan’s
to
estimate
needed
for
sources to
Use
of
Stefan’s
law
to
estimate
area
needed
for
tohave
havesame
samepower
power
output
as
the
sun.
Use of Stefan's
law
to estimate area needed for sources tosources
have same
power
output
as
the Sun.
output
as
the
sun.
4 the sun.
output
as
P = σAT4
P = σAT 4
P = σAT
Assumption
that a star is a black body.
Assumption
that
aastar
Assumption
that
a star
is a is
black
body. body.
Assumption that
star
isaablack
black
body.
• Principles of the use of stellar spectral classes
of
the
use
of
stellar
spectral
•• Principles
Principles
of
the
use
ofclasses:
stellar
spectralclasses
classes
Descriptionof
ofthe
the use
mainof
•
Principles
stellar spectral
classes
Description
of
the
main
classes:
Description of the main classes:
Spectral of theIntrinsic
Prominent
Description
main classes: Temperature (K)
Spectral
Intrinsic
Temperature
Prominent
Spectral
Intrinsic
Temperature(K)
(K)
Prominent
Class
Colour
Absorption
Lines
Class
Colour
Absorption
Lines
Class
Colour Intrinsic Colour
Absorption
Lines
Spectral Class
Temperature
(K)
Prominent Absorption Lines
O
blue
25 000 – 50 000
He+, He, H
OO
blue
25
He+, He,
blue
25000
000––50
50000
000
He,HH
blue
25 000 – 50He+,
000
He+, He, H
B O
blue
11 000 – 25 000
He, H
BB
blue
11
000
–
25
000
He,
H
B
blue
11 000 – 25 000
He, H
blue
11 000 – 25 000
He, H
A
blue-white
7 500 – 11 000
H (strongest)
AA
blue-white
7
500
–
11
000
H
(strongest)
A blue-white blue-white
H (strongest) ionised metals
7 500 – 11 0007 500 – 11
H 000
(strongest)
ionized
metals
metals
F
White
6 000 –ionized
7
500
ionized metals ionised metals
F
White
6 000 – 7 500
ionized metals
FF
White
6
000
–
7
500
G
yellow-white
5 000 –ionized
6 000 metals
ionised & neutral metals
White
6 000 – 7 500
ionized metals
G K yellow-white orange
5 000 – 6 0003 500 –ionized
&
neutral
5 000 & neutral neutral metals
GG
yellow-white
55000
ionized
yellow-white
000––66 000
000
ionized
& neutral
metals
M
red
< 3 500 metals
neutral atoms, TiO
metals
K
orange
3
500
–
5
000
neutral
metals
Temperature related to absorption spectra limited to Hydrogen Balmer absorption lines: need for atoms
K
orange
33500
neutral
in n =K2 state.
orange
500––55000
000
neutralmetals
metals
M
red
< 3 500
neutral atoms, TiO
M
red
<<33500
neutral
M
red
500
neutralatoms,
atoms,TiO
TiO
Temperature related to absorption spectra limited to Hydrogen Balmer absorption
22
Temperature
related to
absorption spectra
Temperature
spectralimited
limitedto
toHydrogen
HydrogenBalmer
Balmerabsorption
absorption
n = 2 state.
lines: need forrelated
atomstoinabsorption
n
=
2
state.
lines:
need
for
atoms
in
lines: need for atoms in n = 2 state.
A.1.2
A.1.2
A.1.2
•
••
GCE Physics A for exams from June 2014 onwards (version 1.5)
GCE
Physics
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted New
to QCA
(July
2007)A specification for first teach
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
The Hertzsprung-Russell diag
General shape: main sequence
General shape: main sequence, dwarfs and giants.
shape: main sequence, dwarfs
and giants.
The
Hertzsprung-Russell
diagram
• General
Axis scales range from –15 to 1
Axis scales range from –15 to 10 (absolute magnitude) and
Axis
scales shape:
range from
–10sequence,
to 15 (absolute
magnitude)
and 50 000 K to 2 500 K (temperature) or
General
main
dwarfs
and giants.
50 000 K to 2 500 K (temperatu
50
000
K
to
2
500
K
(temperature)
or
OBAFGKM
(spectral
class).
OBAFGKM
(spectral
Axis scales
rangeclass).
fromof–15
to 10
(absolute
Stellar evolution: path of a star
Stellar
evolution:
path
a star
similar
to ourmagnitude)
Sun on the and
Hertzsprung-Russell
Stellar
evolution:
star similar to our
on the Hertzsprung-Russell
from formation
50 000
Kfrom
to 2 path
500 of
K a(temperature)
orSun
OBAFGKM
(spectral class).diagram
diagram
from formation to white
diagram
formation
to
white
dwarf.
toStellar
white dwarf.
evolution: path of a star similar to our Sun on the Hertzsprung-Russell
anddwarf.
black holes
• Supernovae, neutron stars an
• Supernovae,
diagram from neutron
formationstars
to white
•
Supernovae,
neutron
stars
and black
holesmagnitude of supernovae;
Defining properties: rapid increa
Defining properties:
rapid
increase
in absolute
Supernovae,
neutron
stars
and black
holes
• Defining
and density of neu
composition
and
density
of neutron
stars;
escape
> ccomposition
for blackcomposition
holes.
properties:
rapid
increase
in absolute
magnitude
of velocity
supernovae;
and density of
Defining
properties:
rapid
in
absolute
magnitude
of supernovae;
neutron
escape velocity
> increase
c for black
holes.
Use of supernovae as standard
Use
ofstars;
supernovae
as
standard
candles
to determine
distances.
Controversy
composition
andasdensity
ofcandles
neutron
stars;
velocity
> c forconcerning
black
holes.
concerning
accelerating Univer
Use
of supernovae
standard
to
determine
distances.
Controversy
accelerating
concerning
accelerating
Universe
and
darkescape
energy.
Use
of
supernovae
as
standard
candles
to
determine
distances.
Controversy
Universe
and
dark
energy.
Supermassive
black holes at th
Supermassive black holes at the centre of galaxies.
concerning
accelerating
Universe
and
dark
energy.
Supermassive
black
at the
of galaxies.
Calculation
of the radius of the
Calculation of
theholes
radius
of centre
the event
horizon for a black hole Schwarzschild
radius
black holes at the centre of galaxies.
(Supermassive
Rs )
Calculation
of the radius of the event horizon for a black hole Schwarzschild radius ( Rs )
Calculation of the radius of the event horizon for a black hole Schwarzschild radius
2GM
( R=
) 2GM
Rs ≈ 2
R
s s≈
2
c
3
2cGM
Rs ≈ 2
A.1.4 Cosmology
A.1.4 Cosmology
c
The Hertzsprung-Russell
Hertzsprung-Russell diagram
• • The
diagram
•
A.1.4 Cosmology
effect
• Doppler effect
• Doppler
Cosmology
A.1.4
∆f v
∆λ
v
∆f effect
∆λ
v
v
•
Doppler
z=
=−
= and
=
and
=−
= effect
• zDoppler
λ
c
f
c
λλ
cv
∆f f cv
∆
z
=
and
=
−
=
v
«
c
applied
to
optical
and
For
to
For v f « c applied
λ optical
c and radio frequencies.
c
on binary stars vie
Calculations on binary stars viewed in the plane of orbit, galaxies and Calculations
quasars.
For
to optical
and radio
v «c applied
c applied
to optical
and frequencies.
radio frequencies.
Forv <<
Hubble’s
law
• Calculations
on binary
stars viewed
in the plane
of orbit,
galaxies
andgalaxies
quasars. •andHubble’s
Calculations
on binary
stars viewed
in the
plane
of orbit,
quasars. law
Red shift
Red shift
law
v = Hd
vHubble’s
= Hd
• • Hubble's
law
Red shift
Simple interpretation as expans
Simple
interpretation as expansion of universe; estimation of age of universe,
Red shift
v = Hd
assuming H is constant.
H is constant.
vassuming
= Hd interpretation
Simple
as
expansion
of
universe;
estimation
of
age
of
universe,
Qualitative
treatment of Big Ban
Qualitative
treatment
of Big Bang
theoryestimation
including
fromassuming
cosmological
Simple
interpretation
as expansion
of universe;
of evidence
age of universe,
H is constant.
assuming
H is constant.
background radiatio
.
microwave background radiation, and relative abundance of H and Hemicrowave
•
Qualitative
treatment
of Bigof
Bang
evidence from
cosmological
background
Qualitative
treatment
Bigtheory
Bangincluding
theory including
evidence
from microwave
cosmological
radiation,
and
relative
abundance
of
H
and
He.
Quasars
Quasars
•
microwave background radiation, and relative abundance of H and He.
Quasars as the most distant measurable objects.
Quasars as bright radio sources.
• • Quasars
Discovery
Quasars
as the
most
distant
measurable
objects.of distance.
Quasars
asshow
the
most
distant
measurable
objects.
Quasars
large
optical
red
shifts;
estimation
Discovery
as
bright
radio
sources.
Discovery as bright radio sources.
Quasars show large optical red shifts; estimation of distance.
Quasars show large optical red shifts; estimation of distance.
Quasars as the most distant me
Discovery as bright radio sourc
Quasars show large optical red
23
GCE Physics A for exams from June 2014 onwards (version 1.5)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Unit 5B Medical Physics
Unit 5B Medical Physics
This option offers an opportunity for students with an interest in biological and medical topics to study some of
the applications
of physical
and techniques
in medicine.
This option
offersprinciples
an opportunity
for students
with an interest in biological and
medical topics to study some of the applications of physical principles and
B.2.1 techniques
Physics of inthe
Eye
medicine.
Physics of the Eye
B.2.1
•
Physics of vision
of vision
Simple structure
of the eye.
• Physics
Simple
structure
the eye.system, including ray diagrams of image formation.
The eye as an opticalofrefracting
The eye as an optical refracting system; including ray diagrams of image
formation.
•
Sensitivity of the eye
•
3
•
Spectral response
as aeye
photodetector.
Sensitivity
of the
Spectral response as a photodetector.
•
Spatial
resolution
Explanation in terms of the behaviour of rods and cones.
Explanation in terms if the behaviour of rods and cones.
• •
•
•
• •
•
Spatial resolution
Persistence of
of vision
vision
Persistence
Excluding
a physiological
explanation.
Excluding a physiological
explanation.
Lenses
Lenses
Properties of converging and diverging lenses; principal focus, focal length and
Properties of converging and diverging lenses; principal focus, focal length and power,
power,
1
1 1 1
v
,
power =
+ =
and m =
f
u v f
u
Ray
Ray diagrams
diagrams
Image formation.
Image formation.
•
Defects of vision
Myopia,
and astigmatism.
Defectshypermetropia
of vision
•
Myopia, hypermetropia
and of
astigmatism.
Correction
of defects
vision using lenses
Ray diagrams and calculations of powers (in dioptres) of correcting lenses for
Correction
defects of vision using lenses
myopia
and of
hypermetropia.
Ray diagrams
and
calculations offor
powers
(in dioptres) of correcting lenses for myopia and
The
format of
prescriptions
astigmatism.
•
hypermetropia.
the Ear
B.2.2 Physics
The formatof
of prescriptions
for astigmatism.
• The ear as a sound detection system
B.2.2 Simple
Physicsstructure
of the Ear
of the ear, transmission processes.
• •
•
•
• •
24
Sensitivity
frequency
response
The ear as and
a sound
detection
system
Production
and
interception
of equal loudness curves.
Simple structure of the ear, transmission processes.
Human perception of relative intensity levels and the need for a logarithmic scale
to
reflect this.
Sensitivity
and frequency response
Relative
levels
of sounds
Production intensity
and interception
of equal
loudness curves.
Measurement
ofofsound
levels
and
use
dB and dBA
Human perception
relativeintensity
intensity levels
and
thethe
need
for of
a logarithmic
scalescales.
to reflect this.
Definition of intensity.
Relative
intensity
levels of sounds
The
threshold
of hearing
Measurement of
levels and the use of dB and dBA scales.
−12sound −intensity
I 0 = 1.0 × 10
Wm 2
Definition of intensity.
I
intensity level = 10 log
I0
•
•
The ear as a sound detection system
Simple structure of the ear, transmission processes.
GCE Physics A for exams from June 2014 onwards (version 1.5)
•
Sensitivity and frequency response
Production and interception of equal loudness curves.
Human perception of relative intensity levels and the need for a logarithmic scale
to reflect this.
•
Relative intensity levels of sounds
Measurement of sound intensity levels and the use of dB and dBA scales.
Definition of intensity.
•
The threshold of hearing
The threshold of hearing
I 0 = 1.0 × 10 −12 Wm −2
I
intensity level = 10 log
I0
Defects of hearing
The effect on equal loudness curves and the changes experienced in terms of hearing loss of:
injury resulting from exposure to excessive noise;
deterioration with age (excluding physiological changes).
B.2.3 Biological Measurement
•
Basic structure of the heart
The heart as a double pump with identified valves.
•
3
Electrical signals and their detection; action potentials
The biological generation and conduction of electrical signals; action potential of a nerve cell; methods
of detection of electrical signals at the skin surface.
The response of the heart to the action potential originating at the sino-atrial node; action potential of
heart muscle.
•
Simple ECG machines and the normal ECG waveform
Principles of operation for obtaining the ECG waveform; explanation of the characteristic shape of a
normal ECG waveform.
B.2.4 Non-Ionising Imaging
•
Ultrasound imaging
Reflection and transmission characteristics of sound waves at tissue boundaries, acoustic impedance,
attenuation.
Advantages and disadvantages of ultrasound imaging in comparison with alternatives including safety
issues and resolution.
Piezoelectric devices
Principles of generation and detection of ultrasound pulses.
A-scan and B-scan
Examples of applications.
•
Fibre optics and Endoscopy
Properties of fibre optics and applications in medical physics; including total internal reflection at the
core-cladding interface; physical principles of the optical system of a flexible endoscope; the use of
coherent and non-coherent fibre bundles; examples of use for internal imaging and related advantages.
•
MR Scanner
Basic principles of MR scanner; cross-section of patient scanned using magnetic fields: hydrogen
nuclei excited during the scan emit radio frequency (RF) signals as they de-excite: RF signals detected
and processed by a computer to produce a visual image.
Candidates will not be asked about the magnetic fields used in an MR scanner, or about de-excitation
relaxation times.
25
GCE Physics A for exams from June 2014 onwards (version 1.5)
B.2.5 X-ray Imaging
•
X-rays
The physics of diagnostic X-rays.
•
Physical principles of the production of X-rays
Rotating-anode X-ray tube; methods of controlling the beam intensity, the photon energy, the image
sharpness and contrast and the patient dose.
• GCEDifferential
tissue absorption
of2008:
X-rays
New
Physics A specification
for first teaching
version 0.2, draft submitted to QCA (July 2007)
Excluding details of the absorption processes.
• •
Exponential
attenuation
Exponential attenuation
Linear
µ, mass
attenuation
coefficient
µm, half-value
thickness
Linearcoefficient
coefficient
µ , mass
attenuation
coefficient
half-value thickness
µ m and
I = I 0 e − µx
3
• •
•
•
26
•
•
µm =
µ
.
ρ
Image contrast
contrast enhancement
enhancement
UseofofX-ray
X-ray
opaque
material
as illustrated
by the
barium
meal technique.
Use
opaque
material
as illustrated
by the barium
meal
technique.
Radiographic image detection
Radiographic
image detection
Photographic detection
with intensifying screen and fluoroscopic image
Photographic
detection
withfor
intensifying
screen and fluoroscopic image intensification; reasons for
intensification;
reasons
using these.
using these.
CT scanner
Basic
principles of CT scanner: movement of X-ray tube: narrow, monochromatic
CT
scanner
X-rayprinciples
beam: array
detectors:
computer
process
the signalsX-ray
andbeam;
produce
Basic
of CT of
scanner;
movement
of X-rayused
tube;to
narrow,
monochromatic
array of
a
visual
image.
Candidates
will
not
be
asked
about
the
construction
or
operation
detectors; computer used to process the signals and produce a visual image. Candidates will not be
of theabout
detectors.
asked
the construction or operation of the detectors.
Comparisons
of ultrasound,
CTMR
and
MRIadvantages
scans; advantages
and disadvantages
Comparisons of ultrasound,
CT and
scans;
and disadvantages
limited to image
resolution,
cost
and
safety
issues.
limited to image resolution, cost and safety issues.
GCE Physics A for exams from June 2014 onwards (version 1.5)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE Physics
A5C
specification
for
first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Unit
Applied
Physics
UnitGCE
5C
Applied
Physics
New
Physics
A
specification
Unit
5C
Applied
Physics
New GCE Physics A specification for
for first
first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to
to QCA
QCA (July
(July 2007)
2007)
option
offers opportunities
students
to reinforce
and
extend
the PHYA2,
work ofPHYA4
The option
offers
opportunities
for students tofor
reinforce
and extend
the work
of units
PHYA1,
Unit
5CThe
Applied
Physics
The
option
offers
opportunities
for
students
to
reinforce
and
extend
the
work
of 2007) It
and PHYA5
section
A
of
the
specification
by
considering
applications
in
areas
of
engineering
and
technology.
