Learner Guide - Mr. Bernreuter · 6 Cambridge IGCSE Physics 0625 About the practical papers Twenty...

Learner GuideCambridge IGCSE®

Physics

0625

Cambridge Secondary 2

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® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2015

Version 2

Contents

How to use this guide ....................................................................................................... 3Section 1: How will you be tested?Section 2: Examination adviceSection 3: What will be tested?Section 4: What you need to knowSection 5: Appendices

Section 1: How will you be tested? ..................................................................................... 5About the papersAbout the theory papersAbout the practical papers

Section 2: Examination advice ............................................................................................. 9General advicePaper 1 and Paper 2 advicePaper 3 and Paper 4 advicePaper 5 and Paper 6 advice

Section 3: What will be tested? ......................................................................................... 13

Section 4: What you need to know ................................................................................... 15How to use the table

Section 5: Appendices ....................................................................................................... 47Symbols, units and defi nitions of physical quantitiesCommand words and phrasesMathematical skills

2 Cambridge IGCSE Physics 0625

How to use this guide

3Cambridge IGCSE Physics 0625


The guide describes what you need to know about your Cambridge IGSCE Physics examination. It will help you to plan your revision programme for the written examinations and will explain what we are looking for in the answers you write. It can also be used to help you to revise by using the tick boxes in Section 4, ‘What you need to know’, to check what you know and which topic areas of Physics you have covered.

The guide contains the following sections:

Section 1: How will you be tested?This section will give you information about the different types of theory and practical examination papers that are available.

Section 2: Examination adviceThis section gives you advice to help you do as well as you can. Some of the ideas are general advice and some are based on the common mistakes that learners make in exams.

Section 3: What will be tested?This section describes the areas of knowledge, understanding and skills that we will test you on.

Section 4: What you need to knowThis shows the syllabus in a simple way so that you can check

• the topics you need to know about

• how the Extended syllabus (Supplement) differs from the Core syllabus

• details about each topic in the syllabus

• how much of the syllabus you have covered

Section 5: AppendicesThis section covers other things you need to know such as:

• symbols, units and defi nitions of physical quantities

• the importance of the command words we use in examination papers

• information about the mathematical skills you need

Not all the information will be relevant to you. For example, you will need to select what you need to know in Sections 1 and 4 by fi nding out from your teacher which examination papers you will be taking.

Section 1: How will you be tested?



About the papersYou will be entered for three examination papers, two theory papers and one practical paper.

You will need to ask your teacher which practical paper you are taking. Nearer the time of the examination, you will also need to ask which theory papers you are being entered for. If your teacher thinks that you should enter for the examination based on the Core syllabus, you will take Paper 1, Paper 3 and one of the practical papers (5 or 6). If your teacher thinks that you should enter for the examination based on the Extended syllabus, you will take Paper 2, Paper 4 and one of the practical papers (5 or 6). Whether you take Paper 2 or 3 will depend on the progress your teacher thinks you have made and which paper best suits your particular strengths. You should discuss this with your teacher.

All learners are assessed on practical work. This is by taking either Paper 5 or Paper 6. You should check with your teacher which paper you are to take.

About the theory papersThe table gives you information about the theory papers

Paper number

How long is the paper?

What’s in the paper? What’s the % of the total examination?

Paper 1 (Core)

45 minutes 40 multiple-choice questions. You choose one answer you consider correct from four possible answers.

30% (you do either Paper 1 or Paper 2)

Paper 2 (Extended)

45 minutes 40 multiple-choice questions. You choose one answer you consider correct from four possible answers.


Paper 3 (Core)

1 hour 15 minutes Short-answer and structured questions. You should write your answers in the spaces provided. The paper tests topics in the Core syllabus.


Paper 4 (Extended)

1 hour 15 minutes Short-answer and structured questions. You should write your answers in the spaces provided. The paper tests topics in the Extended syllabus.


Total 80%



About the practical papersTwenty percent of the marks for Cambridge IGCSE Physics are for practical work. Practical work is based on experimental skills.

You will do one of the practical papers shown in the table. Your teacher will tell you which practical paper you will do.

Paper number and type

How long is the paper?

