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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 for first firstPhysics teaching teaching 2008: 2008:version version 0.2, 0.2, draft draft submitted submitted to 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 New New NewGCE GCE GCE GCEPhysics Physics Physics PhysicsAAAAspecification specification specification specificationfor for for forfirst first first firstteaching teaching teaching teaching2008: 2008: 2008: 2008:version version version version0.2, 0.2, 0.2, 0.2,draft draft draft draftsubmitted submitted submitted submittedto to to 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; Rin +series; … RT =RTR= ++R … T= TResistors 33 + Resistors in series; RR RR R… 1+ 1+ 2+ 2+ 3+ 3+… Resistors Resistors Resistors Resistors in in inseries; series; series; series; = = =RRRR ++++RRRR++ + +RRRR++++… … … … TTTT= 11 in 11 1RRR 11 1R 1…11111 12222 1 31333 1 1 1 = = + + + + + + … Resistors in in parallel; parallel; Resistors Resistors = 1= + 1111+ + 1111+ + …+ … Resistors in parallel; in parallel; RTT RR11in RR R R RR33 111R1T====RT111R ++++R1 R 2++++R 2 R3++++R … … … Resistors Resistors Resistors Resistors in in inparallel; parallel; parallel; parallel; 22 3… RRRR R RRRR 22 R RRR 1 RR 2R TTTT 2222 3333 2 11112 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 2=R; R; application, e.g. Understanding Understanding of high of high current current energy =Eapplication, Iapplication, = V It, VPt,=PIV, = e.g. IV, Pe.g. =P2I2Understanding I application, 3 starter motor in a 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, IV, 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. 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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. The 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 simple method of measurement. One simple method ofare measurement. Oscillation of particles of the medium; amplitude, frequency, wavelength, Oscillation of the the of particles offind thethe medium; amplitude, frequency, wavelength, One simple simple method method of measurement. measurement. Waves 3.2.3One secondary mirror, ray diagram show path of rays through the telescope as far as Use stress-strain graphs to Young modulus. Use ofofofstress-strain graphs to find the Young modulus. Use stress-strain graphs to find thetoYoung modulus. and Optical Telescopes A.1.1 Lenses speed, phase, path difference. speed, phase, path difference. Use Use ofofeyepiece. stress-strain stress-straingraphs graphstotofind findthe theYoung Youngmodulus. modulus. the Progressive Waves 3.2.3 • Waves 3.2.3 cWaves c == ff λλ merits of reflectors and refractors including a qualitative treatment of Relative Lenses • 3.2.3 Waves Waves Waves 3.2.3 3.2.3 Oscillation of the particles of the medium; amplitude, frequency, wavelength, Progressive Waves • Progressive spherical and chromatic Waves focus, focal length ofaberration. converging •Principal speed, phase, path difference. Longitudinal and transverse waves Longitudinal and transverse waveslens. ••Progressive Oscillation of the particles of the medium; frequency, wavelength, Progressive Waves Waves • • images by aexamples, converging lens. amplitude, Oscillation of power the particles of the including medium; amplitude, frequency, wavelength, • Formation Progressive Waves cspeed, = f λofphase, Characteristics and sound electromagnetic waves. Resolving Characteristics and examples, including sound and and electromagnetic waves. •Oscillation path difference. Oscillation of of the the particles particles of of the the medium; medium; amplitude, amplitude, frequency, frequency, wavelength, wavelength, phase, path difference. Rayspeed, diagrams. Oscillation of the particles of the medium; amplitude, frequency, wavelength, speed, phase, Polarisation as evidence for the nature of transverse waves; applications e.g. Polarisation as evidence for the nature of transverse waves; applications e.g.path Appreciation of diffraction pattern produced by circular aperture. c = f λ speed, phase,path path difference. difference. Longitudinal and transverse waves for transmitter and receiver. c1Polaroid = f 1λphase, 1•speed, difference. sunglasses, aerial alignment Resolving power of telescope, Rayleigh criterion, Polaroid sunglasses, aerial alignment for transmitter and receiver. + Characteristics f=fλ λ and examples, including sound and electromagnetic waves. Longitudinal and transverse waves •c c=vc= = fλ and transverse waves •u•• Longitudinal Refraction at aa plane surface Refraction at plane surface Characteristics and examples, including and electromagnetic waves. Polarisation as evidence for