New
GCE
Physics
A
specification
for
first
teaching
2008:
version
0.2,
draft
submitted
to
QCA
units
PHYA1,
PHYA2,
PHYA4
and
PHYA5
section
A
of
the
specification
by(July
Unit 5C Applied Physics
Unit
5C
Applied
Physics
The
option
offers
opportunities
for
students
to
reinforce
and
extend
the
work
of
units
PHYA1,
PHYA2,
PHYA4
and
PHYA5
section
A
of
the
specification
by
embraces
rotational
dynamics
and
thermodynamics.
considering applications in areas of engineering and technology. It embraces
Unit
5C
Applied
Physics
The
option
offers
opportunities
for
students
to
reinforce
and extend
the work
of may
units
PHYA1,
PHYA2,
PHYA5
section
A and
of
the
specification
by
considering
applications
in
areas
engineering
and
technology.
It work
embraces
Unit
5C
Applied
Physics
The The
emphasis
should
be
onPHYA4
an
understanding
ofof
the
concepts
theand
application
Physics.
Questions
rotational
dynamics
andand
thermodynamics.
option
offers
opportunities
for
students
to reinforce
extendofthe
of
units
PHYA1,
PHYA2,
PHYA4
PHYA5
section
A concepts
of the
by
considering
applications
inPHYA4
areas
of
engineering
and
technology.
embraces
dynamics
and
thermodynamics.
be set
inrotational
novel
or unfamiliar
contexts,
but
inan
alland
such
cases
the
scene
setItspecification
and
all relevant
information will
The
emphasis
should
be
on
understanding
of
and
the
The
option
offers
opportunities
for
students
to
extend
work
units
PHYA1,
PHYA2,
and
PHYA5
section
A the
ofwill
thebeand
specification
byapplication
Unit
5C
Applied
Physics
option
offers
opportunities
for
students
to reinforce
reinforce
and
extend
the
work of
of
considering
applications
in
areas
of
engineering
and
technology.
It
embraces
be given.The
rotational
dynamics
and
thermodynamics.
The
emphasis
should
be
on
an
understanding
of
the
concepts
and
the
application
of Physics.
Questions
may
set
in
novel section
orand
unfamiliar
contexts,
but in all
such
units
PHYA1,
PHYA2,
PHYA5
A
of
the
specification
by
considering
applications
inPHYA4
areasbeofand
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technology.
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units
PHYA1,
PHYA2,
PHYA4
and
PHYA5
section
A
of
the
specification
by
rotational
dynamics
thermodynamics.
Therotational
emphasis
should
be
onand
anmay
understanding
of
the
concepts
and
the
application
The
option
offers
opportunities
for
students
to reinforce
and
extend
the
work of
of
Physics.
Questions
be
in
novel
or
unfamiliar
contexts,
but
in all
such
cases
the
scene
will
be
set
andset
allof
relevant
information
will
be
given.
considering
applications
in
areas
engineering
and
technology.
It
embraces
dynamics
and
thermodynamics.
considering
applications
in
areas
of
engineering
and
technology.
It
embraces
The
emphasis
should
be
on
an
understanding
of
the
concepts
and
the
application
C.3.1
Rotational
dynamics
of Physics.
Questions
may
in
novel
or
unfamiliar
contexts,
but
in
all
such
units
PHYA1,
PHYA2,
PHYA4
and
PHYA5
A of
specification
by
cases
the dynamics
scene
will
be
all relevant
information
will
bethe
given.
and
thermodynamics.
Therotational
emphasis
should
be
onset
an and
understanding
of
the section
concepts
and
the
application
rotational
dynamics
and
thermodynamics.
Rotational
dynamics
C.3.1
of
Physics.
Questions
may
be
set
in
novel
or
unfamiliar
contexts,
but
in
all
such
cases
the
scene
will
be
set
and
all
relevant
information
will
be
given.
considering
applications
in
areas
of
engineering
and
technology.
It
embraces
The
emphasis
should
be
on
an
understanding
of
concepts
andinthe
of Physics.
Questions
may
be
set
in
novel or unfamiliar
but
allapplication
such
Rotational
dynamics
C.3.1
The
emphasis
should
be
on
anthermodynamics.
understanding
of the
the contexts,
concepts
the
application
cases
the of
scene
will be
set
and
all in
relevant
information
will
be and
given.
• cases
Concept
of
moment
of
inertia
rotational
dynamics
and
Concept
moment
of
inertia
• of
Physics.
Questions
may
be
set
novel
or
unfamiliar
contexts,
but
in
such
the
scene
will
be
set
and
all
relevant
information
will
be
given.
dynamics
C.3.1 Rotational
of Physics.
Questions
be on
setan
in novel
or unfamiliar
contexts,
butand
in all
all
moment
ofmay
inertia
The
emphasis
should
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understanding
of the
concepts
thesuch
application
2of
• Concept
cases
the
scene
will
be
set
and
all
relevant
information
will
be
given.
Rotational
dynamics
C.3.1
I
mr
=
∑ the
cases
will
be set and
allbe
relevant
information
will be contexts,
given. but in all such
2 scene
Rotational
dynamics
C.3.1
of
moment
of
inertia
• Concept
of
Physics.
Questions
may
set
in
novel
or
unfamiliar
I = ∑ mr for for
Expressions
moment
ofof
inertia
will be given
where
necessary.
Expressions
moment
of inertia
will be
given
where necessary.
Rotational
C.3.1
2
Concept
ofdynamics
moment
•∑ mr
cases
the
willinertia
set and
information
will be given.
Rotational
dynamics
C.3.1
I
=
Expressions
for scene
moment
ofbe
inertia
will all
berelevant
given where
necessary.
Concept
of moment
of inertia
•
2
Rotational
kinetic
energy
I = ∑2 for
mr moment
of
moment
of
Expressions
ofenergy
inertia
will be given where necessary.
dynamics
• ••••I C.3.1
Rotational
Concept
of kinetic
moment
of inertia
inertia
= Concept
∑ mr Rotational
Rotational
energy
1 2 2 kinetic
Expressions
for
moment
of
inertia will be given where necessary.
E
=
I
ω
II =
k ∑ 1mr
2 2for
2
Expressions
moment
of inertia
will be given where necessary.
energy
mr
• Rotational
Concept
of
moment
of
inertia
•k= =∑kinetic
E
I
ω
2
Factors
affecting
the
energy
storage
capacity
ofwhere
a flywheel.
for
moment
of
inertia
will
be
given
necessary.
2
Rotational
kinetic
energy
1 Expressions
•
2
forthe
moment
of inertia
willcapacity
be
given
where
necessary.
= 2 Expressions
IFactors
ω
kinetic
energy
I
mr
=
•E k Rotational
∑
Factors
affecting
the
energy
storage
of
a
flywheel.
affecting
energy
storage
capacity
of
a
flywheel.
2
Use
of
1 flywheels in machines.
E
=
I
ω
2
Rotational
kinetic
energy
k
1
••E Use
2 flywheels
Factors
affecting
the
energy
storage
a flywheel.
momentcapacity
of inertiaofwill
be given where necessary.
infor
machines.
kinetic
energy
=
IωofExpressions
Use
in
machines.
k Rotational
2 of 1flywheels
2displacement,
Angular
velocity
and
acceleration
• of
Factors
affecting
the
energy
storage
capacity
of a flywheel.
2
UseFactors
flywheels
in
machines.
E
=
I
ω
1
2Rotational
E•kk =affecting
Iωdisplacement,
the
energyaccelerated
storage
of a flywheel.
velocity
and
acceleration
kinetic
energy capacity
• Angular
2 flywheels
Equations
for
uniformly
motion:
Use
of
in
machines.
• UseEquations
Angular
displacement,
velocity
and
acceleration
Factors
affecting
the
energy
storage
capacity
2machines.
ofdisplacement,
flywheels
1 in
velocity
and
acceleration
accelerated
motion:
• Angular
Factors
affecting
the
energy
storage
capacity of
of a
a flywheel.
flywheel.
E kω
=2 for
Iωuniformly
1 + α taccelerated motion:
2=
Equations
for
uniformly
Use
of
flywheels
in
machines.
Angular
displacement,
velocity
and acceleration
• Use
Equations
for
uniformly
accelerated
motion:
ω
=
ω
+
α
t
of
flywheels
in
machines.
1 1
displacement,
andstorage
acceleration
• Angular
Factors
affecting
the
energy
capacity of a flywheel.
θ 2=αfor
ω
+ 2 α t velocity
Equations
accelerated
motion:
1tuniformly
ω2 = ωfor
t
1
1θ+
Angular
displacement,
velocity
and
acceleration
••Equations
uniformly
accelerated
motion:
=2ofω1flywheels
t +2 2 α t in velocity
Use
machines.
Angular
displacement,
and
acceleration
ω12 for
=ω
2 1 +
+α2tα θ accelerated motion:
Equations
θ = ω21t =+ωω
α=t ω
αuniformly
222 for
21t
Equations
uniformly
accelerated
motion:
1=+ω
ω
+
1 2α θ
velocity
and acceleration
•2 Angular
2==ω
1 ωt1displacement,
+
α
t
ω
+
α
t
(
)
1
2θ
θ
=
ω
+
ω
t
2
1
2
=
α t uniformly
2
=
+12αω
α1 1+tfor
ω 2 θ= Equations
ω1ω
+
θ
2t 2
accelerated
motion:
1
2
θ=
= 2 (ω
1 ω2 ) t
12 +
tt +
1 α
ω=22 2ω
= 1ω
+
2ωαtt θ+ α t
1 2 θ
2
1
θ
ω
+
α
ω
=
(ω1and
)22t2α2θ 1 acceleration
θ =ω
+ 1ω+
ω
• Torque
21angular
22 =
2 1 angular
and
acceleration
• Torque
(
θ
ω
2= = ω
T =θIα= ω
1+
1
2
12=
θ
2
ω(2ω=1 +ωω
++ω22ωα
αt 2+θθ) t12 α t
1acceleration
2 ) t1
2
and
angular
T
=
I
α
• Torque
1 angular acceleration
•
Torque
θθand
=
1 (ω12 + ω 22) t
Angular
momentum
2 (angular
and
=
+ ωω21) t+acceleration
2α θ
T =•Torque
Iα Torque
2 ω12 = acceleration
and
angular
• • Angular
momentum
= Iω
angular
momentum
T
=
I
α
1
θ = 2 (ω=1 acceleration
+I ωω2 ) t
and
••T =Torque
Iαmomentum
angular
momentum
• Angular
Torque
and angular
angular
acceleration
Conservation
of angular
momentum.
T
=
I
α
Angular
momentum
• Conservation
=
I
ω
angular
momentum
of
angular
momentum.
T
=
I
α
•
Angular
momentum
• Angular
Torque
and angular
• momentum
Power
• Angular
= I ω acceleration
angular
Conservation
ofmomentum
angular==momentum.
momentum
••angular
angular
momentum
I
ω
momentum
T
=
I
α
Power
Angular
momentum
W = Tθ
= Tω momentum.
Conservation
ofPangular
=
II ω
angular
Conservation
ofofthat,
angular
momentum.
Conservation
angular
W
= Tθ momentum
P =inTω
• Power
=momentum.
ω machinery, frictional couples have to be taken into
angular
momentum
Awareness
rotating
Angular
momentum
•
of
angular
momentum.
Power
W =• TθConservation
P = Tω
Awareness
that,
in
rotating
frictional couples have to be taken into
Conservation
of
angular
momentum.
account.
• Power
= machinery,
Iω
angular
momentum
W
=
T
θ
P
=
Tω
•
Power
Awareness
that,
in
rotating
machinery,
frictional
couples have to be taken into
account.
Power
••W =Power
Tθ Conservation
P = Tω of
angular
momentum.
Thermodynamics
and
Engines
C.3.2
Awareness
that,
in
rotating
machinery,
frictional
couples have to be taken into
account.
W
=
T
θθ that, in P
=
Tω
Awareness
rotating
machinery,
frictional couples have to be taken into
Thermodynamics
and
Engines
C.3.2
W
=
T
P
=
Tω
account.
• Power
Awareness
in rotating
machinery,
frictional couples have
to be taken into
account. into
First
law that,
ofthat,
thermodynamics
• Awareness
in
rotating
machinery,
account.
and
Engines
C.3.2 Thermodynamics
Awareness
that,
in
rotating
machinery, frictional
frictional couples
couples have
have to
to be
be taken
taken into
W
=
T
θ
P
=
Tω
First
law
of
thermodynamics
•
Q = ∆U + W
Thermodynamics
and Engines
C.3.2 account.
account.
Thermodynamics
and
Engines
C.3.2
law
thermodynamics
Q =of∆Awareness
U +W
• First
that,
in Engines
rotating machinery, frictional couples have to be taken into
C.3.2
Thermodynamics
and
Q isofheat
entering
the system, ∆U is increase in internal energy and W is
wherelaw
Thermodynamics
and
Engines
C.3.2
First
thermodynamics
•
Q
=
∆
U
+
W
account.
Thermodynamics
and Engines
C.3.2
Q thermodynamics
is heat
entering
the system, ∆U is increase in internal energy and W is
where
law done
of
• First
work
by
the
system.
Qis= heat
∆law
U + of
W
• ••QC.3.2
First
ofbythermodynamics
thermodynamics
the system,
∆U is increase in internal energy and W is
where
First
work
the system.
=Q
∆U +done
W entering
Thermodynamics
and Engines
First
law
of
thermodynamics
Non-flow
processes
• done
Q
is
heat
entering
the
system,
∆U is increase in internal energy and W is
where
work
by
the
system.
Q
=∆
∆U
+W
, entering the system, ∆U is increase in internal energy and W is
Q
=
U heat
+
W
Non-flow
processes
•where
Isothermal,
adiabatic,
constant pressure and constant volume changes
First
law
of system.
thermodynamics
• Q is
work
done
by
the
Q is
heat
entering
the
∆U
is
in volume
internal
energy
and
W
is
where
work
the
processes
Isothermal,
adiabatic,
constant
pressure
• Non-flow
heat
the system,
system,
∆U and
is increase
increase
internal
energy
and
W by
is the
where
pVdone
= nRT
where
heat
entering
the
system,
∆U is increase
inconstant
internalinenergy
andchanges
W is work
done
QQby
=isis∆
U
+system.
Wentering
done
by
system.
Non-flow
processes
γ the
• work
Isothermal,
adiabatic,
constant
pressure
and
constant
volume
changes
pV
=
nRT
system.
work
done
by
the
system.
adiabatic:
pV
=
constant
processes
• Non-flow
Q
system,
∆Uconstant
is increase
in internal
energy and W is
where
γ is heat entering
Isothermal,
adiabatic,
constantthe
pressure
and
volume
changes
pV •=
nRT
adiabatic:
pVpV
==constant
Non-flow
processes
isothermal:
constant
Isothermal,
adiabatic,
constant
pressure
and
constant
volume
changes
work
done
by
the
system.
Non-flow
processes
γ
• isothermal:
pV =
adiabatic:
pVnRT
= constant
pV
= constant
adiabatic,
constant
atnRT
constant
pressure
∆W
= p∆V pressure
pV =Isothermal,
γ
Isothermal,
adiabatic,
constant
pressure and
and constant
constant volume
volume changes
changes
adiabatic:
pV
=
constant
Non-flow
processes
isothermal:
pV
=
constant
γ
•
at
constant
pressure
∆W
=thermodynamics
p∆V
pV
=
nRT
Application
of
first
law
of
to
the
above
processes.
adiabatic:
pV
=
constant
pV
=
nRT
isothermal:
pV
= constant
γ ∆W
Isothermal,
adiabatic,
constant pressure
and
constant
volume changes
at constant
pressure
=law
p∆V
Application
first
of thermodynamics
to the
above
processes.
adiabatic:
=
isothermal:
pVpV
=ofγconstant
adiabatic:
pV
=ofconstant
constant
at
constant
pressure
∆W
=
p∆V
pV
=
nRT
Application
of
first
law
thermodynamics
to
the
above
processes.
isothermal:
pV
=
constant
at constant
pressure
∆W
= p∆V
γ
isothermal:
pV
=pV
constant
Application
of first
lawconstant
of =thermodynamics
to the above processes.
adiabatic:
at
constant
pressure
p∆V
Application
of first
law of=∆W
thermodynamics
to the above processes.
at constant
pressure
∆W
=
p∆V
isothermal:
pV
= constant
Application
of
law
to
27
Application
of first
firstpressure
law of
of thermodynamics
thermodynamics
to the
the above
above processes.
processes.
at constant
∆W = p∆V
Application of first law of thermodynamics to the above processes.
3
GCE Physics A for exams from June 2014 onwards (version 1.5)
•
Non-flow processes
Isothermal, adiabatic, constant pressure and constant volume changes
pV = nRT
adiabatic: pV γ = constant
New GCE Physicsisothermal:
A specification
first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
pV =for
constant
NewGCE
GCEPhysics
PhysicsAAspecification
specificationfor
forfirst
firstteaching
teaching2008:
2008:version
version0.2,
0.2,draft
draftsubmitted
submittedtotoQCA
QCA(July
(July2007)
2007)
New
New GCE Physics
A
specification
for=first
at constant pressure W
p∆Vteaching 2008: version 0.2, draft submitted to QCA (July 2007)
Application of first law of thermodynamics to the above processes.
The p - V diagram
The p- -VVpdiagram
diagram
The
Representation
of
processes on p – V diagram.
•• pThe
The -pV–diagram
V diagram
Representation
processes
onppof–
–area
diagram.