What’s in the test/paper?

Paper 5 Practical Test

1 hour 15 minutes A practical exam which is supervised by a teacher. There are usually four questions, three of which you will need to use apparatus.

Paper 6 Alternative to Practical

1 hour A written paper about practical work. There are usually four questions which test the same skill areas as Paper 5.

Total 20%

Practical papersHere is some more detail about each of the Practical Papers. If you are unsure of anything, ask your teacher.

Experimental skills tested in Paper 5: Practical Test and Paper 6: Alternative to Practical

You may be asked questions on the following experimental contexts:

• measurement of physical quantities such as length or volume or force

• cooling and heating

• springs and balances

• timing motion or oscillations

• electric circuits

• optics equipment such as mirrors, prisms and lenses

• procedures using simple apparatus, in situations where the method may not be familiar to you.

You may be required to do the following:

• use, or describe the use of, common techniques, apparatus and materials, for example ray-tracing equipment or the connection of electric circuits

• select the most appropriate apparatus or method for a task and justify the choice made

• draw, complete or label diagrams of apparatus

• explain the manipulation of the apparatus to obtain observations or measurements, for example:

– when determining a derived quantity, such as the extension per unit load for a spring

– when testing/identifying the relationship between two variables, such as between the p.d. across a wire and its length

– when comparing physical quantities, such as two masses using a balancing method



• make estimates or describe outcomes which demonstrate their familiarity with an experiment, procedure or technique

• take readings from an appropriate measuring device or from an image of the device (for example thermometer, rule, protractor, measuring cylinder, ammeter, stopwatch), including:

– reading analogue and digital scales with accuracy and appropriate precision

– interpolating between scale divisions when appropriate

– correcting for zero errors, where appropriate

• plan to take a suffi cient number and range of measurements, repeating where appropriate to obtain an average value

• describe or explain precautions taken in carrying out a procedure to ensure safety or the accuracy of observations and data, including the control of variables

• identify key variables and describe how, or explain why, certain variables should be controlled

• record observations systematically, for example in a table, using appropriate units and to a consistent and appropriate degree of precision

• process data, using a calculator where necessary

• present and analyse data graphically, including the use of best-fi t lines where appropriate, interpolation and extrapolation, and the determination of a gradient, intercept or intersection

• draw an appropriate conclusion, justifying it by reference to the data and using an appropriate explanation

• comment critically on a procedure or point of practical detail and suggest an appropriate improvement

• evaluate the quality of data, identifying and dealing appropriately with any anomalous results

• identify possible causes of uncertainty, in data or in a conclusion

• plan an experiment or investigation including making reasoned predictions of expected results and suggesting suitable apparatus and techniques.

Section 2: Examination advice



This section highlights some common mistakes made by learners. They are collected under various subheadings to help you when you revise a particular topic.

General advice• Read the questions carefully and fully.

• Look for details that indicate how to answer or the depth of answer required. For example the question ‘Describe, in terms of the movement and energies of the water molecules, how evaporation takes place’ is allocated two marks on a paper. This shows that you must make two valid points and you must refer to movement and energy of the molecules. So wording such as ‘some molecules have more energy than others and these leave the surface’ will gain both marks.

• Make sure you are confi dent with your calculator – particularly using powers of 10.

• Always show your working in calculations so that you can gain marks for your method even if you make a mistake with the fi nal answer.

• Always include units where appropriate.

• Avoid vague descriptions – try to write clearly and concisely using the correct physics terms.

• Use a sharp pencil for graph work, taking care to plot each point with a small, neat cross and to draw a thin best fi t line.

• At the end of a calculation ask yourself ‘is this answer sensible?’

• Make sure you answer the question set. You will gain no marks for merely repeating the facts given in the question.

Paper 1 and Paper 2 adviceThis is the multiple-choice test.

• Work through the paper with care. Do not miss out a question for any reason – you may then start placing your answers in the wrong places.

• Do not attempt to look for any pattern, or any lack of pattern in the answers. In other words, do not worry about how many questions have been answered A, B, C or D and do not worry about the distribution of As, Bs, Cs and Ds.