the naturesound of transverse waves; applications e.g. θ ≈ Longitudinal and and transverse transverse waves waves •• Longitudinal Characteristics and examples, including sound and electromagnetic waves. D Polarisation as evidence for the nature of transverse waves; applications e.g. c c Polaroid sunglasses, aerial alignment for transmitter and receiver. telescope consisting of two converging lenses Astronomical • • Characteristics Longitudinal and transverse waves Characteristics and and examples, including including sound and andelectromagnetic electromagnetic waves. waves. Polarisation as evidence foralignment the nature of transverse waves; applications e.g. ==normal Refractive index of aaaerial substance s,s, nnforsound Refractive index ofexamples, substance Polaroid to sunglasses, and receiver. Ray diagram show the image formation intransmitter adjustment. Charge coupled device ••Polarisation c c Characteristics and examples, including sound and electromagnetic waves. Polarisation as as evidence evidence for for the the nature nature of of transverse transverse waves; waves; applications applications e.g. e.g. Refraction at a plane surface s s Polaroid sunglasses, aerial alignment for transmitter and receiver. Angular magnification in normal adjustment. Refraction atevidence plane surface •Polaroid Use ofsunglasses, CCD toa capture Polaroid sunglasses, aerial alignment alignment for formethods transmitter transmitter and receiver. receiver. Polarisation asare for images. the nature of transverse waves; applications e.g.refractive Polaroid sunglasses, c for Candidates not expected to determining indices. Candidates are notaerial expected to recall recall methods forand determining refractive indices. angle subtended by image at eye c Refraction at a plane surface Structure and operation of the charge coupled device: •M = Law n = Refractive index of a substance s, aerial alignment for transmitter and receiver. of refraction for a boundary between two different substances of refractive Law of refraction for a boundary between two different substances of refractive n = Refractive index of a substance s, Refraction atat aaplane plane surface surface •• Refraction A CCD silicon chip divided into eye picture celements (pixels). c cs angle subtended object at unaided indices nis and the form indices n11index and nnby in the form s 2of 2 in n = Refractive a substance s, c c Candidates are not expected to recall methods for determining refractive indices. Incident photons cause electrons to be released. not expected tos,recall Focal the lenses. c s for determining refractive indices. nCandidates =index nn2of sin θθsubstance n1lengths sinθθ11index =of are sin == Refractive Refractive aasubstance s, nn methods 22.. 1 sin 2of Law of refraction for a boundary between two different substances The number of electrons liberated is proportional to the intensity of of therefractive light. c cs different of refraction forexpected a boundary two substances refractive of refractive s of fLaw Candidates arereflection not toinbetween recall methods for determining indices. o Total internal including calculations critical angle at Total internal reflection including calculations ofinthe the critical angle at aa boundary boundary indices n and n in the form These electrons are trapped ‘potential wells’ the CCD. MCandidates = 1 2 indices n1are and nnot the form totorecall 2 inexpected Candidates are not expected recall methods methods for for determining determining refractive refractive indices. indices. Law of refraction for a boundary between two different substances of refractive between a substance of refractive index n and a substance of lesser refractive between a substance of refractive index n and a substance of lesser refractive 11 An electron is which is identical to the image formed on the CCD. nfne1of sin n sin sinaθaθ2boundary .built up between sin θθ 11 == npattern .2boundary 1 of Law Law refraction refraction for between two twodifferent different substances substances ofofrefractive refractive indices and n222for in the form index nnexposure index or air; air; 212 or When is complete, the charge is processed to give an image. 