Representation
ofofprocesses
on
VVdiagram.
Estimation
of
work
done
in terms
the graph.
Representation
ofprocesses
processes
– below
V diagram.
Representation of
on on
p –p
V diagram.
Estimation
of
work
done
in
terms
of
area
below
thegraph.
graph.
Estimation
of
work
done
in
terms
of
area
below
the
Expressions
for
work
done
are
not
required
except
for
the
constant pressure case,
Estimation
of
workdone
donein in
terms
of area
below
the
graph.
Estimation
of
work
terms
of
area
below
the graph.
Expressions
for
work
done
are
not
required
except
for
the
pressure
case,
Expressions
for
work
done
are
not
required
except
for
the
constant
pressure
case,
W = p∆V
Expressions
for
workdone
done
are
not
required
except
for constant
the constant
pressure
case,
Expressions
for
work
are
not
required
except
for
the
constant
pressure
case,
W
= p∆V
W==p∆V
p∆V
W
Extension
to cyclic processes:
W
= p∆V
Extension
to cyclic
processes:
Extension
cyclic
processes:
Extension
totocyclic
processes:
work
done
per
cycle
= area of loop.
Extension
to cyclic
processes:
workdone
doneper
per
cycle
==area
of of
loop.
work
done
percycle
cycle
=area
area
ofloop.
loop.
work
work
done
per
cycle
= area
of loop.
• Engine cycles
Engine
cycles
cycles
•• Engine
Understanding
of
a four-stroke petrol cycle and a Diesel engine cycle, and of the
cycles
• Engine
•
Engine
cycles
Understanding
ofaafour-stroke
four-stroke
petrol
cyclecycle
andaand
aDiesel
Diesel
engine
cycle,
andofand
offor
the
Understanding
of
petrol
cycle
and
engine
cycle,
and
the
corresponding
indicator
diagrams;
comparison
the
theoretical
diagrams
Understanding
of
four-stroke
petrol
a engine
Diesel
engine
cycle,
of the
Understanding of
aafour-stroke
petrol
cycle and with
a Diesel
cycle,
and
of the corresponding
corresponding
indicator
diagrams;
comparison
with
the
theoretical
diagrams
for
corresponding
diagrams;
comparison
withdiagrams
the
diagrams
for for of
thesecorresponding
cycles;
knowledge
of diagrams;
engine
constructional
details
not
required;
indicator
comparison
withtheoretical
theis
diagrams
indicatoraindicator
diagrams;
comparison
with
the
theoretical
fortheoretical
these
cycles;
a where
knowledge
these
cycles;
aknowledge
knowledge
ofengine
engine
constructional
details
is
not
required;
where
these
cycles;
aset
of
constructional
details
is
not
required;
where
questions
are
on
otherdetails
cycles,
they
willconstructional
bewhere
interpretative
and
essential
engine
constructional
isofnot
required;
questions
are
set
on
other
cycles,
they
will be
these
cycles;
a knowledge
engine
details
isall
not
required;
where
questions
are
set
on
other
cycles,
they
will
be
interpretative
and
all
essential
questions
are
set
on
other
cycles,
they
will
be
interpretative
and
all
essential
interpretative
and
all
essential
information
will
be
given;
indicator
diagrams
predicting
and
measuring
information
will
be
given;
indicator
diagrams
predicting
and
measuring
power
and
questions are set on other cycles, they will be interpretative and all essential
information
will
be
given;
indicator
diagrams
predicting
andmeasuring
measuring
power
and and
powerwill
andbe
efficiency
information
given;
indicator
diagrams
predicting
and
power
and
efficiency
information
will
be given;
indicator
diagrams
predicting
and
measuring
power
efficiency
input
power
=
calorific
value
x
fuel
flow
rate.
efficiency
input power = calorific value × fuel flow rate.
efficiency
input
power
calorific
value
fuel
flowrate.
rate.rate.
input
power
==as
calorific
value
××fuel
Indicated
power
Indicated
power
as
input
power
= calorific
value
×flow
fuel
flow
Indicated
power
as
Indicated
power
(areaofpower
ofpas
p–– V
V as
loop) x×(no.
of cycles/s)
x (no.×of(no.
cylinders).
(area
loop)
(no.
of cycles/s)
of cylinders).
Indicated
(area
of
p
–
V
loop)
×
(no.
of
cycles/s)
×
(no.
ofcylinders).
cylinders).
of
p
–
V
loop)
×
(no.
of
cycles/s)
×
(no.
of
Output (area
or
brake
power
P
=
T
ω
Output(area
or brake
of ppower
– V loop) × (no. of cycles/s) × (no.
of cylinders).
Output
or
brake
power
P
=
T
ω
Output
or
brake
power
P
=
T
ω
friction
power
= indicated
power
– power.
brake power.
friction
= indicated
power
–P brake
Output
orpower
brake
power
= Tω
friction
power
indicated
power
brake
power.
power
==
indicated
power
––brake
power.
Engine friction
efficiency;
overall,
thermal
and
mechanical
efficiencies.
friction
power
= indicated
– brake
power.
Engine
efficiency;
overall,
thermal
andpower
mechanical
efficiencies.
Engine
efficiency;
overall,
thermal
and
mechanical
efficiencies.
Engine
efficiency;
overall,
thermal
and
mechanical
efficiencies.
Overall
efficiency
=
brake
power/input
power.
Engine
thermal power.
and mechanical efficiencies.
Overallefficiency;
efficiency = overall,
brake power/input
Overall
efficiency
brake
power/input
power.
Overall
efficiency
===brake
power/input
power.
Thermal
efficiency
indicated
power/input
Overall
efficiency
=
brake
power/input
power.
Thermal
efficiency
= indicated
power/input power.
power.
Thermal
efficiency
indicated
power/input
power.
Thermal
efficiency
==indicated
power/input
power.
Mechanical
efficiency
= =brake
power/indicated
power.
Thermal
efficiency
indicated
power/input
power.
Mechanical
efficiency
= brakepower/indicated
power/indicated power.
Mechanical
efficiency
=
brake
power.
Mechanical
efficiency
=
brake
power/indicated
power.
Mechanical
efficiency
=
brake
power/indicated
power.
• Second Law and engines
Second
Law
and
engines
•• Second
Law
and
engines
•
Second
Law
engines
Need
for
an
engine
toand
operate
between a source and a sink
• Second
Law
and
engines
Need
for
an
engine
to
operate
between
source
and
asink
sink
Need
for
an
engine
to
operate
between
aa
and
Needfor
for
an engine
engine
between
asource
source
and
a asink
Q in −toQ
Need
tooperate
operate
between
a source
and
a sink
Wan
out
efficiency = WW = QQ in−−QQ out
in
out
Q
−
Q
out
efficiency
efficiency
== Q in====W =Q in in
efficiency
efficiency
QQinin Q in QQinin Q
T −T
in
maximum theoretical efficiency = TTHH−−TTCC
maximum
theoretical
efficiency
maximum
theoretical
efficiency== H TH TCH − TC
maximum
theoretical
efficiency
maximum
theoretical
efficiency =T
THH T
H
source at TH
at
T
source
H
at
T
source
H
source at TH
Qin
QQinin Qin
W
W W
W
Qout
QQoutout Qout
at TC
sink
at
sink
sink sink atTTCCat TC
•
••
3
Reasons
the lower
efficienciesofofpractical
practical engines.
Reasons
for theforlower
efficiencies
engines.
Reasons
for
the
lower
efficiencies
of
practical
engines.
Maximising
use
of
W
and
Q
in
combined
heat
and
power
schemes.
Reasons
for
the
lower
efficiencies
of
practical
engines.
W
and
Q
in
combined
heat
andengines.
power
schemes.
Maximising
use
of
out
Reasons for the lower out
efficiencies
of practical
W
and
Q
in
combined
heat
and
power
schemes.
Maximising
use
of
out
W
and
Q
in
combined
heat
and
power
schemes.
Maximising
use
of
out Qout in combined heat and power
schemes.
Maximising use of W and
28
GCE Physics A for exams from June 2014 onwards (version 1.5)
New GCE Physics
A specification
for first teachingfirst
2008: version
0.2, draft submitted
to QCA (Julyto2007)
New
New GCE
GCE Physics
Physics A
A specification
specification for
for first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to QCA
QCA (July
(July 2007)
2007)
•
Reversed
heat engines
• Reversed
heat
engines
heat
engines
•• Reversed
Reversed
heat
engines
Basic principles
of heat pumps
and
refrigerators.
A knowledge
of practical
Basic
principles
ofheat
heat
pumps
and
refrigerators.
A
ofheat
practical
heat
Basic
principles
of
heat
pumps
refrigerators.
A knowledge
knowledge
practical
Basic principles of
pumps
andand
refrigerators.
A knowledge
of practicalofheat
pumps heat
or refrigerator
pumps or pumps
refrigerator
cycles
and
devices
is
not
required.
pumps
or
refrigerator
cycles
and
devices
is
not
required.
or
refrigerator
cycles
and
devices
is
not
required.
cycles and devices is not required.
at TH
hot spacehot
hot space
space
Qin
Qout
at
at T
THH
Q
Qinin
Q
Qout
out
W
cold space
TC
cold
space
cold at
space
W
W
at
at T
TCC
Qout
Qout
out
Qout
Q
Q
out
out =
For a refrigerator:
COPref = COP
For
COP=ref
refrigerator:
ref =
ForFora
a arefrigerator:
refrigerator:
=
=
W
Qin W
−
Q
out
W
Qinin −
−Q
Qout
Q
out
3
Qin
Q
Qininin
Qinin
Q
Q
=hp =
For a heatFor
pump:
COP
hp = COP
=
=
For
a aheat
heat
pump:
COP
=
a
For
heat pump:
pump:
W hpQin −W
Q
W out Q
Qinin −
−Q
Qout
out
29
GCE Physics A for exams from June 2014 onwards (version 1.5)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Unit 5D
Turning
PointsPoints
in Physics
Unit
5D Turning
in Physics
New GCEThis
Physics
A specification
forenable
first teaching
2008: version
draftto
submitted
to QCA
(Julyso2007)
option
is intended to
key developments
in 0.2,
Physics
be studied
in depth
that students can
New GCE PhysicsThis
A specification
first teaching
2008: version
0.2, draft submitted
to QCA (July
2007)
option isfor
intended
to enable
key developments
in Physics
to be
studied in
appreciate, from a historical viewpoint, the significance of major conceptual shifts in the subject both in terms
depth so that
students
caninappreciate,
from a historical
viewpoint,
of the understanding
of the
subject and
terms of its experimental
basis. Many
presentthe
daysignificance
technological
industries
are
the consequence
of
such in
keythe
developments
andin
the
topicsofillustrate
how unforeseenof the
of
major
conceptual
shifts
subject
both
terms
the
understanding
Unit
5D Turning
Points
indiscoveries.
Physics
technologies
develop
from
new
andPoints
in terms
of its experimental basis. Many present day technological
Unit
5Dsubject
Turning
in Physics
D.4.1
D.4.1
•
•
3
•
•
•
•
•
•
•
•
D.4.2
D.4.2
•
•
•
•
•
•
This option
is intended
to consequence
enable key developments
in Physics to be
studied
in illustrate
industries
are the
of such key developments
and
the topics
This
option
intendedcan
to
enable
key develop
developments
in Physics
to be
in
D.4.1
The
discovery
of
the
Electron
depth
so
thatis
students
appreciate,
from a from
historical
viewpoint,
thestudied
significance
how
unforeseen
technologies
new
discoveries.
depth
so
that
students
can
appreciate,
from
a
historical
viewpoint,
the
significance
of major conceptual shifts in the subject both in terms of the understanding of the
The
discovery
Electron
D.4.1
of
conceptual
shifts
in the
subjectbasis.
both inMany
termspresent
of the understanding
of the
• majorCathode
rays
subject
and
in terms
of of
its the
experimental
day technological
subject
and
in
terms
of
its
experimental
basis.
Many
present
day
technological
industries
are theof
consequence
such keytube.
developments and the topics illustrate
cathode rays inof
a discharge
Cathode
rays
• Production
industries
are
the
consequence
of
such
key
developments
and the topics illustrate
how unforeseen
technologies
new
discoveries.
Production
of cathode develop
rays in afrom
discharge
tube.
how
unforeseen
technologies
develop
from
new
discoveries.
• discovery
Thermionic
emission
of electrons
The
of the
Electronof
emission
electrons
• Thermionic
The principle
of
thermionic
emission.
The discovery
of
the
Electron
The
principle of thermionic emission.
Cathode
rays
Work
done onon
an electron
accelerated
throughthrough
a pd
Work
electron
accelerated
a p.d.
Cathode
rays
Production ofdone
cathode an
rays
in a discharge
tube.
2
1
Production
of
cathode
rays
in
a
discharge
tube.
mv = eV
2
Thermionic
emission of electrons
Thermionic
emission
of electrons
The
principle
of thermionic
emission.
Determination
of
specific
•
• principle
Determination
of the
the
specific charge
chargeof
ofan
anelectron,
electron, e/m,
e/m,by
byany
anyone
onemethod
method
The
of
thermionic
emission.
Work done
on an electron
accelerated
through a of
p.d.
Significance
of Thomson’s
determination
e/m.
Significance
Thomson's
determination
of e/m.a p.d.
Work
done
on an of
electron
accelerated
through
1
with the
specific charge
of the hydrogen ion.
mv 22 =Comparison
eV
21
Comparison
with
the
specific
charge
of
the
hydrogen ion.
mv = eV
2
Principle
of
Millikan’s
of Q
• The
use ofof
equations
Determination
the
specific determination
charge of an electron,
e/m, by any one method
Condition
for
holding
a
charged
oil
droplet,
of
charge
, stationary
between
Determination
of
the
specific
charge
of
an
electron,
e/m,Qby
any one method
Significance of Thomson’s determination of e/m.
oppositely
charged
parallel
plates
Significance
of Thomson’s
determination
e/m.
Comparison
with
the
specific
charge
of theofhydrogen
ion.
QVthe specific charge of the hydrogen ion.
Comparison with
= mgdetermination of Q
Principle of Millikan’s
dof Millikan's
•
Principle
determination
Q
Principle
of
Millikan’s
determination
of Qofof
Condition for holding a charged
oil droplet,
charge Q, stationary between
Motion
of
a
falling
oil
droplet
with
and
without
field;
terminal
speed,
Condition
for holding
a charged
droplet, of
of charge
, stationary
between
oppositely
charged parallel
Condition
for
holding
a charged
oiloildroplet,
chargeQan
Q
, electric
stationary
between
oppositely
charged
parallel
plates
Stokes’
Law
for
the
viscous
force
on
an
oil
droplet
used
to
calculate
the
droplet
plates
oppositely
charged
parallel
plates
QV
radius
QV = mg
d = mg
F = 6πηrv
Motion ofda falling oil droplet with and without an electric field; terminal speed,
of athe
falling
oilMillikan’s
droplet
with
and
without
an
terminal
speed,
Stokes' Law for the
Motion
of
a falling
oilviscous
droplet
with
and
without
anelectric
electric
terminal
Significance
of
results
• Motion
Stokes’
Law
for
force
on
an
oil droplet
usedfield;
tofield;
calculate
thespeed,
droplet
viscous
force
on
an
oil
droplet
used
to
calculate
the
droplet
radius
Stokes’Quantisation
Law for the viscous
force
on an oil droplet used to calculate the droplet
of electric
charge.
radius
radius F = 6πηrv
Duality
D.4.2 Wave
F = 6πParticle
ηrv
Significance
of Millikan’s
results
Newton’s
corpuscular
theory
of light
• • Significance
of Millikan's
results
Significance
Millikan’s
resultswave
Quantisation
ofofelectric
charge.
Comparison
with
Huygens’
theory in general terms.
Quantisation
of electric
charge.
Quantisation
of
electric
charge.
The reasons
why Newton’s theory was preferred.
Wave Particle
Duality
Wave
Particle
Duality
D.4.2
ParticleofDuality
Significance
Young’s
• Wave
Newton’s
corpuscular
theory ofdouble
light slits experiment
Explanation
for
fringes
in
general
no terms.
calculations are expected.
Newton’s corpuscular
theory
light interms,
Comparison
with Huygens’
waveoftheory
general
•
Newton's
corpuscular
theory
of
light
Delayed
of Huygens’
wave
theory
of light.
Comparison
with
Huygens’
wave
theory
in
general
terms.
The
reasons
whyacceptance
Newton’s theory
was preferred.
Comparison
with Huygens'
wavewas
theory
in general terms.
The• reasons
why
Newton’s
theory
preferred.
Electromagnetic
waves
Significance
of Young’s
double
slits
The reasons
why Newton's
theory
wasexperiment
preferred.
Nature
of
electromagnetic
waves
Significance
of
Young’s
double
slits
Explanation for fringes in general terms,experiment
no calculations are expected.
Maxwell’s
formula
for the speed
ofnoelectromagnetic
in a vacuum
Explanation
for fringes
in
general
terms,theory
calculations
expected.
Delayed
acceptance
of
Huygens’
wave
of
light. arewaves
•
Significance
of
Young's
double
slits
experiment
1
Delayed acceptance
of Huygens’ wave theory of light.
c=
Explanation
for
fringes in general terms, no calculations are expected.