Paper 3 and Paper 4 adviceThese are the papers that test your knowledge and understanding of physics theory and the ability to apply your knowledge to situations described on the paper. The following includes some tips on how to read the questions and advice on particular items in the syllabus that often seem to be poorly understood or applied. (This does not mean that other parts of the syllabus require any less revision of course!).



Reading the questions• It is very easy when presented with a diagram question to look at the diagram and then try to answer

the question. You must read and understand the introductory sentences above the diagram fi rst before trying to answer the question. There may be a part of the question near the end which requires you to use a piece of information that is included in the introductory sentences in your answer.

• Be careful how you answer your questions. An explanation of some physics (even if correct) that does not answer the question set does not score marks.

• If there are three marks available for a calculation, two of the three marks are for showing your working.

• If a question states ‘accurately mark’ or ‘accurately draw’, we expect points (e.g. a centre of gravity) to be carefully positioned and lines to be drawn with care using a ruler. In the case of ray diagrams it is expected that rays drawn should pass at least within 1 mm of the relevant point (e.g. principal focus).

• When reading the questions, decide which area of physics you are being asked about. Do not just look at a few words as you may then misunderstand the question. For example a question that mentions heat radiation is not about radioactivity (just because the word ‘radiation’ is seen). If you are asked for a convection current diagram do not draw a circuit just because the word ‘current’ is in the question!

Answering the questionsHere are some examples that show the type of understanding that is required to answer questions successfully.

• You must understand the turning effect of a force and that it is called the moment of the force.

• You must be clear about the names given to types of energy and use them appropriately.

• You should know the circuit symbols required for use in describing electrical circuits. The symbol for a fuse is often not known and the symbols for a thermistor and a variable resistor are commonly confused with each other.

• You must know how to connect a voltmeter in parallel with the component across which you are measuring the potential difference.

• You must have a clear understanding of electromagnetic induction. For example, you must know that when a magnet is moved in or out of a solenoid that is part of a circuit, a current will be induced. It is the movement of the magnet in the solenoid that causes the current as its magnetic fi eld lines cut the coil.

• You must understand the difference between mass and weight.

• You must understand basic radioactivity. You should know about the characteristics of the three types of emission (alpha, beta and gamma), half-life and safety precautions.

Paper 5 and Paper 6 adviceYou will take one of these papers that test practical physics. There are some particular points that are relevant to answering the questions here.

• When plotting a graph it is important to choose the scales so that the plots occupy more than half of the graph grid. Careless, rushed graph plotting can lose several marks. You should always use a sharp pencil and plot small, neat, accurately placed crosses. Then draw a neat thin best-fi t line.

• You should understand that if y is proportional to x then the graph will be a straight line through the origin.



• Diagrams should be drawn with care using a sharp pencil.

• It is important to be able to set up a circuit from a diagram, draw a circuit diagram of a circuit already set up and also to draw a circuit diagram from a written description.

• You need to know that to read the current through a component (e.g. a lamp or a resistor) and the voltage across it, the ammeter is placed in series with the component but the voltmeter must be connected in parallel with the component.

• Column headings in tables of readings must be headed with the quantity and unit as in these examples: I/A, or t/s, or y/m. Graph axes are labelled in the same way.

• Final answers should be given to two or three signifi cant fi gures.

• When carrying out practical work there are usually measurements that are in some way diffi cult to take in spite of taking great care. You should comment about these diffi culties when asked about precautions taken to improve accuracy.

• You should understand that the control of variables is an important aspect of practical work. You should be able to comment on the control of variables in a particular experiment.

• You should understand the signifi cance of wording such as ‘within the limits of experimental accuracy’.

• If you are asked to justify a statement that you have made it must be justifi ed by reference to the readings. A theoretical justifi cation in a practical test will not gain marks.

Section 3: What will be tested?



We take account of the following areas in your examination papers:

• your knowledge (what you remember) and understanding (how you use what you know and apply it to unfamiliar situations)

• how you handle information and solve problems

• your use of experimental skills

These areas of knowledge and skills are called assessment objectives. The theory papers test mainly AO1 (knowledge with understanding) and AO2 (handling information and problem solving). You should note that only half the marks available for AO1 are for simple recall. The purpose of the practical paper is to test AO3 (experimental skill and investigations). Your teacher will be able to give you more information about how each of these is used in examination papers. The table shows you the range of skills you should try to develop.