10 Total internal reflection including calculations of the critical at a boundary Totalnn internal including calculations of the critical angleangle at a boundary indices indices and andnnn2 2reflection in inthe theform form • Reflecting 1= n1Quantum sin θ 11 telescopes 2 sin θ 2 .of efficiency pixel > 70%. between a substance of refractive index n and a substance of lesser refractive between a substance of refractive index n and a substance of lesser refractive 1 1 Focal point n1n1sin sin θθ1 1==of concave nn2 2 sin sinθθ2 2.mirror. . New• GCE Physics ∆∆W W A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) 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 ofInthe of medium; the medium; amplitude, amplitude, frequency, frequency, wavelength, wavelength, this option, fundamental physical principles applied to the study and Oscillation of the particles of the medium; amplitude, frequency,are wavelength, speed, speed, phase, phase, path path difference. difference. interpretation of the Universe. Students will gain deeper insight into the thisdifference. option, fundamental physical principles are applied to the study andbehaviour speed, phase, In path c = f cλ = f λ 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 c= f λ from these objects can be gathered. The underlying physical principles of the of objects at great distances from Earth and discover the ways in which information and transverse and transverse waves waves • Longitudinal • Longitudinal transverse waves • Longitudinal and optical and other can devices used are covered and some indication given of the new from these objects beelectromagnetic gathered. The underlying Characteristics Characteristics and examples, and examples, including including sound sound and and electromagnetic waves. waves.physical principles of the Characteristicsoptical and examples, including sound and electromagnetic waves. information gained by the useare of radio astronomy. Details of particular and other devices used covered and some indication given of sources the new Polarisation Polarisation as evidence as evidence for the fornature the nature of transverse of transverse waves; waves; applications applications e.g. e.g. Polarisation asinformation evidence the nature of transverse waves; applications e.g. and theirfor mechanisms are not required. gained the use radio astronomy. Details of particular sources Polaroid Polaroid sunglasses, sunglasses, aerialaerial alignment alignment for transmitter forby transmitter and of receiver. and receiver. Polaroid sunglasses, aerial alignment are for transmitter and receiver. and their mechanisms not required. Lenses and Optical Telescopes A.1.1 • Refraction at a surface plane surface at a plane at a plane surface • Refraction • Refraction plane surface • Refraction and Optical A.1.1at• aLenses Lenses c Telescopes c c Refractive index of a substance s , = =n = Refractive Refractive indexindex of a substance of a substance s, n s, Principal focus, focal of converging lens. = Refractive index of a substance s, • Lenses c s n clength s c Formation of images by a converging lens. Principal focus, focal length of sconverging lens. Candidates Candidates are not areexpected not expected to recall to recall methods methods for determining for determining refractive refractive indices. indices. Candidates are not expected to recall methods for determining refractive indices. Rayexpected diagrams. Candidates areFormation not to recall for determining refractive indices. of images bymethods a converging lens. LawNew of Law refraction of refraction for a for boundary a boundary between between two different two different substances substances of refractive of refractive GCE Physics A specification first 2008: version 0.2, draft submitted to QCA Law ofofrefraction for afor between two different substances of refractive indices n2007) and n2 in the 1 boundary 1 boundary 1 teaching Law refraction afor between two different substances of (July refractive diagrams. 1 + = indices indices n1 and n1nand n2 inform theRay form 2 in the form indices n1 and n21inu the form 1v1 f n1 sinnθ1 1sin = θ 1n=2 sinn 2θ 2sin . θ2 . + = n sin θ = n sin θ 1 1A specification 2 2 . first vfor f teaching New GCEinternal Physics 2008: 0.2, draftangle submitted QCA (July 2007) n 2u Astronomical Total Total internal reflection reflection including including calculations calculations of theversion ofcritical the critical angle atofa two boundary at atoconverging boundary telescope consisting lenses • Total reflection including calculations of the critical angle atbetween a boundary θinternal = reflection sininternal Total including calculations of the critical angle at a boundary a substance of c between between a substance a substance of refractive of refractive index index n and n a and substance a substance of lesser of lesser refractive refractive Ray diagram to show the image formation in normal adjustment. 1 1 telescope ofair; two of converging lenses 1and a substance refractive nn1 Astronomical of lesser refractive index n2 or betweenindex a •substance of refractive index nconsisting a substance lesser refractive 1 and indexindex n2 or nair; Angular magnification in normal adjustment. 