Electromagnetic
waves
µ 0acceptance
ε 0 wavesof Huygens' wave theory of light.
Electromagnetic
Delayed
Nature
of electromagnetic
waves
Nature where
of electromagnetic
wavesof electromagnetic
µ0 is for
thethe
permeability
of free space and
ε0 is the
Maxwell’s
formula
speed
waves
in apermittivity
vacuum of free space.
Maxwell’s
formula
for
the
speed
of
electromagnetic
waves
in
a
vacuum
Candidates
should
appreciate
that
ε
relates
to
the
electric
field strength due to a
0
1
c=
1charged object in free space and µ0 relates to the magnetic flux density due to a
c = µ0 ε 0
wire in free space.
µ current-carrying
ε0
of freewaves.
space and ε0 is the permittivity of free space.
where µ0Hertz’s
0 is the permeability
discovery of radio
permeability
of that
free εspace
and ε0 is the permittivity of free space.
where µ0 is the
Candidates
should
appreciate
0 relates to the electric field strength due to a
Candidates
should
appreciate
that
ε
relates
themagnetic
electric field
strengthdue
duetotoaa
0
charged object in free space and µ0 relates totothe
flux density
charged
object
in
free
space
and
µ
relates
to
the
magnetic
flux
density
due
to a
0
30
current-carrying wire in free space.
current-carrying
wire
in
free
space.
Hertz’s discovery of radio waves.
radius of Millikan’s results
Significance
of Millikan’s
results
Quantisation
charge.
•• Significance
Significance
of Millikan’s
= of
6πelectric
ηrvresults
QuantisationofofFelectric
electric
charge.
Quantisation
charge.
Quantisation
of
electric
charge.
GCE Physics A for exams from June 2014 onwards (version 1.5)
Particle Duality
D.4.2 Wave
of Millikan’s results
• Significance
Wave
Particle
Duality
D.4.2
Wave
Particle
Duality
Wave
Particle
Duality
D.4.2D.4.2
Quantisation
of electrictheory
charge.
corpuscular
of light
• Newton’s
Newton’s
corpuscular
theoryof
of
light
•
Newton’s
corpuscular
theory
light
Comparison
with
Huygens’
wave
theory in general terms.
•
corpuscular
theory
of light
• Newton’s
Wave with
Particle
Duality
D.4.2
Comparison
Huygens’
wave
theory
general
terms.
Comparison
with
Huygens’
wave
theory
iningeneral
terms.
Thewith
reasons
why wave
Newton’s
theory
was
preferred.
Comparison
Huygens’
theory
in general
terms.
The
reasons
whyNewton’s
Newton’stheory
theory
wasof
preferred.
Newton’s
corpuscular
theory
light
was
preferred.
•reasons
The The
reasons
why why
Newton’s
theory was
preferred.
of Young’s
double
slits experiment
• Significance
Comparison
with Huygens’
wave
theory in general terms.
Significance
ofYoung’s
Young’s
double
slitsterms,
experiment
of
double
slits
experiment
•• Significance
Explanation
for why
fringes
inslits
general
no
calculations are expected.
of reasons
Young’s
double
experiment
• Significance
The
Newton’s
theory
was
preferred.
Explanation
for
fringes
in
general
terms,
no
calculations
areexpected.
expected.
Explanation
for
fringes
in
general
terms,
no
calculations
are
Delayed
acceptance
of Huygens’
theory are
of light.
Explanation
for fringes
in general
terms, no wave
calculations
expected.
Delayed
acceptance
of
Huygens’
wave
theory
of
light.
Significance
of
Young’s
double
slits
experiment
Delayed
acceptance
of Huygens’
theory
of light.
•
of Huygens’
wavewave
theory
of light.
Electromagnetic
waves
• acceptance
•Delayed
Electromagnetic
waves
Explanationwaves
for fringes in general terms, no calculations are expected.
Electromagnetic
•
waves
• Electromagnetic
Nature
ofwaves
electromagnetic
waves wave theory of light.
• Electromagnetic
Nature
of
electromagnetic
waves.of Huygens’
Delayed
acceptance
Nature
of
electromagnetic
waves
Nature
of
electromagnetic
waves
for the
speed of electromagnetic
waves in a vacuum
Nature
of Maxwell’s
electromagnetic
Maxwell's
formulaformula
for the waves
speed
of electromagnetic
waves in a vacuum
Maxwell’s
formula
forthe
thewaves
speed
electromagnetic
wavesininaavacuum
vacuum
Electromagnetic
Maxwell’s
formula
for
speed
ofofelectromagnetic
waves
• formula
1 for the
Maxwell’s
speed
of electromagnetic
waves
in a vacuum
c1=
1Nature of electromagnetic waves
cc1=
µ, 0 ε 0
c= c=
Maxwell’s
formula for the speed of electromagnetic waves in a vacuum
µ
ε
µ 0 ε0 0 0 µ0 is the permeability of free space and ε0 is the permittivity of free space.
µ 0 ε 0 where
1
thepermeability
permeability
freespace
space
and
ε0isispermittivity
the
permittivity
freespace.
space.
where
cµ0 0is
=
µthe
the
permeability
ofoffree
εthe
the
permittivity
ofoffree
where
shouldofappreciate
that
to
the
electric
field
strength
due to a
where
isis
the
offree
free
space
and
isisthe
of free
0 permittivity
µ0 isCandidates
permeability
space
andε0εand
ofspace.
free
space.
where
0relates
µ
ε
Candidates
should
appreciate
that
ε
relates
to
the
electric
field
strength
due
toaato a
0
0
0
Candidates
should
appreciate
that
ε
relates
to
the
electric
field
strength
due
to
charged
object
in freethat
space
and
µto0tothe
relates
to field
thefield
magnetic
0
Candidates
should
appreciate
ε0 relates
the
electric
strength
to a due
Candidates
should
appreciate
that
relates
electric
strength
dueflux
to due
adensity
charged
object
in
charged
object
in
freewire
space
andµspace.
µ0of
relates
tothe
theand
flux
density
due
toaaspace.
0relates
µ0inis
the
permeability
free
space
is the
permittivity
of
free
where
charged
object
free
space
and
to
magnetic
flux
density
due
to
free
space
and
relates
to
the
magnetic
flux
density
due
tomagnetic
a εcurrent-carrying
wire into
free
space.
current-carrying
in
free
0flux
charged
object
in
free
space
and
µ
relates
to
the
magnetic
density
due
a
0
New GCEcurrent-carrying
Physics A specification
for first
teaching
2008: version 0.2, draft submitted to QCA (July 2007)
wire
free
space.
Candidates
should
appreciate
current-carrying
wire
inin
free
space.
Hertz’s
discovery
of
radio
waves.that ε0 relates to the electric field strength due to a
Hertz's
discovery
of
waves.
current-carrying
wire
inradio
free
space.
Hertz’scharged
discovery
radio
waves.
object
in free
space and µ0 relates to the magnetic flux density due to a
Hertz’s
discovery
ofofradio
waves.
Hertz’s
discovery
of radio
waves.
current-carrying
wire in free space.
•
The
discovery
of
photoelectricity
of photoelectricity
• The discovery
Hertz’s
discovery
of radio
waves.
The
of classical
wavewave
theory
to explain
on photoelectricity;
the existence ofthe
the
Thefailure
failure
of classical
theory
to observations
explain observations
on photoelectricity;
threshold frequency for the incident light and the variation of the stopping potential with frequency for
existence of the threshold frequency for the incident light and the variation of the
different metals.
stopping potential with frequency for different metals. Candidates should
Candidates should appreciate how the stopping potential is measured using a potential divider and a
appreciate
how the stopping potential is measured using a potential divider and a
vacuum
photocell.
vacuum photocell.
Candidates should also appreciate that photoelectric emission takes place almost instantaneously and
Candidates
should
also
appreciate
that photoelectric
emission
takes
place
almost
that
the maximum
kinetic
energy
of the emitted
photoelectrons is
independent
of the
intensity
of the
instantaneously
and that the maximum kinetic energy of the emitted photoelectrons
incident
light.
is independent
of the
intensity of the
light. in terms of the nature of electromagnetic
Einstein's
explanation
of photoelectricity
andincident
its significance
Einstein’s
explanation
of
photoelectricity
and
its
significance in terms of the nature
radiation.
of electromagnetic radiation.
•
• •
Wave
particle duality
duality
Wave particle
de
hypothesis
supported
by electron
diffractiondiffraction
experiments
de Broglie's
Broglie’s
hypothesis
supported
by electron
experiments
p=
•
•
h
λ
λ=
h
2meV
Electron microscopes
Electron
microscopes
Estimate of anode voltage needed to produce wavelengths of the order of the size
Estimate of anode voltage needed to produce wavelengths of the order of the size of the atom.
of the atom.
Principle
operation
of the
electron electron
microscope
(T.E.M.).
Principleof of
operation
oftransmission
the transmission
microscope
(T.E.M.).
Principle
of
operation
of
the
scanning
tunnelling
microscope
(S.T.M.).
Principle of operation of the scanning tunnelling microscope (S.T.M.).
Special Relativity
D.4.3
D.4.3 Special
Relativity
•
•
•
•
The Michelson-Morley experiment
The
Michelson-Morley
experiment
Principle
of the Michelson-Morley
interferometer.
Principle
Outline of
ofthe
theMichelson-Morley
experiment asinterferometer.
a means of detecting absolute motion.
Outline
of the experiment
as a means
of detecting
absolute
motion.
Significance
of the failure
to detect
absolute
motion.
The invariance
the to
speed
light. motion.
Significance
of the of
failure
detectof
absolute
The
invariance
of
the
speed
of
light.
Einstein’s theory of special relativity
The concept of an inertial frame of reference.
Einstein's
theory of
relativity
The two postulates
of special
Einstein’s
theory of special relativity:
The
of an inertial
frame the
of reference.
(i) concept
physical
laws have
same form in all inertial frames,
The
two
postulates
of
Einstein's
of special
relativity:
(ii)
the speed of light in theory
free space
is invariant.
(i) physical laws have the same form in all inertial frames,
Time dilation
(ii) the speed of light in free space is invariant.
Proper time and time dilation as a consequence of special relativity.
Time dilation
−1
 v2  2
t = t 0 1 − 2 
 c 
Evidence for time dilation from muon decay.
•
Length contraction
Length of an object having a speed v
31
3
3
• The Michelson-Morley experiment
Relativity
D.4.3 Special
Principle
of the Michelson-Morley
interferometer.
Michelson-Morley
experiment
• The
GCE •
Physics
A
for
exams
from
June
2014
onwards
(version
1.5)
Outline
of
the
experiment
as
a
means
of detecting absolute motion.
The
Michelson-Morley
experiment
Principle
of the Michelson-Morley
interferometer.
Significance
of
the
failure
to
detect
absolute
motion.
Principle
theexperiment
Michelson-Morley
interferometer.
Outline ofofthe
as a means
of detecting
absolute motion.
The invariance
of the
speed
of
light.absolute
Significance
the
failure
to detect
motion.
Outline
of theofexperiment
as
a means
of detecting
absolute motion.
of the
failure
to detect
The
invariance
of the
speed
ofrelativity
light.absolute motion.
Einstein’s
theory
of special
• Significance
The
invariance
of
the
speed
of
light.
The concept
of an of
inertial
frame
of reference.
theory
special
relativity
• Einstein’s
The concept
two postulates
ofspecial
Einstein’s
theory
of special relativity:
theory
relativity
The
of an of
inertial
frame
of
reference.
• Einstein’s
(i) concept
laws
the same
form
in all inertial
frames,
The
of an
inertial
frame
of
reference.
The
twophysical
postulates
ofhave
Einstein’s
theory
of special
relativity:
(ii) twophysical
the
speed
ofoflight
inthe
freesame
space
is
(i)
laws
have
form
in all inertial
frames,
The
postulates
Einstein’s
theory
of invariant.
special
relativity:
•
Time
(i)
physical
laws
haveinthe
same
form
in all inertial frames,
(ii)
the speed
of light
free
space
is invariant.
Time dilation
dilation
(ii)
the
speed
of
light
in
free
space
is
invariant.
Proper
time
and
time
dilation
as
a
consequence
of
special of
relativity.
Properdilation
time and time dilation as a consequence
special relativity.
Time
Time
dilation
Time dilation
dilation
Time
Proper
time and time dilation as a consequence of special relativity.
−−11 time dilation as a consequence of special relativity.
Timedilation
Proper
time
and
v 22  122
Time
t = t 00 dilation
1 − −
 vc 22 − 12

t = t 01 − 22  2 vc for time dilation from muon decay.
Evidence
 dilation from muon decay.
t = t 0 1 −for
Evidence
time

c 2for

 time dilation from muon decay.
Evidence
• Length contraction
Evidence
for
dilation
muonvdecay.
• • Length
contraction
Length of
an time
object
havingfrom
a speed
Length
contraction
11
anan
object
having
a speed
v
Length
contraction
Lengthofof
having
a speed
v
• Length
22 2object
2


v
1
Length
of
an
object
having
a
speed
v


l = l 00 1 − 22  2
 vc 1
l = l 01 − 22 2
v

lMass
= l 0 1and
− c2 energy
••

c

 of mass and energy
Equivalence
•
Mass
and energy
• • Mass
and
energy
m00c 22energy
Mass
and
Equivalence
of mass and
22 energy
E
=
mc
E
=
Equivalence
of
mass
and
energy
11
Equivalence
of mass and
m c 2energy
E = mc 2
E =  m 0vc 222  122


E = mc 2
E = 1 − 0vc 22 12
1 − 2 2
 vc 2 
1 −


c 2 

32
GCE Physics A for exams from June 2014 onwards (version 1.5)
3.6 Unit 6 Investigative and Practical Skills in A2 Physics
Candidates should carry out experimental and investigative activities in order to develop their practical skills.
Experimental and investigative activities should be set in contexts appropriate to, and reflect the demand of,
the A2 content. These activities should allow candidates to use their knowledge and understanding of Physics
in planning, carrying out, analysing and evaluating their work.
The specifications for Units 4 and 5 provide a range of different practical topics which may be used for
experimental and investigative skills. The experience of dealing with such activities will develop the skills
required for the assessment of these skills in the Unit. Examples of suitable experiments that could be
considered throughout the course will be provided in the Teaching and learning resources web page.
The investigative and practical skills will be internally assessed through two routes:
• Route T – Investigative and Practical skills (Teacher assessed)
• Route X – Investigative and Practical skills (Externally Marked).
Route T – Investigative and Practical skills (Teacher assessed)
The investigative and practical skills will be centre assessed through two methods:
3
• Practical Skills Assessment (PSA)
• Investigative Skills Assignment (ISA).
The PSA will be based around a centre assessment throughout the A2 course of the candidate’s ability to
follow and undertake certain standard practical activities.
The ISA will require candidates to undertake practical work, collect and process data and use it to answer
questions in a written test (ISA test). See Section 3.8 for PSA and ISA details.
It is expected that candidates will be able to use and be familiar with more ‘complex’ laboratory equipment or
techniques which is deemed suitable at A2 level, throughout their experiences of carrying out their practical
activities.
Reference made to more complex equipment/techniques might include:
Oscilloscope, travelling microscope, other vernier scales, spectrometer, data logger, variety of sensors,
light gates for timing, ratemeter or scaler with GM tube, avoiding parallax errors, timing techniques (multiple
oscillations).
Candidates will not be expected to recall details of experiments they have undertaken in the written units 4 and
5. However, questions in the ISA may be set in experimental contexts based on the units, in which case full
details of the context will be given.
Route X – Investigative and Practical skills (Externally Marked)
The assessment in this route is through a one off opportunity of a practical activity.
The first element of this route is that candidates should undertake five short AQA set practical exercises
throughout the course, to be timed at the discretion of the centre. Details of the five exercises will be supplied
by AQA at the start of the course. The purpose of these set exercises is to ensure that candidates have some
competency in using the standard equipment which is deemed suitable at this level. No assessment will be
made but centres will have to verify that these exercises will be completed.
The formal assessment will be through a longer practical activity. The activity will require candidates to
undertake practical work, collect and process data and use it to answer questions in a written test. The activity
will be made up of two tasks, followed by a written test. Only one activity will be provided every year.
Across both routes, it is also expected that in their course of study, candidates will develop their ability to use
IT skills in data capture, data processing and when writing reports. When using data capture packages, they
should appreciate the limitations of the packages that are used. Candidates should be encouraged to use
graphics calculators, spreadsheets or other IT packages for data analysis and again be aware of any limitations
of the hardware and software. However, they will not be required to use any such software in their assessments
through either route.
The skills developed in course of their practical activities are elaborated further in the How Science Works
section of this specification (see section 3.7).
33
GCE Physics A for exams from June 2014 onwards (version 1.5)
In the course of their experimental work candidates should learn to:
• demonstrate and describe ethical, safe and skilful practical techniques
• process and select appropriate qualitative and quantitative methods
• make, record and communicate reliable and valid observations
• make measurements with appropriate precision and accuracy
• analyse, interpret, explain and evaluate the methodology, results and impact of their own and others’
experimental and investigative activities in a variety of ways.
3
34
GCE Physics A for exams from June 2014 onwards (version 1.5)
3.7 How Science Works
How Science Works is an underpinning set of concepts and is the means whereby students come to
understand how scientists investigate scientific phenomena in their attempts to explain the world about us.