Assessment objective

What the skill means What you need to be able to do

AO1Knowledge with understanding

remembering facts and applying these facts to new situations

Use scientifi c ideas, facts and laws

Know the meaning of scientifi c terms e.g. centre of mass

Know about apparatus and how it works

Know about symbols, quantities (e.g. mass and weight) and units (e.g. kg and N)

Understand the importance of science in everyday life

AO2Handling information and problem solving

how you extract information and rearrange it in a sensible pattern and how you carry out calculations and make predictions

Select and organise information from graphs, tables and written text

Change information from one form to another e.g. draw graphs.

Arrange data and carry out calculations

Identify patterns from information given and draw conclusions

Explain scientifi c relationships, e.g. use the moving (kinetic) particle theory to explain ideas about solids, liquids and gases.

Make predictions and develop scientifi c ideas

Solve problems

AO3Experimental skills and investigations

planning and carrying out experiments and recording and analysing information

Set up and use apparatus safely

Make observations and measurements and record them

Analyse experimental results and suggest how valid they are

Plan and carry out your own experiment and describe to what extent your plan worked

Section 4: What you need to know



The following table describes the things you may be tested on in the examination. If you are studying only the Core syllabus (Papers 1 and 3), you will need to refer only to the column headed Core material. If you are studying the Extended syllabus (Papers 2 and 4), you will need to refer to both the Core material and the Extended material columns. If you are unsure about which material to use, you should ask your teacher for advice.

How to use the tableYou can use the table throughout your course to check the topic areas you have covered. You can also use it as a revision aid. When you think you have a good knowledge of a topic, you can tick the appropriate box in the checklist column. The main headings in the topic areas are usually followed by the details of what you should know. Test yourself as follows:

• cover up the details with a piece of paper

• try to remember the details

• when you have remembered the details correctly, put a tick in the appropriate box.

If you use a pencil to tick the boxes, you can retest yourself whenever you want by simply rubbing out the ticks. If you are using the table to check which topics you have covered, you can put a tick in the topic column, next to the appropriate bullet point.

The column headed ‘Comments’ can be used:

• to add further information about the details for each bullet point

• to add learning aids, e.g. simple equations set out in a triangle to help in rearranging the equation

• to highlight areas of diffi culty/ things you need to ask your teacher about.



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1.5.

2 Tu

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• D

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ses

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f a

forc

e •

Cal

cula

te m

omen

t usi

ng

the

prod

uct f

orce

×

perp

endi

cula

r dis

tanc

e fr

om th

e pi

vot

• A

pply

the

prin

cipl

e of

mom

ents

to th

e ba

lanc

ing

of a

bea

m

abou

t a p

ivot

• A

pply

the

prin

cipl

e of

m

omen

ts to

diff

eren

t si

tuat

ions

1.5.

3 C

ondi

tions

for

equi

libriu

m•

Rec

ogni

se th

at, w

hen

ther

e is

no

resu

ltant

fo

rce

and

no re

sulta

nt

turn

ing

effe

ct, a

sys

tem

is

in e

quili

briu

m

•

Perf

orm

and

des

crib

e an

exp

erim

ent (

invo

lvin

g ve

rtic

al fo

rces

) to

show

th

at th

ere

is n

o ne

t m

omen

t on

a bo

dy in

eq

uilib

rium

1.5.

4 C

entr

e of

m

ass

• Pe

rfor

m a

nd d

escr

ibe

an

expe

rimen

t to

dete

rmin

e th

e po

sitio

n of

the

cent

re

of m

ass

of a

pla

ne la

min

a•

Des

crib

e qu

alita

tivel

y th

e ef

fect

of t

he p

ositi

on o

f th

e ce

ntre

of m

ass

on

the

stab

ility

of s

impl

e ob

ject

s



Topi

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l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

1.5.