2 or air; Ray diagram to show the image formation in normal adjustment. index n2 or air; n2 angle subtended byfunction image atofeye sin θ c treatment = Angular magnification in normal adjustment. Simple of fibre optics including the cladding with lower n1 M = angle subtended image at eye angle subtended byby object unaided eye refractive index around central core limited toatstep index only; application to Simple treatment of M fibre = optics including function of the cladding with lower refractive index around communications. angle subtended by lenses. objecttoatcommunications. unaided eye Focal lengths the central core limited to only;of application Simple treatment ofstep fibreindex optics including function of the cladding with lower f lengths ofcore the limited lenses. Superposition ofMwaves, stationary waves o • refractive index Focal around to step index only; application to = central 3 • Superposition of waves, stationary waves The formation of stationary waves by two waves of the same frequency travelling in f f communications. o e M = The formation of stationary by two waves of the same frequency travelling in opposite opposite directions; no mathematical treatment required. f waves waves, stationary waves • Superposition telescopes directions; the formula fore fundamental frequency in terms of tension andand mass per unit length • ofReflecting Simple graphical representation of stationary waves, nodes antinodes on is not The formation of stationary waves by two waves of the same frequency travelling in required. Focal point of concave mirror. strings. • Reflecting telescopes opposite directions; nopoint mathematical required. Simple graphical representation of arrangement stationary waves, nodes antinodes on strings. Cassegrain using a and parabolic concave primary mirror and convex Focal of concavetreatment mirror. Interference • Simple graphicalCassegrain representation of stationary waves, nodes and antinodes secondaryarrangement mirror, ray diagram to show path of rays through the telescope as far as using a parabolic concave primaryonmirror and convex The concept of path difference and coherence strings. the eyepiece. • Interference secondary mirror, ray diagram to show through the telescope as far as Theconcept laser as a source of coherent monochromatic lightpath usedof torays demonstrate Relative merits of reflectors and refractors including a qualitative treatment of The of path difference and coherence. the eyepiece. • Interference interference and spherical diffraction;and comparison with non-laser light; awareness of safety chromatic aberration. The laser as a source of coherent monochromatic light used to demonstrate interference and treatment of Relative merits of reflectors and refractors including a qualitative The concept of path difference and coherence issues diffraction; comparison with non-laser light; awareness of safety issues. spherical andpower chromatic aberration. The laser as will a• source coherent to demonstrate Resolving Candidates not beofrequired tomonochromatic describe how alight laserused works. Candidates willand not diffraction; be required to describe how a laser works. interference comparison with non-laser light; awareness of safety Appreciation of diffraction pattern produced by circular aperture. Requirements two source and single source double-slit systems for the Resolving power • of Requirements of twoResolving source andpower single source double-slit systems for the production of fringes. issues of telescope, criterion, production of fringes. Appreciation of diffraction patternRayleigh produced by circular aperture. Candidates will not be required to describe how a laser works. The appearance of the interference fringes produced by a double-slit system, λ interference The appearance fringes produced a double slit system, Resolving power of telescope, Rayleighbycriterion, θof≈the Requirements of two source and single source double-slit systems for the λD wθ = , where s is the slit separation. fringe spacing ≈ production of fringes. Ds interference Charge coupled device • of The appearance the fringes produced by a double slit system, where s is the slit separation. Use of CCD to capture images. λ D Diffraction Charge coupled device • • w= fringe spacing , where soperation is the slit of separation. Structure and charge Appearance of Use the diffraction athe single slit. coupled device: capturefrom images. sof CCD to pattern • Diffraction A CCD is silicon chip divided into picture elements (pixels). The plane transmission grating at normal optical details of the Structurediffraction