Moreover, How Science Works recognises the contribution scientists have made to their own disciplines and to
the wider world.
Further, it recognises that scientists may be influenced by their own beliefs and that these can affect the way
in which they approach their work. Also, it acknowledges that scientists can and must contribute to debates
about the uses to which their work is put and how their work influences decision-making in society.
In general terms, it can be used to promote students' skills in solving scientific problems by developing an
understanding of:
• the concepts, principles and theories that form the subject content
• the procedures associated with the valid testing of ideas and, in particular, the collection, interpretation and
validation of evidence
• the role of the scientific community in validating evidence and also in resolving conflicting evidence.
3
As students become proficient in these aspects of How Science Works, they can also engage with the place
and contribution of science in the wider world. In particular, students will begin to recognise:
• the contribution that scientists, as scientists, can make to decision-making and the formulation of policy
• the need for regulation of scientific enquiry and how this can be achieved
• how scientists can contribute legitimately in debates about those claims which are made in the name of
science.
An understanding of How Science Works is a requirement for this specification and is set out in the following
points which are taken directly from the GCE AS and A Level subject criteria for science subjects. Each point is
expanded in the context of Physics. The specification references given illustrate where the example is relevant
and could be incorporated.
35
GCE Physics A for exams from June 2014 onwards (version 1.5)
Use theories, models and ideas to develop and modify scientific explanations
Scientists use theories and models to attempt to explain observations. These theories or
models can form the basis for scientific experimental work.
Scientific progress is made when validated evidence is found that supports a new theory or
model.
A
Candidates should use historical examples of the way scientific theories and models have
developed and how this changes our knowledge and understanding of the physical world.
Examples in this specification include:
• Galileo deduced from his inclined plane experiment that falling objects accelerate. Newton
later explained why and showed that freely-falling objects have the same acceleration.
(AS Unit 2 §3.2.1)
• The kinetic theory of gases explains the experimental gas laws. (A2 Unit 5 §3.5.3)
Use knowledge and understanding to pose scientific questions, define scientific
problems, present scientific arguments and scientific ideas
Scientists use their knowledge and understanding when observing objects and events, in
defining a scientific problem and when questioning their own explanations or those of other
scientists.
3
Scientific progress is made when scientists contribute to the development of new ideas,
materials and theories.
B
Candidates will learn that:
• a hypothesis is an untested idea or theory based on observations
• predictions from a hypothesis or a theory need to be tested by experiment
• if a reliable experiment does not support a hypothesis or theory, the hypothesis or theory
must be changed.
Examples in this specification include:
• Many opportunities permeating throughout the Investigative and Practical Skills units
(Unit 3 & 6)
Use appropriate methodology, including ICT, to answer scientific questions and solve
scientific problems
Observations ultimately lead to explanations in the form of hypotheses. In turn, these
hypotheses lead to predictions that can be tested experimentally. Observations are one of the
key links between the 'real world' and the abstract ideas of science.
Once an experimental method has been validated, it becomes a protocol that is used by other
scientists.
ICT can be used to speed up, collect, record and analyse experimental data.
Candidates will know how to:
C
• plan or follow a given plan to carry out an investigation on topics relevant to the
specification
• identify the dependent and independent variables in an investigation and the control
variables
• select appropriate apparatus and methods, including ICT, to carry out reliable experiments
relevant to topics in the specification
• choose measuring instruments according to their sensitivity and precision.
Examples in this specification include:
• Many opportunities permeating throughout the Investigative and Practical Skills units
(Unit 3 & 6)
36
GCE Physics A for exams from June 2014 onwards (version 1.5)
Carry out experimental and investigative activities, including appropriate risk
management, in a range of contexts
Scientists perform a range of experimental skills that include manual and data skills (tabulation,
graphical skills etc).
Scientists should select and use equipment that is appropriate when making accurate
measurements and should record these measurements methodically.
Scientists carry out experimental work in such a way as to minimise the risk to themselves, to
others and to the materials, including organisms, used.
D
Candidates will be able to:
• follow appropriate experimental procedures in a sensible order
• use appropriate apparatus and methods to make accurate and reliable measurements
• identify and minimise significant sources of experimental error
• identify and take account of risks in carrying out practical work.
Examples in this specification include:
3
• Many opportunities permeating throughout the Investigative and Practical Skills units
(Unit 3 & 6)
Analyse and interpret data to provide evidence, recognising correlations and causal
relationships
Scientists look for patterns and trends in data as a first step in providing explanations of
phenomena. The degree of uncertainty in any data will affect whether alternative explanations
can be given for the data.
Anomalous data are those measurements that fall outside the normal, or expected, range
of measured values. Decisions on how to treat anomalous data should be made only after
examination of the event.
E
In searching for causal links between factors, scientists propose predictive theoretical models
that can be tested experimentally. When experimental data confirm predictions from these
theoretical models, scientists become confident that a causal relationship exists.
Candidates will know how to:
• tabulate and process measurement data
• use equations and carry out appropriate calculations
• plot and use appropriate graphs to establish or verify relationships between variables
• relate the gradient and the intercepts of straight line graphs to appropriate linear equations.
Examples in this specification include:
• Many opportunities permeating throughout the Investigative and Practical Skills units
(Unit 3 & 6)
37
GCE Physics A for exams from June 2014 onwards (version 1.5)
Evaluate methodology, evidence and data, and resolve conflicting evidence
The validity of new evidence, and the robustness of conclusions that stem from them, is
constantly questioned by scientists.
Experimental methods must be designed adequately to test predictions.
Solutions to scientific problems are often developed when different research teams produce
conflicting evidence. Such evidence is a stimulus for further scientific investigation, which
involves refinements of experimental technique or development of new hypotheses.
F
Candidates will be able to:
• distinguish between systematic and random errors
• make reasonable estimates of the errors in all measurements
• use data, graphs and other evidence from experiments to draw conclusions
• use the most significant error estimates to assess the reliability of conclusions drawn.
Examples in this specification include:
• Many opportunities permeating throughout the Investigative and Practical Skills units
(Unit 3 & 6)
3
Appreciate the tentative nature of scientific knowledge
Scientific explanations are those that are based on experimental evidence which is supported
by the scientific community.
Scientific knowledge changes when new evidence provides a better explanation of scientific
observations.
G
Candidates will be able to understand that scientific knowledge is founded on experimental
evidence and that such evidence must be shown to be reliable and reproducible. If such
evidence does not support a theory the theory must be modified or replaced with a different
theory. Just as previous scientific theories have been proved inadequate or incorrect, our
present theories may also be flawed.
Examples in this specification include:
• Antiparticles were predicted before they were discovered. (AS Unit 1 §3.1.1)
• Rutherford's alpha scattering experiment led to the nuclear model of the atom even
though it was carried out to test Thompson's model of the atom. (A2 Unit 5 §3.5.1)
Communicate information and ideas in appropriate ways using appropriate
terminology
By sharing the findings of their research, scientists provide the scientific community with
opportunities to replicate and further test their work, thus either confirming new explanations or
refuting them.
Scientific terminology avoids confusion amongst the scientific community, enabling better
understanding and testing of scientific explanations.
H
Candidates will be able to provide explanations using correct scientific terms, and support
arguments with equations, diagrams and clear sketch graphs when appropriate. The
need for answers to be expressed in such a way pervades the written papers and the ISA.
Furthermore, questions requiring extended writing will be set in which marks may be reserved
for demonstrating this skill.
Examples in this specification include:
• Many opportunities through the assessment of questions requiring extended prose
which are evident throughout each of the assessment units in the specification.
38
GCE Physics A for exams from June 2014 onwards (version 1.5)
Consider applications and implications of science and appreciate their associated
benefits and risks
Scientific advances have greatly improved the quality of life for the majority of people.
Developments in technology, medicine and materials continue to further these improvements at
an increasing rate.
Scientists can predict and report on some of the beneficial applications of their experimental
findings.
I
Scientists evaluate, and report on, the risks associated with the techniques they develop and
applications of their findings.
Candidates will be able to study how science has been applied to develop technologies that
improve our lives but will also appreciate that the technologies themselves pose significant
risks that have to be balanced against the benefits.
Examples in this specification include:
• Superconductors are used to make very powerful magnets which are used in MRI
scanners. (AS Unit 1 §3.1.3)
• A nuclear reactor is a reliable source of electricity and does not emit greenhouse gases but
its radioactive waste must be processed and stored securely for many years.
(A2 Unit 5 §3.5.2)
Consider ethical issues in the treatment of humans, other organisms and the
environment
Scientific research is funded by society, either through public funding or through private
companies that obtain their income from commercial activities. Scientists have a duty to
consider ethical issues associated with their findings.
Individual scientists have ethical codes that are often based on humanistic, moral and religious
beliefs.
Scientists are self-regulating and contribute to decision making about what investigations and
methodologies should be permitted.
J
Candidates will be able to appreciate how science and society interact. They should examine
how science has provided solutions to problems but that the solutions require society to form
judgements as to whether the solution is acceptable in view of moral issues that result. Issues
such as the effects on the planet, and the economic and physical well-being of the living things
on it should be considered.
Examples in this specification include:
• Secure transmission of data is important if people are to be confident that personal data
cannot be intercepted in transmission. (AS Unit 2 §3.2.3)
• In the Second World War, scientists on both sides were in a race to build the first atom
bomb. (A2 Unit 5 §3.5.2)
39
3
GCE Physics A for exams from June 2014 onwards (version 1.5)
Appreciate the role of the scientific community in validating new knowledge and
ensuring integrity
The findings of scientists are subject to peer review before being accepted for publication in a
reputable scientific journal.
The interests of the organisations that fund scientific research can influence the direction of
research. In some cases the validity of those claims may also be influenced.
K
Candidates will understand that scientists need a common set of values and responsibilities.
They should know that scientists undertake a peer-review of the work of others. They
should know that scientists work with a common aim to progress scientific knowledge and
understanding in a valid way and that accurate reporting of findings takes precedence over
recognition of success of an individual. Similarly, the value of findings should be based on their
intrinsic value and the credibility of the research.
Examples in this specification include:
• The supposed discovery of cold fusion was rejected after other scientists were unable to
reproduce the discovery. (A2 Unit 5 §3.5.2)
• The experimental discovery of electron diffraction confirmed the dual nature of
matter particles, first put forward by de Broglie as a hypothesis several years earlier.
(AS Unit 1 §3.1.2)
3
Appreciate the ways in which society uses science to inform decision making
Scientific findings and technologies enable advances to be made that have potential benefit for
humans.
In practice, the scientific evidence available to decision makers may be incomplete.
Decision makers are influenced in many ways, including by their prior beliefs, their vested
interests, special interest groups, public opinion and the media, as well as by expert scientific
evidence.
L
Candidates will be able to appreciate that scientific evidence should be considered as a whole.
They should realise that new scientific developments inform new technology. They should
realise the media and pressure groups often select parts of scientific evidence that support
a particular viewpoint and that this can influence public opinion which in turn may influence
decision makers. Consequently, decision makers may make socially and politically acceptable
decisions based on incomplete evidence.
Examples in this specification include:
• Electric cars may replace petrol vehicles if batteries giving a greater range than at present
are developed. Until then, car buyers are unlikely to be persuaded to buy electric cars.
(AS Unit 1 §3.1.3)
• Satellite tracking for purposes such as road pricing may be implemented without
adequate trials because of pressure group influence. (A2 Unit 4 §3.4.2)
40
GCE Physics A for exams from June 2014 onwards (version 1.5)
3.8 Guidance on Centre Assessment
Introduction
The GCE Sciences share a common approach to centre assessment. This is based on the belief that
assessment should encourage practical activity in science, and that practical activity should encompass a
broad range of activities. This section must be read in conjunction with information in the Teaching and learning
resources web pages.
Practical and Investigative Skills are assessed in the centre assessed units, Unit 3 and Unit 6 worth,
respectively, 20% of the AS award (and 10% of the Advanced Level Award) and 10% of the full Advanced level
award.
There are two routes for the assessment of Practical and Investigative Skills
Either
Route T: Practical Skills Assessment (PSA) + Investigative Skills Assignment (ISA) – Teacher-marked
Or
3
Route X: Practical Skills Verification (PSV) + Externally Marked Practical Assignment (EMPA) – AQA-marked.
Both routes to assessment are available at AS and A2.
Centres can not make entries for the same candidate for both assessment routes [T and X] in the
same examination series.
3.8.1 Centre Assessed Route T (PSA/ISA)
Each centre assessed unit comprises:
• Practical Skills Assessment (PSA)
• Investigative Skills Assignment (ISA).
The PSA consists of the centre’s assessment of the candidate’s ability to demonstrate practical skills
throughout the course; thus, candidates should be encouraged to carry out practical and investigative work
throughout the course of their study. This work should cover the skills and knowledge of How Science Works
(Section 3.7) and in Sections 3.3 and 3.6.
The ISA has two stages where candidates:
• undertake practical work, collect and process of data
• complete a written ISA test.
There are two windows of assessment for the ISA:
• one for the practical work (Stage 1)
• one for the written test (Stage 2).
Each stage of the ISA must be carried out
• under controlled conditions
• within the windows of assessment stipulated by AQA in the Instructions for Administration of the ISA.
All students at a centre must complete the written test in a single uninterrupted session on the same day.
The ISA is set externally by AQA, but internally marked, with marking guidelines provided by AQA. In a given
academic year two ISAs at each of AS and A2 level will be provided.
Practical Skills Assessment (PSA)
Candidates are assessed throughout the course on practical skills, using a scale from 0-9. The mark submitted
for practical skills should be judged by the teacher. Teachers may wish to use this section for formative
assessment and should keep an ongoing record of each candidate’s performance but the mark submitted
should represent the candidate’s practical abilities over the whole course. Please refer to section 3.8.3 for
marking guidance and criteria.
41
GCE Physics A for exams from June 2014 onwards (version 1.5)
The nature of the assessment
Since the skills in this section involve implementation they must be assessed while the candidate is carrying
out practical work. Practical activities are not intended to be undertaken as formal tests and supervisors
can provide the usual level of guidance that would normally be given during teaching. In order to provide
appropriate opportunities to demonstrate the necessary skills, instructions provided must not be too
prescriptive but should allow candidates to make decisions for themselves, particularly concerning the conduct
of practical work, their organisation and the manner in which equipment is used.
The tasks
There are no specific tasks set by AQA in relation to the PSA. Centres should set up tasks in order for the
candidates to be provided opportunities to use the equipment deemed appropriate at the given level. Further
guidance can be provided by the Assessment Adviser attached to the centre. Details of the appropriateness of
the equipment and techniques are provided in Unit 3 and Unit 6 (Section 3.3 and 3.6).
The assessment criteria
3
In the context of material specified in the relevant AS or A2 specification candidates will be assessed on the
following skills:
• Following instructions
• Selecting and using equipment
• Organisation and safety.
Detailed descriptors for these three skills are provided in Section 3.8.3.
AQA may wish to ask for further supporting evidence from centres in relation to the marks awarded for the
PSA. Centres should therefore keep records of their candidates’ performances in their practical activities
throughout the course. (For example, a laboratory diary, log or tick sheet.)
Further guidance for awarding of marks for the PSA will be provided in the Teaching and learning resources
web page.
Use of ICT during PSA
Candidates are encouraged to use ICT where appropriate in the course of developing practical skills, for
example in collecting and analysing data.
Investigative Skills Assignment (ISA)
The Investigative Skills Assignment carries 41 marks and has two stages.
Stage 1: Collection and Processing of data
Candidates carry out practical work following an AQA task sheet. Centres may use the task sheet, as
described, or may make minor suitable modifications to materials or equipment following AQA guidelines.
Any modifications made to the task sheet must be agreed in writing with the AQA Assessment Adviser. The
task may be conducted in a normal timetabled lesson but must be under controlled conditions and during the
window of assessment for practical work.
Candidates will be asked to collect data and represent it in a table of their own design. They will be instructed
to process the data and draw an appropriate graph. The teacher must not instruct the candidates on the
presentation of the data or on the choice of graph/chart. All the completed work must be handed to the
teacher at the end of the session. The teacher assesses the candidates’ work to AQA marking guidelines.
There is no specified time limit for this stage.
Stage 2: The ISA written test
The ISA test should be taken after completion of Stage 1, under controlled conditions and during the
window of assessment for the written test. All students at a centre must complete the written test in a single
uninterrupted session on the same day. Each candidate is provided with an ISA test and the candidate’s
completed material from Stage 1. The teacher uses the AQA marking guidelines to assess the ISA test.
The ISA test is in two Sections:
a) Section A
This consists of a number of questions relating to the candidate’s own data.
42
GCE Physics A for exams from June 2014 onwards (version 1.5)
b) Section B
This section will provide a further set of data related to the original experiment. A number of questions relating
to analysis and evaluation of the data then follow.
The number of marks allocated to each section may vary slightly with each ISA test.
Use of ICT during ISA
ICT may be used during the ISA Stages 1 and 2 but teachers should note any restrictions in the ISA marking
guidelines. Use of the internet is not permitted.
Candidates absent for the practical work
A candidate absent for the practical work (Stage 1) should be given an opportunity to carry out the
practical work before they sit the ISA test. This may be with another group or at a different time. In extreme
circumstances when such arrangements are not possible, the teacher can supply a candidate with class data.