5 Sc

alar

s an

d ve

ctor

s•

Und

erst

and

that

vec

tors

ha

ve a

mag

nitu

de a

nd

dire

ctio

n •

Dem

onst

rate

an

unde

rsta

ndin

g of

the

diff

eren

ce b

etw

een

scal

ars

and

vect

ors

and

give

com

mon

exa

mpl

es•

Det

erm

ine

grap

hica

lly

the

resu

ltant

of t

wo

vect

ors

1.6

Mom

entu

m•

Und

erst

and

the

conc

epts

of

mom

entu

m a

nd

impu

lse

• R

ecal

l and

use

the

equa

tion

mom

entu

m =

m

ass

× v

eloc

ity, p

= m

v •

Rec

all a

nd u

se th

e eq

uatio

n fo

r im

puls

e Ft

= m

v –

mu

• A

pply

the

prin

cipl

e of

th

e co

nser

vatio

n of

m

omen

tum

to s

olve

si

mpl

e pr

oble

ms

in o

ne

dim

ensi

on



Topi

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ore

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l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

1.7

Ener

gy, w

ork

and

pow

er

1.7.

1 En

ergy

• Id

entif

y ch

ange

s in

ki

netic

, gra

vita

tiona

l po

tent

ial,

chem

ical

, el

astic

(str

ain)

, nuc

lear

an

d in

tern

al e

nerg

y th

at

have

occ

urre

d as

a re

sult

of a

n ev

ent o

r pro

cess

• R

ecog

nise

that

ene

rgy

is

tran

sfer

red

durin

g ev

ents

an

d pr

oces

ses,

incl

udin

g ex

ampl

es o

f tra

nsfe

r by

forc

es (m

echa

nica

l w

orki

ng),

by e

lect

rical

cu

rren

ts (e

lect

rical

w

orki

ng),

by h

eatin

g an

d by

wav

es•

App

ly th

e pr

inci

ple

of

cons

erva

tion

of e

nerg

y to

si

mpl

e ex

ampl

es

• R

ecal

l and

use

the

expr

essi

ons

kine

tic

ener

gy =

½m

v 2 and

ch

ange

in g

ravi

tatio

nal

pote

ntia

l ene

rgy

= m

g∆h

• A

pply

the

prin

cipl

e of

co

nser

vatio

n of

ene

rgy

to e

xam

ples

invo

lvin

g m

ultip

le s

tage

s•

Expl

ain

that

in a

ny e

vent

or

pro

cess

the

ener

gy

tend

s to

bec

ome

mor

e sp

read

out

am

ong

the

obje

cts

and

surr

ound

ings

(d

issi

pate

d)



Topi

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ore

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eria

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l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

1.7.

2 En

ergy

re

sour

ces

• D

escr

ibe

how

ele

ctric

ity

or o

ther

use

ful f

orm

s of

en

ergy

may

be

obta

ined

fr

om:

–ch

emic

al e

nerg

y st

ored

in fu

el –

wat

er, i

nclu

ding

th

e en

ergy

sto

red

in w

aves

, in

tides

, an

d in

wat

er b

ehin

d hy

droe

lect

ric d

ams

–ge

othe

rmal

re

sour

ces

–nu

clea

r fi s

sion

–he

at a

nd li

ght f

rom

th

e Su

n (s

olar

cel

ls

and

pane

ls)

–w

ind

• G

ive

adva

ntag

es a

nd

disa

dvan

tage

s of

eac

h m

etho

d in

term

s of

re

new

abili

ty, c

ost,

relia

bilit

y, s

cale

and

en

viro

nmen

tal i

mpa

ct•

Show

a q

ualit

ativ

e un

ders

tand

ing

of

effi c

ienc

y

• U

nder

stan

d th

at th

e Su

n is

the

sour

ce o

f en

ergy

for a

ll ou

r ene

rgy

reso

urce

s ex

cept

ge

othe

rmal

, nuc

lear

and

tid

al

• Sh

ow a

n un

ders

tand

ing

that

ene

rgy

is re

leas

ed

by n

ucle

ar fu

sion

in th

e Su

n•

Rec

all a

nd u

se th

e eq

uatio

n: e

ffi c

ienc

y =

ener

gyin

put

usef

ulen

ergy

outp

ut ×

100%

• ef

fi cie

ncy

=

pow

erin

put

usef

ulpo

wer

outp

ut ×

100%



Topi

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ore

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eria

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eria

l

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ld b

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heck

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

1.7.