and operation of the chargeincidence; coupled device: Appearance of the diffraction pattern from a single slit. • Diffraction Incident photons cause electrons to be released. spectrometer will not be A CCD is required. silicon chip divided into picture elements (pixels). The plane transmission diffraction grating normal incidence; details ofto thethe spectrometer willthe light. Appearance pattern a single The of electrons liberated isoptical proportional intensity of Derivation ofofd the sin θdiffraction =number nphotons λ , where natisfrom the order number. Incident cause electrons toslit. be released. not be required. The plane transmission diffraction grating at normal incidence; optical details of the These electrons are trapped in ‘potential wells’ in The ofanalysis electrons isstars. proportional to the the CCD. intensity of the light. Applications; e.g. tonumber spectral of liberated light from Derivation of d will sin θnot = nelectron λ, required. spectrometer be An 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 and 2 − x2 x, v, a and t . x == AAcos cosrepresentations 2ππftftrepresentations and vv == ±±22ππlinking f AAlinking Graphical x 2 and f − x Graphical x , v , a and t .t . t . Graphical representations linking x , v , a and t . Velocity as gradient of displacement-time graph. Graphical representations linking x , v , aand and Velocity as representations gradient of of displacement-time displacement-time graph. Velocity as gradient Graphical linking x, v, a graph. Graphical representations linking x , v , a and Velocity as gradient of displacement-time graph. Velocity as gradient ofof displacement-time Velocity asspeed gradient of displacement-time Graphical representations linking xgraph. , v, graph. agraph. and tt .. Velocity as gradient of displacement-time graph. Velocity as gradient displacement-time 2πfA. Maximum speed = == 2πfA. Maximum 2πfA. Maximum speed Velocity as gradient of displacement-time graph. 2 2πfA. Maximum speed Maximum speed 2πfA Velocity as gradient of displacement-time graph. Maximum speed ===2πfA. Maximum acceleration (2πf ) A. Maximum speed ===2πfA. Maximum acceleration (2πf A. 2 Maximum acceleration == (2πf ))22A. 2πfA. Maximum speed 2 2(2πf 2 Maximum acceleration = ) A. 2πfA. Maximum speed = Maximum acceleration ==(2πf) A) A. Maximum acceleration Maximum speed = 2πfA. Maximum acceleration = (2πf )2A. Maximum acceleration =(2πf (2πf )2A. harmonic systems • •• Simple Simple harmonic systems Simple harmonic systems Maximum acceleration = (2πf ) A. Maximum acceleration = (2πf )2A. Simple harmonic systems •Study Simple harmonic systems Study of mass-spring system. • Study of mass-spring system. of mass-spring system. Simple harmonic systems • Simple harmonic systems •• Simple harmonic systems Study ofharmonic mass-spring system. Simple harmonic systems ofof mass-spring system. Study of mass-spring system. Simple systems m ••Study Study mass-spring system. m m Study ofof mass-spring system. T T= 2 π Study mass-spring system. T ==Study 22ππ m T =k2mπmofmmass-spring system. T T= =T 2π2=π2kπk m mkk pendulum. kπksimple 2simple Study Study of pendulum. Study pendulum. TT of == 2of π simple k simple Study of pendulum. Study of simple pendulum. k Study simple pendulum. l of Study simple pendulum. ll of T TT == 2=Study π pendulum. 22ππ ofofsimple Study pendulum. l simple Study T =g2lggπlofl simple pendulum. T T= =T2π2=π2π lg g g of lgkE , kE total energy with displacement, and with time. Variation E Eand and total energy with displacement, and with time. Variation total energy with displacement, and with time. Variation ofE k,, pE pp and TT == 22ππof g of E , E and total energy with displacement, and with time. Variation k p g total energy with displacement, and with time. Variation ofofEof k,kE pk,pand Eand total energy with displacement, and with time. Variation p and E ,E total energy with displacement, and with time. Variation E , E and total energy with displacement, and with time. Variation of Variation of of Ek,EEkkp, and totaltotal energy with displacement, and with time. Variation Epp and energy with displacement, and with time. 14 GCE Physics A for exams from June 2014 onwards (version 1.5) A specification for•first teaching 2008: version 0.2, and draft submitted to QCA (July 2007) Forced vibrations resonance Qualitative treatment of free and forced vibrations. Resonance and the effects of damping on the sharpness of resonance. vibrations and resonance Phase difference between driver and driven displacements. ive treatment of free and forced vibrations. of these in mechanical systems and stationary wave situations. vibrations andeffects resonance • ForcedExamples New NewGCE GCEPhysics PhysicsAAspecification specificationforforfirst firstteaching teaching2008: 2008:version version0.2, 0.2,draft draftsubmitted submittedtotoQCA QCA(July (July2007) 2007) vibrations and resonance • Forced nce and the effects of damping on the sharpness of resonance. Qualitative treatment Qualitative treatment offree freeand andforced forcedvibrations. vibrations. difference between driver and driven of displacements. 