In this case candidates cannot be awarded marks for Stage 1, but can still be awarded marks for Stage 2 of
the assessment.
Material from AQA
For each ISA, AQA will provide:
3
• Teachers’ Notes
• Task sheet
• ISA written test
• Marking guidelines.
This material must be kept under secure conditions within the centre. The centre must ensure security of the
materials.
Further details regarding this material will be provided.
Security of assignments
All ISA materials including marked ISAs should be treated like examination papers and kept under secure
conditions until the publication of results.
General Information
Route T
Administration
In any year a candidate may attempt either or both of the two ISAs. AQA will stipulate windows of assessment
during which the ISAs (task and test) must be completed.
For each candidate, the teacher should submit to AQA a total mark comprising:
• The PSA mark
• The better ISA mark (if two have been attempted).
The ISA component of this mark must come from one ISA only, i.e. the marks awarded for individual stages of
different ISAs cannot be combined.
The total mark must be submitted to AQA by the due date in the academic year for which the ISA was
published.
Candidates may make only one attempt at an ISA and redrafting is not permitted at any stage during the ISA.
Work to be submitted
For each candidate in the sample the following materials must be submitted to the moderator by the deadline
issued by AQA:
• the candidate’s data from Stage 1
• the ISA written test which includes the Candidate Record Form, showing the marks for the ISA and the PSA.
In addition each centre must provide:
• a Centre Declaration Sheet
43
GCE Physics A for exams from June 2014 onwards (version 1.5)
• details of any agreed amendments to the task sheet, with information supporting the changes from the AQA
Assessment Adviser.
Working in groups
For the PSA candidates may work in groups provided that any skills being assessed are the work of individual
candidates. For the ISA further guidance will be provided in the Teacher Notes.
Other information
Section 6 of this specification outlines further guidance on the supervision and authentication of centre
assessed units.
Section 6 also provides information in relation to the internal standardisation of marking for these units. Please
note that the marking of both of the PSA and the ISA must be internally standardised, as stated in Section 6.4.
Further support
AQA support the centre assessed units in a number of ways:
• AQA hold annual standardising meetings on a regional basis for all internally assessed components. Section
6 of this specification provides further details about these meetings
3
• Teaching and learning resources web page which includes information and guidance
• Assessment Advisers are appointed by AQA to provide advice on centre assessed units. Every centre is
allocated an Adviser. Details are sent to the Head of Department.
The assessment advisers can provide guidance on:
– issues relating to the carrying out of assignments for assessment
– application of the marking guidelines.
Any amendments to the ISA task sheet must be discussed with the Assessment Adviser and confirmation of
the amendments made must be submitted to the AQA moderator.
3.8.2 Externally Marked Route X (PSV/EMPA)
The practical and investigative skills will be assessed through:
• Practical Skills Verification (PSV) and
• Externally Marked Practical Assignment (EMPA).
The PSV requires teachers to verify their candidates’ ability to demonstrate safe and skilful practical techniques
and make valid and reliable observations.
The EMPA has two stages where candidates:
• Undertake a practical activity
• Complete a written EMPA test.
There are two windows of assessment for the EMPA:
• one for practical work (Section A: Task 1 and Task 2)
• one for the written test (Section B).
Each stage of the EMPA must be carried out
• under controlled conditions
• within the windows of assessment stipulated by AQA in the Instructions for Administration of the EMPA.
All students at a centre must complete the written test in a single uninterrupted session on the same day.
The EMPA is set and marked by AQA. Only one EMPA at each of AS and A2 will be provided in a given
academic year.
Practical Skills Verification
Candidates following this route must undertake specific practical exercises. They will be required to work
individually and carry out 5 short practical exercises under supervision in the laboratory during normal class
time. The exercises will be set by AQA and may be undertaken at any stage during the course at the centre’s
discretion either as individual exercises or by organising more than one exercise to be taken at a said time.
The candidates should be supervised during the practical work. They will not be expected to spend more than
44
GCE Physics A for exams from June 2014 onwards (version 1.5)
3 hours in total of laboratory time in completing these exercises. The exercises will be typical of the normal
practical work that would be expected to be covered as part of any AS or A2 physics course and should not
add any additional burden to centres.
The teacher will confirm on the front cover of the written test, for each candidate that this requirement has
been met. Failure to complete the tick box will lead to a mark of zero being awarded to the candidate for the
whole of this unit. Knowledge and understanding of the skills shown in the tasks may be assessed of the EMPA
written tests.
ICT
Candidates may use ICT where appropriate in the course of developing practical skills, for example in collecting
and analysing data.
Externally Marked Practical Assignment (EMPA)
The Externally Marked Practical Assignment carries 55 marks and has two stages.
Stage 1: Collection and Processing of data
Candidates carry out practical work following AQA instructions. These will be laid out in Section A EMPA
test answer booklet. The activity may be conducted in a normal timetabled lesson and at a time convenient
to the centre but must be under controlled conditions and during the window of assessment for practical
work. Candidates collect raw data and represent it in a table of their own design or make observations. The
candidates’ work must be handed to the teacher at the end of each session.
3
The activity will be made up of two tasks, centred around a particular area of physics. The tasks will assess the
skills stipulated in the assessment objective AO3 (see section 4.2).
Centres will be guided how to set up the EMPA task by Teachers Notes which may be used, as described,
or centres may make minor suitable modifications to materials or equipment following AQA guidelines. Any
modifications made to the tasks must be indicated with the material sent to the examiner.
Candidates should work individually and be supervised throughout. The task will provide them with sufficient
information to obtain reliable measurements which they will be required to identify, record, and process and
eliminate possible anomalies and minimise measurement errors. They will be expected to then further analyse
and evaluate their measurements in Stage 2. The questions in Section B of the EMPA will focus on both tasks.
There is no specified time limit for this stage.
Stage 2: The EMPA written test
The EMPA test should be taken under controlled conditions and during the window of assessment for the
written test. All students at a centre must complete the written test in a single uninterrupted session on
the same day. Each candidate is provided with a test paper (Section B of the EMPA) and the candidate’s
completed material written from Stage 1.
The test will be a duration of 1 hour 15 minutes.
Candidates will be required:
• to use their results and graph from Stage 1 to perform further analysis in order to arrive at a quantifiable
outcome or conclusion
• to assess elements of the practical activity, such as the overall accuracy of the outcomes.
Use of ICT during the EMPA
ICT may be used during the EMPA Stages 1 and 2 but teachers should note any restrictions in the Teachers’
Notes. Use of the internet is not permitted.
Candidates absent for the practical work
A candidate absent for the practical work (Stage 1) should be given an opportunity to carry out the practical
work before they sit the EMPA written test. This may be with another group or at a different time. In extreme
circumstances, when such arrangements are not possible the teacher can supply a candidate with class data.
This must be noted on the Candidate Record Form, in this case the candidate cannot be awarded marks for
Stage 1, but can still be awarded marks for Stage 2 of the assessment.
Material from AQA
For each EMPA AQA will provide:
• Teachers’ Notes
45
GCE Physics A for exams from June 2014 onwards (version 1.5)
• Section A and Section B papers of the EMPA test (Stage 1 and Stage 2 documentation).
When received, this material must be kept under secure conditions. Further details regarding this material will
be provided.
Security of assignments
Completed EMPAs should be treated like examination papers and kept under secure conditions until sent to
the AQA Examiner. All other EMPA materials should be kept under secure conditions until publication of results.
General Information
Route X
Administration
Only one EMPA will be available in any year at AS and at A2. AQA will stipulate a window of assessment during
which the EMPA (task and test) must be completed.
Candidates may make only one attempt at a particular EMPA and redrafting is not permitted at any stage
during the EMPA.
3
Work to be submitted
The material to be submitted to the examiner for each candidate consists of:
• the candidate’s data in the Section A test papers (Stage 1 of the EMPA)
• the candidate’s completed Section B test paper (Stage 2 of the EMPA) which includes the Candidate
Record Form, including the PSV verification of the 5 practical exercises.
In addition each centre must provide:
• a Centre Declaration Sheet
• Details of any agreed amendments to the tasks, with information supporting the changes from the AQA
Assessment Adviser.
Working in groups
For the PSV candidates may work in groups provided that any skills being assessed are the work of individual
candidates. For the EMPA further guidance will be provided but the opportunity for group work will not be a
common feature.
Other information
Section 6 of this specification outlines further guidance on the supervision and authentication of Internally
assessed units.
Further support
AQA supports centres in a number of ways:
• A Teaching and learning resources web page which includes further information and guidance
• Assessment Advisers are appointed by AQA to provide advice on internally assessed units. Every centre is
allocated an Assessment Adviser.
The Assessment Advisers can provide guidance on issues relating to the carrying out of tasks for assessment.
Any amendments to the EMPA task sheet must be discussed with the AQA Assessment Adviser and
confirmation of the amendments made must be submitted to the AQA Examiner.
46
GCE Physics A for exams from June 2014 onwards (version 1.5)
3.8.3 General Marking Guidance for each PSA
Centres should use the following marking grids in relation to the PSA assessment.
Each skill has a descriptor with a three point scale (0, 1, 2 or 3 marks). The descriptors are hierarchical and
different for Unit 3 and Unit 6 to reflect the differing demand of the Units.
Candidates should be awarded marks which reflect their level of performance over the whole course.
Unit 3
Following instructions and
group work
Selecting and using equipment
Organisation and safety
1A
Follows instructions in standard
procedures but sometimes needs
guidance.
1B
Uses standard laboratory
equipment with some guidance
as to the appropriate instrument/
range.
1C
Works in a safe and organised
manner following guidance
provided but needs reminders.
2A
Follows instructions for standard
procedures without guidance.
Works with others making some
contribution.
2B
Uses standard laboratory
equipment selecting the appropriate
range.
2C
Works in an organised manner
with due regard to safety with
only occasional guidance or
reminders.
3A
Follows instructions on complex
tasks without guidance.
Works with others making some
contribution.
3B
Selects and uses standard
laboratory equipment with
appropriate precision and
recognises when it is appropriate to
repeat measurements.
3C
Works safely without
supervision and guidance. (Will
have effectively carried out own
risk assessment.)
Total 3 marks
Total 3 marks
Total 3 marks
3
Unit 6
Following instructions and
group work
Selecting and using equipment
Organisation and safety
4A
Plans and works with some
guidance, selecting appropriate
techniques and following
instructions.
4B
Selects and uses suitable
equipment,
including at least two complex
instruments or techniques
appropriate to the A2 course.
4C
Demonstrates safe working
practices in using a range of
equipment appropriate to the A2
course.
5A
Plans and works without guidance,
selecting appropriate techniques
and following instructions.
Participates in group work.
5B
Selects and uses suitable
equipment, including more than
two complex instruments and
techniques appropriate to the A2
course.
5C
Demonstrates safe working
practices in some of the
more complex procedures
encountered on the A2 course.
6A
Plans and works without guidance,
selecting appropriate techniques
and following complex instructions.
Participates in group work.
6B
Selects and uses suitable
equipment with due regard to
precision, including a wide range of
at least 6 complex instruments and
techniques appropriate to the A2
course.
6C
Consistently demonstrates
safe working practices in the
more complex procedures
encountered on the A2 course.
Total 3 marks
Total 3 marks
Total 3 marks
47
GCE Physics A for exams from June 2014 onwards (version 1.5)
CE Physics A specification for first New
teaching
version
0.2, draft submitted
to QCA 2008:
(July 2007)
GCE2008:
Physics
A specification
for first teaching
version 0.2, draft submitted to QCA (July 2007)
Mathematical Requirements
3.9
Mathematical Requirements
er to develop their skills, knowledge
understanding
in science,
candidates
needs to in science, candidates needs to
In order and
to develop
their skills,
knowledge
and understanding
GCE taught
Physics and
A specification
for first teaching
2008: version
0.2, appropriate
draft submittedareas
to QCAof(July
2007)
been
to have acquired
competence
in,
the
mathematics
have been taught and to have acquired competence in, the appropriate areas of mathematics
nt to the subject as ser out below;
relevant to the subject as ser out below;
3.9 Mathematical Requirements
Mathematical Requirements
Candidates should be able to:
Candidates should be able to:
In order to develop their skills, knowledge and understanding in science, candidates need to have been taught,
order to develop
their
skills,
knowledge
and understanding
inand
science,
candidates
metic
• recognise
and
use competence
expressions
and
standard
form
and
to have
acquired
appropriate
areas
of mathematics
relevant
to to
the and
subject
as set out
Arithmetic
•in,inthedecimal
recognise
use
expressions
inneeds
decimal
standard
form
e been taught and
to
have
acquired
competence
in,
the
appropriate
areas
of
mathematics
below.
and
use ratios,
and percentages
evant
as serfractions
out
below;
• use ratios, fractions and percentages
utationto the• subject
computation
•
•
hmetic
d
ng
mputation
•
ra 3
ndling
a
•
•
•
•
•
ebra
s
aphs
etry
ometry
x able to:
n
x
use calculators to find and use•Candidates
x n, use
1/x, √
x,should
log10x, be
eto
, log
e xand use x , 1/x, √ x, log10x, e , loge x
calculators
find
Candidates should be able to:
Arithmetic
and computation
and use
in decimal
and standard form
use
calculators
to handle sin x,••
cosrecognise
x, tancalculators
x when
x expressions
is expressed
in cos x,
use
to
handle sin x,
tan x when x is expressed in
• degrees
recognise
and
use
expressions
in
decimal
and
standard
form
or radians.
• use
ratios, fractions
and percentages
degrees
or radians.
• use calculators to find and use
• useuse
fractions
and percentages
an ratios,
appropriate
number
of •significant
Handling
use anfigures
appropriate number of significant figures
n
data
• finduse
calculators
to find and use x , 1/x, √ x, log10x, e x, loge x
arithmetic
means.
• find arithmetic means.
• use calculators to handle sin x, cos x, tan x when x is expressed in
• make
useorder
calculators
to
handle
sin
x, cos x, tan
x when x is expressed in
of magnitude calculations.
or radians.
• degrees
make order
of magnitude calculations.
degrees or radians.
Handling data
• use
an<<,
appropriate
number of significant figures
understand
and
use the symbols:
=, <,
>>,>,and
∝, ~.
Algebra
• understand
use the symbols: =, <, <<, >>, >, ∝, ~.
• use an appropriate number of
figures
• significant
find arithmetic
means
change the subject of an equation
by manipulation
of the
terms,
•• make
change
the
subject
ofcalculations.
an
equation by manipulation of the terms,
order
of magnitude
• including
find arithmetic
positive,means.
negative, integerincluding
and fractional
indices
positive,
negative,
integer and fractional indices
Algebra
• understand and use the symbols: =, <, <<, >>, >, ∝, ~.
• substitute
make order
of magnitude
calculations.
numerical
values into
equations
using
appropriate
••algebraic
substitute
numerical
values
into
algebraic equations
change
the
subject
of an
equation
by manipulation
of the terms,using appropriate
units
for
physical
quantities
including
positive,
negative,
integer
and
fractional
indices
units
for
physical
quantities
• understand and use the symbols: =, <, <<, >>, >, ∝, ~.
• substitute numerical values into algebraic equations using appropriate
• • solve
simple
equations
• units
solve
equations
change
thealgebraic
subject of
an equation
by
manipulation
of the
terms,
forsimple
physicalalgebraic
quantities
including
positive,
negative,
integer
and
fractional
indices
• translate information
numerical
algebraicgraphical,
forms
Graphsbetween •graphical,
translate
information
between
numerical and algebraic forms
• solve
simple
algebraicand
equations.
Graphs
• translate
information
graphical,
numerical and algebraic forms
substitute
numerical
values into
algebraic
equations
using
appropriate
• • plot
two variables
from experimental
other
data between
• plotortwo
variables
from experimental or other data
units for physical quantities • plot two variables from experimental or other data
• understand that y = mx + c represents
a linear that
relationship
• understand
y = mx + c represents a linear relationship
• understand that y = mx + c represents a linear relationship
• solve simple algebraic equations
• determine the slope and intercept
of
a linear
•• determine
determine
the
slope
and intercept
of a
linear graph
thegraph
slope
and intercept
of a linear
graph
• translate information between graphical, numerical and algebraic forms
useuse
the
slope
of a tangent
to a curve
ascurve
a measure
rate of
•
draw and use the slope of a tangent
toand
aand
curve
asthe
a measure
rate
of to a
• • draw
draw
slope
of aoftangent
as aofmeasure
of rate of
• change
plot two variables from experimental
changeor other data
change
• understand
the possible
physical significance of the area between
understand
y = mxphysical
+ c represents
a linear
relationship
• • understand
thethat
possible
area
between
asignificance
• significance
the
possible
physical
of theit area
aunderstand
curve and theof
x the
-axis
and be
able to calculate
it or measure
by between a
curve
and
the
x
-axis
and
be
able
to
calculate
it
or
measure
it
by
counting
squares
as
appropriate
curve
and
the
x
-axis
and
be
able
to
calculate
it
or
measure
it by
• determine the slope and intercept of a linear graph
counting squares as appropriate counting squares as appropriate
• use logarithmic plots to test exponential and power law variations
•
draw and use the slope of a tangent to a curve as a measure of rate of
• usechange
logarithmic plots to test exponential
and power
lawincluding
variations
simple
functions
•• sketch
use logarithmic
plots
to test exponential and power law variations
2
2
sketch simple functions including
=significance
k/x, ysimple
= kx 2,functions
y = k/x 2, yincluding
= sin x,
• ysketch
understand–kthe
possible physical
of
the area betweenya= k/x, y = kx , y = k/x , y = sin x,
x
–k x
y = cos x, y = e .
y =tocos
x, y = e it .or measure it by
curve and the x -axis and be able
calculate
counting
squares
as appropriate
• calculate
areas
of triangles,
circumferences
and
of circumferences
circles,
Geometry
and
trigonometry
areas
of areas
triangles,
and areasand
of circles,
Geometry
•• calculate
calculate
areas
of triangles,
circumferences
areas of circles,
surface
areas
and
volumes
of
rectangular
blocks,
cylinders
surface
areas
and
volumes
of
rectangular
blocks,
cylinders
and
and
surface areas
and volumes
of rectangular blocks,and
cylinders and
• use logarithmic plots to test exponential
and power
law variations
spheres
spheres
trigonometry
spheres
2
• sketch simple functions including
= k/x, y = kx
, y = kand
/x 2,the
y =angle
sin xsum
, of a triangle
• use yPythagoras'
theorem,
• usey Pythagoras’
theorem,
and
the
angle
sum
of
a
triangle
–k
x
• use Pythagoras’ theorem, and the angle sum of a triangle
= cos x, y = e .