3 W

ork

• D

emon

stra

te

unde

rsta

ndin

g th

at

wor

k do

ne =

ene

rgy

tran

sfer

red

• R

elat

e (w

ithou

t ca

lcul

atio

n) w

ork

done

to

the

mag

nitu

de o

f a fo

rce

and

the

dist

ance

mov

ed

in th

e di

rect

ion

of th

e fo

rce

• R

ecal

l and

use

W

= F

d =

∆E

1.7.

4 Po

wer

• R

elat

e (w

ithou

t ca

lcul

atio

n) p

ower

to

wor

k do

ne a

nd ti

me

take

n, u

sing

app

ropr

iate

ex

ampl

es

•

Rec

all a

nd u

se th

e eq

uatio

n P

= ∆

E / t

in

sim

ple

syst

ems

1.8

Pres

sure

• R

ecal

l and

use

the

equa

tion

p =

F / A

• R

elat

e pr

essu

re to

fo

rce

and

area

, usi

ng

appr

opria

te e

xam

ples

• D

escr

ibe

the

sim

ple

mer

cury

bar

omet

er a

nd

its u

se in

mea

surin

g at

mos

pher

ic p

ress

ure

• R

elat

e (w

ithou

t ca

lcul

atio

n) th

e pr

essu

re

bene

ath

a liq

uid

surf

ace

to d

epth

and

to d

ensi

ty,

usin

g ap

prop

riate

ex

ampl

es•

Use

and

des

crib

e th

e us

e of

a m

anom

eter

• R

ecal

l and

use

the

equa

tion

p =

hρg



Topi

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ore

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eria

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ded

mat

eria

l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

2. T

herm

al p

hysi

cs

2.1

Sim

ple

kine

tic

mol

ecul

ar m

odel

of

mat

ter

2.1.

1 St

ates

of

mat

ter

• St

ate

the

dist

ingu

ishi

ng

prop

ertie

s of

sol

ids,

liq

uids

and

gas

es

2.1.

2 M

olec

ular

m

ode

• D

escr

ibe

qual

itativ

ely

the

mol

ecul

ar s

truc

ture

of

sol

ids,

liqu

ids

and

gase

s in

term

s of

the

arra

ngem

ent,

sepa

ratio

n an

d m

otio

n of

the

mol

ecul

es•

Inte

rpre

t the

tem

pera

ture

of

a g

as in

term

s of

the

mot

ion

of it

s m

olec

ules

• D

escr

ibe

qual

itativ

ely

the

pres

sure

of a

gas

in

term

s of

the

mot

ion

of it

s m

olec

ules

• Sh

ow a

n un

ders

tand

ing

of th

e ra

ndom

mot

ion

of

part

icle

s in

a s

uspe

nsio

n as

evi

denc

e fo

r the

ki

netic

mol

ecul

ar m

odel

of

mat

ter

• D

escr

ibe

this

mot

ion

(som

etim

es k

now

n as

Bro

wni

an m

otio

n)

in te

rms

of ra

ndom

m

olec

ular

bom

bard

men

t

• R

elat

e th

e pr

oper

ties

of s

olid

s, li

quid

s an

d ga

ses

to th

e fo

rces

an

d di

stan

ces

betw

een

mol

ecul

es a

nd to

the

mot

ion

of th

e m

olec

ules

• Ex

plai

n pr

essu

re in

te

rms

of th

e ch

ange

of

mom

entu

m o

f the

pa

rtic

les

strik

ing

the

wal

ls c

reat

ing

a fo

rce

• Sh

ow a

n ap

prec

iatio

n th

at m

assi

ve p

artic

les

may

be

mov

ed b

y lig

ht,

fast

-mov

ing

mol

ecul

es



Topi

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eria

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l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

2.1.