3.4.2 ification for first teaching 2008: Gravitation versionand 0.2, draft submitted toof QCA (July 2007)on the sharpness of resonance. Resonance effects Resonance andthe the effects ofdamping damping onwave the sharpness es of these effects in mechanical systems and stationary situations of resonance. Phase difference between driver and driven displacements. Phase difference between driver and driven displacements. fication for first teaching 2008: version 0.2,A draft submitted QCA (July 2007) New GCE Physics specification fortofirst teaching 2008: version 0.2, draft submitted to QCA (July 2007) tion • Newton's law Examples ofofthese effects ininmechanical systems Examples these effects mechanical systemsand andstationary stationarywave wavesituations situations tions and resonance Gravity as a universal attractive force acting between all matter. n’s lawof3.4.2 atment free andGravitation forced vibrations. Gravitation 3.4.2 point masses ions resonance asthe a and universal attractive acting between all matter. Forced vibrations resonance nd effects of damping on force thebetween sharpness ofand resonance. • Force atment of free and forced vibrations. Newton’s law • nce between driver and driven displacements. Qualitative treatment of free and forced vibrations. Newton’s law • Gm m 1 submitted 2 , tionthe for effects firstpoint teaching 2008: version draft to QCA (July 2007) nd ofmechanical damping on the of resonance. Fas =0.2, where G is the gravitational constant. etween masses hese effects in systems stationary wave situations Resonance and the effects of damping on the sharpness ofmatter. resonance. Gravity aasharpness universal attractive force acting between allall Gravity as universal attractive force acting between matter. 2 and r nce between driver and driven displacements. Phase difference between driverGm and driven displacements. Gm g 2008: versionin 0.2, draft submitted to QCA and (July stationary 2007) 1 mm 2 hese effects mechanical systems F =situations where the constant. Force masses Examples of these effectswave in wave situations where G ispoint the gravitational constant. Fmechanical = 2 12 2systems whereGand Gisisstationary thegravitational gravitational constant. Forcebetween between point masses tional field strength ns and resonance rr w Gravitation 3.4.2 tniversal of of a force field as a region in which a body experiences a force. ment free and forced vibrations. attractive force acting between all field matter. Gravitational strength Gravitational field strength ce effectsby • • • he of damping on the sharpness of resonance. Gravitational field strength entation gravitational field lines. law Gm • 1 mNewton’s 2 F = where G is the gravitational constant. n point masses forced vibrations. force field asaregion aregion region which body experiences between driver and driven displacements. niversal attractive force acting between all matter. Concept ofof aaforce field asas a inin experiences aaforce. Concept force field inwhich whichaabetween abody body experiences force. 2 Concept Gravity asof aaF universal attractive force acting all matter.a force. r mping themechanical sharpness of resonance. e effects in systems and stationary wave situations g ce peronunit mass defined by = Gm1 m 2Representation Representation by gravitational field lines. by gravitational field lines. Gm m Representation by gravitational field lines. 1 2 F= where G ismthepoint gravitational constant. nand point masses = where G is the gravitational constant. Force between masses F driven displacements. field strength 2 F r2 r F hanical systems and stationary wave situations GM force field as a region inforce which a body experiences a force. g g gasas per unit mass defined by = force perbyunit defined ggiven as force per mass definedby by g = ude g unit g in a radial =mass field strength mm Gravitational field on byofgravitational fieldfield 2strength •lines. r orce field as a region in which a body experiences a force. ersal attractive force acting between all matter. Concept of a force field as a region in which a body experiences a force. F GM g =Magnitude mass defined by Magnitude ofofg ginof g g== GM agaradial field given by in agravitational radial field given by nunit by gravitational field lines. Gm m Magnitude in radial field given by Representation by field lines. 