• use sines, cosines and tangents in physical problems
• • usecalculate
sines, cosines
and
tangents
inunderstand
physical
problems
•
use
sines,the
cosines
andbetween
tangents
in physical
problems
relationship
degrees
and radians
and
areas of triangles, •
circumferences
and areas
of
circles,
•
•
ometry
d
•
onometry
translate fromblocks,
one to the
other. and
surface areas
and volumes
of rectangular
cylinders
understand
the relationship
between
degrees and
radians
andbetween
translatedegrees and radians and translate
• understand
the relationship
spheres
from one to the other.
from one to the other.
•
•
•
use Pythagoras’ theorem, and the angle sum of a triangle
48
use sines, cosines and tangents in physical problems
understand the relationship between degrees and radians and translate
GCE Physics A for exams from June 2014 onwards (version 1.5)
4 Scheme of Assessment
4.1Aims
AS and A Level courses based on this specification
should encourage candidates to:
a) develop their interest in, and enthusiasm for the
subject, including developing an interest in further
study and careers in the subject
b) appreciate how society makes decisions about
scientific issues and how the sciences contribute
to the success of the economy and society
c) develop and demonstrate a deeper appreciation
of the skills, knowledge and understanding of How
Science Works
d) develop essential knowledge and understanding
of different areas of the subject and how they
relate to each other.
4.2 Assessment Objectives (AOs)
The Assessment Objectives are common to AS and
A Level. The assessment units will assess the
following Assessment Objectives in the context of
the content and skills set out in Section 3 (Subject
Content).
These Assessment Objectives are the same for AS
and A Level. They apply to the whole specification.
In the context of these Assessment Objectives, the
following definitions apply:
• Knowledge: includes facts, specialist vocabulary,
principles, concepts, theories, models, practical
techniques, studies and methods
• Issues: include ethical, social, economic,
environmental, cultural, political and technological
• Processes: include collecting evidence, explaining,
theorising, modelling, validating, interpreting,
planning to test an idea, peer reviewing.
AO1: Knowledge and understanding of science and
of How Science Works
Candidates should be able to:
AO3: How Science Works – Physics
Candidates should be able to:
a) demonstrate and describe ethical, safe and skilful
practical techniques and processes, selecting
appropriate qualitative and quantitative methods
b) make, record and communicate reliable and valid
observations and measurements with appropriate
precision and accuracy
c) analyse, interpret, explain and evaluate the
methodology, results and impact of their own and
others' experimental and investigative activities in
a variety of ways.
Quality of Written Communication (QWC)
In GCE specifications which require candidates to
produce written material in English, candidates must:
• ensure that text is legible and that spelling,
punctuation and grammar are accurate so that
meaning is clear
a) recognise, recall and show understanding of
scientific knowledge
• select and use a form and style of writing
appropriate to purpose and to complex subject
matter
b) select, organise and communicate relevant
information in a variety of forms.
• organise information clearly and coherently, using
specialist vocabulary when appropriate.
AO2: Application of knowledge and understanding
of science and of How Science Works
In this specification QWC will be assessed in PHYA1,
PHYA2, PHYA4, and Section A of PHA5A- PHA5D.
Candidates should be able to:
a) analyse and evaluate scientific knowledge and
processes
b) apply scientific knowledge and processes to
unfamiliar situations including those related to
issues
c) assess the validity, reliability and credibility of
scientific information.
49
4
GCE Physics A for exams from June 2014 onwards (version 1.5)
Weighting of Assessment Objectives for AS
The table below shows the approximate weighting of each of the Assessment Objectives in the AS units.
Assessment Objectives
Unit Weightings (%)
Overall weighting of AOs (%)
Unit 1
Unit 2
Unit 3
AO1
19
19
2
40
AO2
19
19
2
40
AO3
2
2
16
20
Overall weighting of units (%)
40
40
20
100
Weighting of Assessment Objectives for A Level
The table below shows the approximate weighting of each of the Assessment Objectives in the AS and A2 units.
Assessment Objectives
4
Unit Weightings (%)
Overall weighting of AOs (%)
Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
AO1
9.5
9.5
1
7
7
1
35
AO2
9.5
9.5
1
12
12
1
45
AO3
1
1
8
1
1
8
20
Overall weighting of units (%)
20
20
10
20
20
10
100
4.3 National Criteria
This specification complies with the following:
• The Subject Criteria for Science
• The Arrangements for the Statutory Regulation
of External Qualifications in England, Wales and
Northern Ireland: Common Criteria
• The Code of Practice for GCE
• The GCE AS and A Level Qualification Criteria
4.4 Prior Learning
There are no prior learning requirements. We
recommend that candidates should have acquired
the skills and knowledge associated with a GCSE
Science (Additional) course or equivalent.
50
However, any requirements set for entry to a course
following this specification are at the discretion of
centres.
GCE Physics A for exams from June 2014 onwards (version 1.5)
4.5 Synoptic Assessment and Stretch and Challenge
The definition of synoptic assessment in the context
of science requires candidates to make and use
connections within and between different areas of
science, for example, by:
The requirement that Stretch and Challenge is
included at A2 will be met in the externally assessed
units by:
• applying knowledge and understanding of more
than one area to a particular situation or context
• using a variety of stems in questions to avoid
a formulaic approach through the use of such
words as: analyse, evaluate, compare, discuss
• using knowledge and understanding of principles
and concepts in experimental and investigative
work and in the analysis and evaluation of data
• avoiding assessments being too atomistic,
connections between areas of content being used
where possible and appropriate
• bringing together scientific knowledge and
understanding from different areas of the subject
and applying them.
• having some requirement for extended writing
There is a requirement to formally assess synopticity
at A2. Synoptic assessment in Physics is assessed
in all the A2 units through both the written papers
(Unit 4 and Unit 5) and the Investigative and Practical
skills unit (Unit 6).
• using a range of question types to address
different skills i.e. not just short answer/structured
questions
• asking candidates to bring to bear knowledge and
the other prescribed skills in answering questions
rather than simply demonstrating a range of
content coverage.
4.6 Access to Assessment for Disabled Students
4
AS/A Levels often require assessment of a broader
range of competences. This is because they
are general qualifications and, as such, prepare
candidates for a wide range of occupations and
higher level courses.
Reasonable adjustments are made for disabled
candidates in order to enable them to access the
assessments. For this reason, very few candidates
will have a complete barrier to any part of the
assessment.
The revised AS/A Level qualification and subject
criteria were reviewed to identify whether any of the
competences required by the subject presented a
potential barrier to any disabled candidates. If this
were the case, the situation was reviewed again to
ensure that such competences were included only
where essential to the subject. The findings of this
process were discussed with disability groups and
with disabled people.
Candidates who are still unable to access a significant
part of the assessment, even after exploring all
possibilities through reasonable adjustments, may still
be able to receive an award. They would be given a
grade on the parts of the assessment they have taken
and there would be an indication on their certificate
that not all the competences had been addressed.
This will be kept under review and may be amended
in the future.
51
GCE Physics A for exams from June 2014 onwards (version 1.5)
5 Administration
5.1 Availability of Assessment Units and Certification
After June 2013, examinations and certification for
this specification are available in June only.
5.2Entries
Please refer to the current version of Entry Procedures
and Codes for up-to-date entry procedures. You
should use the following entry codes for the units and
for certification.
Unit 1 – PHYA1
Unit 2 – PHYA2
Unit 3 – either PHA3T or PHA3X
Unit 4 – PHYA4
Unit 5 – PHA5A or PHA5B or PHA5C or PHA5D
Unit 6 – either PHA6T or PHA6X
Centres can not make entries for the same
candidate for both assessment routes [T and X]
in either Unit 3 or Unit 6 in the same examination
series.
AS certification – 1451
A Level certification – 2451
5.3 Private Candidates
5
This specification is available to private candidates
under certain conditions. Because of the nature of
the assessment of the practical skills, candidates
must be attending an AQA centre which will supervise
and assess the work. As we are no longer providing
supplementary guidance in hard copy, see our
website for guidance and information on taking
exams and assessments as a private candidate:
www.aqa.org.uk/exams-administration/entries/
private-candidates
52
Entries from private candidates can only be accepted
where the candidate is registered with an AQA
registered centre that will accept responsibility for:
• supervising the practical components of the PSA/
ISA or PSV/EMPA
• supervising the written component of the ISA or
EMPA
• prime marking the internally assessed work.
Candidates wishing to repeat or complete the
AS and/or A2 components may only register as
private candidates if they already have a previously
moderated mark for Units 3 and 6, respectively, or if
they can find a centre that will comply with the above
requirements.
GCE Physics A for exams from June 2014 onwards (version 1.5)
5.4 Access Arrangements and Special Consideration
We have taken note of Equality Act 2010 and the
interests of minority groups in developing and
administering this specification.
We follow the guidelines in the Joint Council
for Qualifications (JCQ) document: Access
Arrangements, Reasonable Adjustments and Special
Consideration. This is published on the JCQ website
(http://www.jcq.org.uk) or you can follow the link
from our website (http://www.aqa.org.uk).
Section 2.14.5 of the above JCQ document states
that “A practical assistant will not normally be allowed
to carry out physical tasks or demonstrate physical
abilities where they form part of the assessment
objectives.” However, in order that candidates may
obtain experimental results that can be used in the
ISA or EMPA, practical assistants may be used to
carry out the manipulation under the candidate’s
instructions. An application for a practical assistant
should be made via access arrangements online and
cases will be considered individually.
Access Arrangements
We can make arrangements so that candidates
with disabilities can access the assessment. These
arrangements must be made before the examination.
For example, we can produce a Braille paper for a
candidate with a visual impairment.
Special Consideration
We can give special consideration to candidates
who have had a temporary illness, injury or serious
problem, such as death of a relative, at the time
of the examination. We can only do this after the
examination.
The Examinations Officer at the centre should
apply online for access arrangements and special
consideration by following the e-AQA link from our
website (www.aqa.org.uk)
5.5 Language of Examinations
We will provide units in English only.
5.6 Qualification Titles
5
Qualifications based on this specification are:
• AQA Advanced Subsidiary GCE in Physics A, and
• AQA Advanced Level GCE in Physics A.
53
GCE Physics A for exams from June 2014 onwards (version 1.5)
5.7 Awarding Grades and Reporting Results
The AS qualification will be graded on a five-point
grade scale: A, B, C, D and E. The full A Level
qualification will be graded on a six-point scale: A*,
A, B, C, D and E. To be awarded an A*, candidates
will need to achieve a grade A on the full A Level
qualification and an A* on the aggregate of the
A2 units.
For AS and A Level candidates who fail to reach the
minimum standard for grade E will be recorded as
U (unclassified) and will not receive a qualification
certificate. Individual assessment unit results will be
certificated.
5.8 Re-sits and Shelf-life of Unit Results
Unit results remain available to count towards
certification, whether or not they have already been
used, as long as the specification is still valid.
Each unit is available in June only. Candidates may
re-sit a unit any number of times within the shelf-life
of the specification. The best result for each unit
will count towards the final qualification. Candidates
5
54
who wish to repeat a qualification may do so by
re-taking one or more units. The appropriate subject
award entry, as well as the unit entry/entries, must
be submitted in order to be awarded a new subject
grade.
Candidates will be graded on the basis of the work
submitted for assessment.
GCE Physics A for exams from June 2014 onwards (version 1.5)
6 Administration of Internally Assessed
Units: Route T and Route X
The Head of Centre is responsible to AQA for ensuring that Internally Assessed work is conducted in
accordance with AQA’s instructions and JCQ instructions.
Centres can not make entries for the same candidate for both assessment routes [T and X] in either
Unit 3 or Unit 6 in the same examination series.
6.1 Supervision and Authentication of the Centre Assessed Units
The Code of Practice for GCE requires:
• candidates to sign the appropriate section on
the front cover of the ISA or EMPA Written Test to
confirm that the work submitted is their own, and
• teachers/assessors to confirm on the front
cover of the ISA or EMPA Written Test that the
work submitted is solely that of the candidate
concerned and was conducted under the
conditions laid down by the specification.
Candidates and teachers complete the front cover
of the ISA or EMPA Written Test in place of the
Candidate Record Form (CRF). Failure to sign the
authentication statement may delay the processing of
the candidates’ results.
In all cases, direct supervision is necessary to
ensure that the work submitted can be confidently
authenticated as the candidate’s own.
If teachers/assessors have reservations about signing
the authentication statements, the following points of
guidance should be followed:
• If it is believed that a candidate has received
additional assistance and this is acceptable
within the guidelines for the relevant specification,
the teacher declaration should be signed and
information given on the relevant form
• If the teacher/assessor is unable to sign the
authentication statement for a particular
candidate, then the candidate’s work cannot be
accepted for assessment
• If malpractice is suspected, the Examinations
Officer should be consulted about the procedure
to be followed.
Route T
All teachers who have assessed the work of any
candidate entered for each unit must sign the
declaration of authentication.
The practical work for the PSA and for the ISA should
be carried out in normal lesson time with a degree
of supervision appropriate for candidates working in
a laboratory. The practical work for the ISA should
be completed during the window of assessment for
practical work. The processing of raw data and the
ISA written test should be taken in normal lesson time
under controlled conditions and during the window of
assessment for the written test.
Redrafting of answers to any stage of the ISA is not
permitted. Candidates must not take their work away
from the laboratory.
Material to submit to moderator
For each candidate in the sample, the following
material must be submitted to the moderator by the
deadline issued by AQA:
• the candidate’s data from Stage 1
• the ISA written test which includes the Candidate
Record Form, showing the marks for the ISA and
the PSA.
In addition each centre must provide:
• a Centre Declaration Sheet
• details of any amendments to the task sheet with
the information supporting the changes from the
Assessment Adviser, if there are any significant
changes
Route X
The practical work for the PSV and Stage 1 of
the EMPA should be carried out in normal lesson
time with a degree of supervision appropriate for
candidates working in a laboratory. The practical
work for the EMPA should be completed during
the window of assessment for practical work. The
practical work for the EMPA should be completed
during the window of assessment for practical work.
The processing of raw data and the EMPA written
test should be taken in normal lesson time under
controlled conditions and during the window of
assessment for the written test.
Redrafting of answers to any stage of the EMPA is
not permitted. Candidates must not take their work
away from the class.
Material to submit to examiner
For each candidate, the following material must be
submitted to the examiner by the deadline issued
by AQA:
• the candidate’s data from Stage 1 Section A
(Task 1 and Task 2)
• the EMPA written test (Section B) which includes
the Candidate Record Form, including the PSV
verification of safe and skilful practical techniques
and reliable and valid observations.
In addition each centre must provide:
• a Centre Declaration Sheet
• details of any amendments to the task sheet with
the information supporting the changes from the
Assessment Adviser, if there are any significant
changes.
55
6
GCE Physics A for exams from June 2014 onwards (version 1.5)
6.2Malpractice
Teachers should inform candidates of the AQA
Regulations concerning malpractice.
Candidates must not:
• submit work which is not their own
• lend work to other candidates
• submit work typed or word-processed by a third
person without acknowledgement.
These actions constitute malpractice, for which a
penalty (e.g. disqualification from the examination) will
be applied.
Route T
Where suspected malpractice in centre assessed
work is identified by a centre after the candidate has
signed the declaration of authentication, the Head of
Centre must submit full details of the case to AQA at
the earliest opportunity. The form JCQ/M1 should be
used. Copies of the form can be found on the JCQ
website (http://www.icq.orq.uk/).
Malpractice in centre assessed work discovered
prior to the candidate signing the declaration of
authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
internal procedures. AQA would expect centres to
treat such cases very seriously. Details of any work
which is not the candidate’s own must be recorded
on the Candidate Record Form or other appropriate
place.
Route X
If the teacher administering the EMPA believes that
a student is involved in malpractice, he/she should
contact AQA.
If the examiner suspects malpractice with the
EMPA, at any stage, he/she will raise the matter
with the Irregularities Office at AQA. An investigation
will be undertaken, in line with the JCQ’s policies
on Suspected Malpractice in Examinations and
Assessments.
6.3 Teacher Standardisation (Route T only)
We will hold annual standardising meetings for
teachers, usually in the autumn term, for the centre
assessed units. At these meetings we will provide
support in developing appropriate coursework tasks
and using the marking criteria.
If your centre is new to this specification, you must
send a representative to one of the meetings. If
you have told us you are a new centre, either by
submitting an estimate of entry or by contacting the
subject team, we will contact you to invite you to a
meeting.
6
We will also contact centres if:
• the moderation of centre assessed work from
the previous year has identified a serious
misinterpretation of the centre assessed
requirements
• inappropriate tasks have been set, or
• a significant adjustment has been made to a
centre’s marks.
In these cases, centres will be expected to send a
representative to one of the meetings. For all other
centres, attendance is optional. If you are unable to
attend and would like a copy of the materials used
at the meeting, please contact the subject team at
[email protected].
6.4 Internal Standardisation of Marking (Route T only)
Centres must standardise marking within the centre
to make sure that all candidates at the centre have
been marked to the same standard. One person
must be responsible for internal standardisation. This
person should sign the Centre Declaration Sheet to
confirm that internal standardisation has taken place.
Internal standardisation involves:
56
• all teachers marking some trial pieces of work and
identifying differences in marking standards
• discussing any differences in marking at a
training meeting for all teachers involved in the
assessment
• referring to reference and archive material such
as previous work or examples from AQA’s teacher
standardising meetings.
GCE Physics A for exams from June 2014 onwards (version 1.5)
6.5 Annotation of Centre Assessed Work (Route T only)
The Code of Practice for GCE states that the
awarding body must require internal assessors to
show clearly how the marks have been awarded
in relation to the marking criteria defined in the
specification and that the awarding body must
provide guidance on how this is to be done.
The annotation will help the moderator to see as
precisely as possible where the teacher considers
that the candidates have met the criteria in the
specification.
Work could be annotated by the following methods:
• key pieces of evidence flagged throughout the
work by annotation either in the margin or in the
text
• summative comments on the work, referencing
precise sections in the work.
6.6 Submitting Marks and Sample Work for Moderation
(Route T only)
The total mark for each candidate must be submitted
to AQA and the moderator on the mark forms
provided or by Electronic Data Interchange (EDI) by
the specified date. Centres will be informed which
candidates’ work is required in the samples to be
submitted to the moderator.
6.7 Factors Affecting Individual Candidates
Teachers should be able to accommodate the
occasional absence of candidates by ensuring that
the opportunity is given for them to make up missed
assessments.
If work is lost, AQA should be notified immediately of
the date of the loss, how it occurred, and who was
responsible for the loss. Centres should use the JCQ
form JCQ/LCW to inform AQA Candidate Services of
the circumstances.
Where special help which goes beyond normal
learning support is given, AQA must be informed
through comments on the CRF so that such help can
be taken into account when moderation takes place
(see Section 6.1).
Candidates who move from one centre to another
during the course sometimes present a problem for a
scheme of internal assessment. Possible courses of
action depend on the stage at which the move takes
place. If the move occurs early in the course the new
centre should take responsibility for assessment.
If it occurs late in the course it may be possible to
arrange for the moderator to assess the work through
the ‘Educated Elsewhere’ procedure. Centres should
contact AQA at the earliest possible stage for advice
about appropriate arrangements in individual cases.
6
6.8 Retaining Evidence and Re-using Marks (Route T only)
The centre must retain the work of all candidates,
with CRFs attached, under secure conditions, from
the time it is assessed, to allow for the possibility of
an enquiry about results. The work may be returned
to candidates after the deadline for enquiries about
results. If an enquiry about a result has been made,
the work must remain under secure conditions in
case it is required by AQA.
57
GCE Physics A for exams from June 2014 onwards (version 1.5)
7 Moderation (Route T only)
7.1 Moderation Procedures
Moderation of the centre assessed work is by
inspection of a sample of candidates’ work, sent
by post or electronically from the centre to a
moderator appointed by AQA. The centre marks
must be submitted to AQA and to the moderator
by the specified deadline. (http://www.aqa.org.
uk/deadlines.php). We will let centres know which
candidates’ work will be required in the sample to be
submitted for moderation.
Following the re-marking of the sample work, the
moderator’s marks are compared with the centre
marks to determine whether any adjustment is
needed in order to bring the centre’s assessments
into line with standards generally. In some cases it
may be necessary for the moderator to call for the
work of other candidates in the centre. In order to
meet this possible request, centres must retain under
secure conditions and have available, the centre
assessed work and the CRF of every candidate
entered for the examination and be prepared to
submit it on demand. Mark adjustments will normally
preserve the centre’s order of merit but, where major
discrepancies are found, we reserve the right to alter
the order of merit.
7.2 Post-moderation Procedures
On publication of the AS/A level results, we will
provide centres with details of the final marks for the
centre assessed unit.
The candidates’ work will be returned to the centre
after moderation has taken place. The centre will
receive a report, with, or soon after, the despatch
7
58
of published results, giving feedback on the
appropriateness of the tasks set, the accuracy of
the assessments made, and the reasons for any
adjustments to the marks.
We reserve the right to retain some candidates’ work
for archive or standardising purposes.
GCE Physics A for exams from June 2014 onwards (version 1.5)
Appendices
A
Performance Descriptions
These performance descriptions show the level of
attainment characteristic of the grade boundaries at
A Level. They give a general indication of the required
learning outcomes at the A/B and E/U boundaries at
AS and A2. The descriptions should be interpreted
in relation to the content outlined in the specification;
they are not designed to define that content.
The grade awarded will depend in practice upon
the extent to which the candidate has met the
Assessment Objectives (see Section 4) overall.
Shortcomings in some aspects of the examination
may be balanced by better performances in others.
A
59
GCE Physics A for exams from June 2014 onwards (version 1.5)
AS Performance Descriptions – Physics
Assessment
Objective 1
Assessment
Objective 2
Assessment
Objectives
Knowledge and
understanding of science
and of How Science Works
Candidates should be able to:
• recognise, recall and show
understanding of scientific
knowledge
• select, organise and
communicate relevant
information in a variety of
forms.
Application of knowledge
and understanding of science
and of How Science Works
Candidates should be able to:
• analyse and evaluate
scientific knowledge and
processes
• apply scientific knowledge
and processes to unfamiliar
situations including those
related to issues
• assess the validity, reliability
and credibility of scientific
information.
How Science Works
Candidates should be able to:
• demonstrate and describe
ethical, safe and skilful
practical techniques and
processes, selecting
appropriate qualitative and
quantitative methods
• make, record and
communicate reliable
and valid observations
and measurements with
appropriate precision and
accuracy
• analyse, interpret, explain
and evaluate the
methodology, results and
impact of their own and
others’ experimental and
investigative activities in a
variety of ways.
A/B boundary
Candidates characteristically:
a)demonstrate knowledge of
most principles, concepts
and facts from the AS
specification
b)show understanding of
most principles, concepts
and facts from the AS
specification
c)select relevant information
from the AS specification
d)organise and present
information clearly in
appropriate forms using
scientific terminology.
Candidates characteristically:
a)apply principles and
concepts in familiar and
new contexts involving only
a few steps in the argument
b)describe significant trends
and patterns shown by
data presented in tabular or
graphical form and interpret
phenomena with few errors
c)explain and interpret
phenomena with few errors
and present arguments and
evaluations clearly
d)carry out structured
calculations with few
errors and demonstrate
good understanding of the
underlying relationships
between physical quantities.
Candidates characteristically:
a)devise and plan
experimental and
investigative activities,
selecting appropriate
techniques
b)demonstrate safe and skilful
practical techniques
c)make observations and
measurements with
appropriate precision and
record these methodically
d)interpret, explain, evaluate
and communicate the
results of their own and
others’ experimental and
investigative activities, in
appropriate contexts.
E/U boundary
Candidates characteristically:
a)demonstrate knowledge of
some principles and facts
from the AS specification
b)show understanding of
some principles and facts
from the AS specification
c)select some relevant
information from the AS
specification
d)present information using
basic terminology from the
AS specification.
Candidates characteristically:
a)apply a given principle
to material presented in
familiar or closely related
contexts involving only a
few steps in the argument
b)describe some trends or
patterns shown by data
presented in tabular or
graphical form
c)provide basic explanations
and interpretations of some
phenomena, presenting
very limited evaluations
d)carry out some steps within
calculations.
Candidates characteristically:
a)devise and plan some
aspects of experimental
and investigative activities
b)demonstrate safe practical
techniques
c)make observations and
measurements, and record
them
d)interpret, explain and
communicate some
aspects of the results
of their own and others’
experimental and
investigative activities, in
appropriate contexts.
A
60
Assessment
Objective 3
GCE Physics A for exams from June 2014 onwards (version 1.5)
A2 Performance Descriptions – Physics
Assessment
Objective 1
Assessment
Objective 2
Assessment
Objective 3
Assessment
Objectives
Knowledge and
understanding of science
and of How Science Works
Candidates should be able to:
• recognise, recall and show
understanding of scientific
knowledge
• select, organise and
communicate relevant
information in a variety of
forms.
Application of knowledge
and understanding of science
and of How Science Works
Candidates should be able to:
• analyse and evaluate
scientific knowledge and
processes
• apply scientific knowledge
and processes to unfamiliar
situations including those
related to issues
• assess the validity, reliability
and credibility of scientific
information.
How Science Works
Candidates should be able to:
• demonstrate and describe
ethical, safe and skilful
practical techniques and
processes, selecting
appropriate qualitative and
quantitative methods
• make, record and
communicate reliable
and valid observations
and measurements with
appropriate precision and
accuracy
• analyse, interpret, explain
and evaluate the
methodology, results and
impact of their own and
others’ experimental and
investigative activities in a
variety of ways.
A/B boundary
performance
descriptions
Candidates characteristically:
a)demonstrate detailed
knowledge of most
principles, concepts
and facts from the A2
specification
b)show understanding of
most principles, concepts
and facts from the A2
specification
c)select relevant information
from the A2 specification
d)organise and present
information clearly in
appropriate forms using
scientific terminology.
Candidates characteristically:
a)apply principles and
concepts in familiar and
new contexts involving
several steps in the
argument
b)describe significant trends
and patterns shown by
complex data presented in
tabular or graphical form,
interpret phenomena with
few errors,and present
arguments and evaluations
clearly and logically
c)explain and interpret
phenomena effectively,
presenting arguments and
evaluations
d)carry out extended
calculations, with little or no
guidance, and demonstrate
good understanding of the
underlying relationships
between physical quantities
e)select a wide range of facts,
principles and concepts
from both AS and A2
specifications
f) link together appropriate
facts principles and
concepts from different
areas of the specification.
Candidates characteristically:
a)devise and plan
experimental and
investigative activities,
selecting appropriate
techniques
b)demonstrate safe and skilful
practical techniques
c)make observations and
measurements with
appropriate precision and
record these methodically
d)interpret, explain, evaluate
and communicate the
results of their own and
others’ experimental and
investigative activities, in
appropriate contexts.
(cont.)
61
A
GCE Physics A for exams from June 2014 onwards (version 1.5)
A2 Performance Descriptions – Physics (cont.)
E/U boundary
performance
descriptions
A
62
Assessment
Objective 1
Assessment
Objective 2
Assessment
Objective 3
Candidates characteristically:
a)demonstrate knowledge of
some principles and facts
from the A2 specification
b)show understanding of
some principles and facts
from the A2 specification
c)select some relevant
information from the A2
specification
d)present information using
basic terminology from the
A2 specification.
Candidates characteristically:
a)apply given principles or
concepts in familiar and
new contexts involving a
few steps in the argument
b)describe, and provide a
limited explanation of,
trends or patterns shown by
complex data presented in
tabular or graphical form
c)provide basic explanations
and interpretations of some
phenomena, presenting
very limited arguments and
evaluations
d)carry out routine
calculations, where
guidance is given
e)select some facts, principles
and concepts from both AS
and A2 specifications
f) put together some facts,
principles and concepts
from different areas of the
specification.
Candidates characteristically:
a)devise and plan some
aspects of experimental
and investigative activities
b)demonstrate safe practical
techniques
c)make observations and
measurements, and record
them
d)interpret, explain and
communicate some
aspects of the results
of their own and others’
experimental and
investigative activities, in
appropriate contexts.
GCE Physics A for exams from June 2014 onwards (version 1.5)
B
Spiritual, Moral, Ethical, Social and other Issues
Moral, Ethical, Social and Cultural Issues
Avoidance of Bias
It is clear that Physics plays a major part in the
development of the modern world. This specification
is keenly aware of the implications of this
development. The general philosophy of the subject
is rooted in How Science Works (see Section 3.7).
This section of the specification makes full references
to the moral, ethical, social and cultural issues that
permeate physics and science in general at this level.
AQA has taken great care in the preparation of this
specification and specimen units to avoid bias of any
kind.
European Dimension
AQA has taken account of the 1988 Resolution of
the Council of the European Community in preparing
this specification and associated specimen units.
The specification is designed to improve candidates'
knowledge and understanding of the international
debates surrounding developments in Physics and to
foster responsible attitudes towards them.
Environmental Education
AQA has taken account of the 1988 Resolution of
the Council of the European Community and the
Report "Environmental Responsibility: An Agenda for
Further and Higher Education" 1993 in preparing this
specification and associated specimen units. The
study of physics as described in this specification
can encourage a responsible attitude towards the
environment.
Health and Safety
AQA recognises the need for safe practice in
laboratories and tries to ensure that experimental
work required for this specification and associated
practical work complies with up-to-date safety
recommendations.
Nevertheless, centres are primarily responsible for the
safety of candidates and teachers should carry out
their own risk assessment.
Candidates should make every effort to make
themselves aware of any safety hazards involved in
their work. As part of their coursework they will be
expected to undertake risk assessments to ensure
their own safety and the safety of associated workers,
the components and test equipment.
B
63
GCE Physics A for exams from June 2014 onwards (version 1.5)
C
Overlaps with other Qualifications
The AQA GCE Physics Specification A overlaps
with many of the Science specifications. The nature
of Physics and Electronics means that there are
significant overlaps with the AS content in Unit 1
and AQA GCE Electronics. There is more marginal
overlap with GCE specifications in Chemistry and
Biology, as well as AQA GCE Science in Society and
Environmental Studies.
C
64
The overlap with GCE Mathematics rests only on the
use and application of the formulae and equations
given in Section 3.9.
GCE Physics A for exams from June 2014 onwards (version 1.5)
D
Key Skills
Key Skills qualifications have been phased out and
replaced by Functional Skills qualifications in English,
Mathematics and ICT from September 2010.
D
65
GCE Physics A for exams from June 2014 onwards (version 1.5)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
E
E
Data and Formulae Booklet
Data and Formulae Booklet
ΑΒΧ
GCE Physics Specification A
Data and Formulae Booklet
DATA
FUNDAMENTAL CONSTANTS AND VALUES
Quantity
Quality
Symbol
c
3.00 × 10
permeability of free space
µo0
4π × 10-7
H m-1
permittivity of free space
εo0
8.85 × 10-12
F m-1
charge
of electron
magnitude
of the charge of electron
e
1.60 × 10-19
C
the Planck constant
h
6.63 × 10-34
Js
gravitational constant
G
-11
the Avogadro constant
NA
23
6.02 × 10-23
mol-1
molar gas constant
R
8.31
J K-1 mol-1
the Boltzmann constant
k
1.38 × 10-23
J K-1
the Stefan constant
σ
5.67
5.56 × 10-8
W m-2 K-4
Wien constant
the Wein
α
2.90 × 10-3
mK
electron rest mass
(equivalent to 5.5 × 10-4 u)
me
9.11 × 10-31
kg
electron charge/mass ratio
e/m
e/
mee
1.76 × 1011
C kg-1
proton rest mass
(equivalent to 1.00728 u)
mp
1.67(3) × 10-27
kg
proton charge/mass ratio
e/
e/mmpp
9.58 × 107
C kg-1
neutron rest mass
(equivalent to 1.00867 u)
mn
1.67(5) × 10-27
kg
gravitational field strength
g
9.81
N kg-1
acceleration due to gravity
g
9.81
m s-2
atomic mass unit
(1u is equivalent to 931.3 MeV)
u
1.661 × 10-27
kg
speed of light in vacuo
Value
6.67 × 10
8
Units
m s-1
N m2 kg-2
GEOMETRICAL EQUATIONS
arc length
= rθ
ASTRONOMICAL DATA
Body
Mass/kg
Mean radius/m
Sun
1.99 × 1030
6.96 × 108
24
6
Earth
E
5.98 × 10
6.37 × 10
circumference of circle
= 2π r
area of circle
= π r2
surface area of cylinder
= 2π rh
volume of cylinder
= π r2h
area of sphere
= 4π r2
volume of sphere
66
=
4 3
πr
3
GCE Physics A for exams from June 2014 onwards (version 1.5)
E
67
GCE Physics A for exams from June 2014 onwards (version 1.5)
E
68
GCE Physics A for exams from June 2014 onwards (version 1.5)
E
69
GCE Physics A (2450) For exams from June 2014 onwards
Qualification Accreditation Number: AS 500/2569/7 - A Level 500/2615/X
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