1 2 tional potential m F= where G is the gravitational constant. oint r 2r 2 orcemasses acting between F F zero r 2allg matter. GM unit mass defined by = tanding of the definition of gravitational potential, including value at g g as force per unit mass defined by = gGm in a field given by Gravitational 1 mradial 2 mg = 2 potential • potential m Gravitational • where G is the gravitational constant. Gravitational potential • and of gravitational potential difference. ld strength r GM of the r2 of=definition the definition ofgravitational gravitationalGM potential, including zero zero value atvalue infinity, Understanding ofof including atatand of Understanding of definition gravitational potential, including zerovalue einfield as a field region in which a= body experiences a force. ggiven gone ain radial given bymUnderstanding ∆W ∆V moving mass Magnitude gthe in am radial field given by g = 2potential, 2 by of potential gravitational potential difference. r infinity, difference. y gravitational field lines. and r andofpotential, ofgravitational gravitational potential GM potential g of the definition ofinfinity, gravitational including zero valuedifference. at on inof which aabody experiences a force. Work done in moving mass m given by V V in radial field given by = − ude F ∆W = Work done in moving mass m given by potential ∆V done in moving mass m given by ∆W =mm∆V Gravitational potential potential g =•difference. tgravitational mass defined by Work r geld of lines. the definition of gravitational zero value at m Understanding ofincluding the definition of gravitational potential, including zero value at GM ∆W = mpotential, ∆V moving mass m given by GM cal representations of variations and Vfield with r. F VVinof aggravitational given Magnitude gravitational potential difference. in aradial radial field givenby byVV==−− Magnitude GM ofof infinity, and of potential difference. g by = GM gby=∆W fieldfield given by by Gravitational V in a radial field given by r V =2= −mdone Vainradial a radial given mmass ∆V ∆V inpotential moving m given Work moving mass m given by ∆W = m ∆Vr r representations r g = − Graphical d to g by GM ofofvariations V with r. representations variationsofofg gand and GMV with r. GM V with r. ∆Graphical r by Magnitude of variations of g− and g = field ven V Vresentations in by a radial given = tential V V in a radial field given by = − of 2 VV ∆∆ r r ∆Vr of gravitational g including Vsatellites to theplanets potential, value at g=r.=−− zero Vrelated related tog gby by gdefinition by =− of and esentations of variations of g and V with Graphical representations ofofvariations ofofggand VVwith ∆ r Graphical representations variations and withr.r. ∆ r r avitational∆potential difference. period and speed related to radius of circular orbit. V ∆ ∆V gravitational potential, including = related m ∆Vzero ving m given by ∆W g mass by = − satellites gat byand = − Vof to gvalue and satellites nets and Orbits ofplanets planets satellites considerations for an orbiting satellite. ∆r • • Orbits tial difference. ∆r GM and speed related to of circular Orbital and speed V =period a radial byradius −period andorbit. speedrelated relatedtotoradius radiusofofcircular circularorbit. orbit. ance of a=geosynchronous orbit. ∆Wfield mgiven ∆V Orbital en by nets and satellites r ofof derations for an orbiting Orbits planets and satellites • satellite. • Orbits planets and satellites Energy considerations for an orbiting satellite. Energy considerations for an orbiting satellite. GM to orbit. and speed related radius of circular of− variations of gOrbital and V with r.orbit. of a geosynchronous period and speed related to radius of circular orbit. centations Fields V= ven by Significance Orbital of period and speed related orbit. toorbit. radius of circular orbit. Significance ofaageosynchronous geosynchronous erations satellite. ∆V for anrorbiting Energy considerations for an orbiting satellite. ds g = − Energy considerations for an orbiting satellite. f a geosynchronous orbit. mb’s ationslaw of g and V with r. Significance of a geosynchronous orbit. ∆r 3.4.3 ElectricFields Fields 3.4.3 Electric aw Significance of a geosynchronous 1 Q1Q 2 orbit. s Electric Fields 3.4.3 setween and satellites where ε0 is the point in a vacuum Coulomb’s law • •charges 1 Q1QF2 = Coulomb’s law 4πε 0 ε0 is where n speed point charges in radius a vacuum F = orbit. r 2the dw related to of circular 2 Coulomb’s law • 1 QQQQ 4πεFields r 3.4.3 Electric 0 ations forfree an orbiting satellite. Q1Q 2charges 1 point the Force between ininaavacuum FF== 1 1 Q1Q1 221 2 2 where vity of space. whereε0εis Force between point charges vacuum 0 is the where ε0 is in thea vacuum F = 4πε nto point charges inorbit. a orbit. vacuum F =between 2point 2where ε0 is the free space. Force charges radius of circular geosynchronous r 4 πε 0 r 2 4πε 0 r 4πε 0 0 r satellite. cting field strength• Coulomb's law strength permittivity of free space. permittivity of free space. ree space. permittivity of free space. s orbit. F betweenFpoint charges in a vacuum Force unitper charge by E = field ce unit defined charge defined bystrength E = strength strength • • Electric Electric strength • Electric Qfieldfield F 1 Q1Q 2 Q FF ,where ε0 is the oint in a vacuum = per unit charge by force EE =F as on bycharges electric field per unit charge defined byEE E=== F Elines. unit defined byby entation bydefined electric field lines. Eas as force per unit charge defined 4πε 4force πε r 2 charge Q 00 QQQ 1 Q 1 Q1Q 2 1 Q field in aelectric radial E = ε0 isis the space. aenEvacuum F =field given by lines.2 bywhere the permittivity of free space. 2 Representation by electric lines. ude of E in a 4radial Eelectric =electricfield 4πε 0by r by πε 0Representation lines. rfield given Representation field lines. 2 1 Qby Q 0 r field given by E = 1 Eength in a radial field given by Magnitude E = V 2of E in 4aπε radial 11 Q 2Q 4 πε E E in a uniform fieldMagnitude given by = r F 0 4 πε E in a radial field given by of E = r E in a radial of V field given by E = 0 2 2 it charge defined byMagnitude E= d 4 πε ude of E in a uniform field by E = 4Vπε V 0 0r r Q given E= E in a uniform field given by d Magnitude of E in a uniform field given by E = F d VdV electric dy by E = field lines. Magnitude ofQEEininaauniform Q Magnitude uniformfield fieldgiven givenbybyEE== 1 of dd a radial field given by E = nes. 1 Q 4πε 0 r 2 3 15 by g = − of variations of g and V with r. sentations ∆r • Orbits of planets and satellites ∆V g = − Orbital period related to radius of circular orbit. GCE Physics A for exams fromand Junespeed 2014 onwards (version 1.5) nets and satellites ∆r Energy considerations for an orbiting satellite. and speed related to radius of circular orbit. s and satellites Significance of a geosynchronous orbit. erations for an orbiting satellite. related to radius of circular orbit. fdaspeed geosynchronous orbit. 3.4.3 Electric Fields ations for an orbiting satellite. sgeosynchronous orbit. • Coulomb’s law 1 Q1Q 2 w where ε0 is the Force between point charges in a vacuum F = 1 Q1Q 2 4πε 0 r 2 where ε0 is the n point charges in a vacuum F = permittivity 4πε 0of free r 2 space. 1 Q 1Q 2 where ε0 is the point charges in a vacuumElectric F= ree space. 4πεfield r 2strength • • Electric strength 0 field F strength e space. EEas as force force per per unit unit charge charge defined by E = F Q unit charge defined by E = Representation by electric field lines. rength Representation by electric field lines. Q F 1 Q nit charge defined by E = Magnitude of E in a radial field given by n by electric field lines. Magnitude of E in a radial field given by E = Q 1 Q 4πε 0 r 2 E a radialfield fieldlines. given by E = byinelectric 4πε 4πε 0 r 2 V 1 0Q Magnitude of E in a uniform field given by E = n a radial field given by E Magnitude = d V 2 of E in a uniform field given by E in a uniform field given by 4Eπε=0 r d V n a uniform field given by E = d 0.2, draft submitted to QCA (July 2007) on for first teaching 2008: version on for first teaching 0.2,potential draft submitted to QCA (July 2007) •2008: version Electric Understanding of definition of absolute electric potential, including zero value at infinity, and of electric New GCE 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 engineering technology. It embraces 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 be 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. 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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. Timedilation Proper time and v 22 122 Time t = t 00 dilation 1 − − vc 22 − 12 t = t 01 − 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 01 − 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 For updates and further information on any of our specifications, to find answers or to ask a question: register with ASK AQA at: http://www.aqa.org.uk/help-and-contacts/ask-aqa For information on courses and events please visit: http://www.aqa.org.uk/professional-development Every specification is assigned a discounting code indicating the subject area to which it belongs for performance measure purposes. 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