3 Ev

apor

atio

n•

Des

crib

e ev

apor

atio

n in

term

s of

the

esca

pe

of m

ore-

ener

getic

m

olec

ules

from

the

surf

ace

of a

liqu

id•

Rel

ate

evap

orat

ion

to th

e co

nseq

uent

coo

ling

of

the

liqui

d

• D

emon

stra

te a

n un

ders

tand

ing

of h

ow

tem

pera

ture

, sur

face

ar

ea a

nd d

raug

ht o

ver

a su

rfac

e in

fl uen

ce

evap

orat

ion

• Ex

plai

n th

e co

olin

g of

a

body

in c

onta

ct w

ith a

n ev

apor

atin

g liq

uid

2.1.

4 Pr

essu

re

chan

ges

• D

escr

ibe

qual

itativ

ely,

in

term

s of

mol

ecul

es, t

he

effe

ct o

n th

e pr

essu

re o

f a

gas

of:

–a

chan

ge o

f te

mpe

ratu

re a

t co

nsta

nt v

olum

e –

a ch

ange

of

volu

me

at c

onst

ant

tem

pera

ture

•

Rec

all a

nd u

se th

e eq

uatio

n pV

= c

onst

ant

for a

fi xe

d m

ass

of g

as a

t co

nsta

nt te

mpe

ratu

re

2.2

Ther

mal

pr

oper

ties

and

tem

pera

ture

2.2.

1 Th

erm

al

expa

nsio

n of

sol

ids,

liq

uids

and

gas

es

• D

escr

ibe

qual

itativ

ely

the

ther

mal

exp

ansi

on o

f so

lids,

liqu

ids,

and

gas

es

at c

onst

ant p

ress

ure

• Id

entif

y an

d ex

plai

n so

me

of th

e ev

eryd

ay

appl

icat

ions

and

co

nseq

uenc

es o

f the

rmal

ex

pans

ion

• Ex

plai

n, in

term

s of

the

mot

ion

and

arra

ngem

ent

of m

olec

ules

, the

rela

tive

orde

r of t

he m

agni

tude

of

the

expa

nsio

n of

so

lids,

liqu

ids

and

gase

s



Topi

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ore

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eria

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ded

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l

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shou

ld b

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le t

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

2.2.

2 M

easu

rem

ent

of te

mpe

ratu

re•

App

reci

ate

how

a

phys

ical

pro

pert

y th

at

varie

s w

ith te

mpe

ratu

re

may

be

used

for t

he

mea

sure

men

t of

tem

pera

ture

, and

sta

te

exam

ples

of s

uch

prop

ertie

s•

Rec

ogni

se th

e ne

ed fo

r an

d id

entif

y fi x

ed p

oint

s•

Des

crib

e an

d ex

plai

n th

e st

ruct

ure

and

actio

n of

liqu

id-in

-gla

ss

ther

mom

eter

s

• D

emon

stra

te

unde

rsta

ndin

g of

se

nsiti

vity

, ran

ge a

nd

linea

rity

• D

escr

ibe

the

stru

ctur

e of

a th

erm

ocou

ple

and

show

und

erst

andi

ng o

f its

use

as

a th

erm

omet

er

for m

easu

ring

high

te

mpe

ratu

res

and

thos

e th

at v

ary

rapi

dly

• D

escr

ibe

and

expl

ain

how

the

stru

ctur

e of

a li

quid

-in-g

lass

th

erm

omet

er re

late

s to

its

sen

sitiv

ity, r

ange

and

lin

earit

y

2.2.

3 Th

erm

al

capa

city

(hea

t ca

paci

ty)

• R

elat

e a

rise

in th

e te

mpe

ratu

re o

f a b

ody

to

an in

crea

se in

its

inte

rnal

en

ergy

•

Show

an

unde

rsta

ndin

g of

wha

t is

mea

nt b

y th

e th

erm

al c

apac

ity o

f a

body

• G

ive

a si

mpl

e m

olec

ular

ac

coun

t of a

n in

crea

se in

in

tern

al e

nerg

y•

Rec

all a

nd u

se th

e eq

uatio

n th

erm

al

capa

city

= m

c•

Defi

ne

spec

ifi c

heat

ca

paci

ty•

Des

crib

e an

exp

erim

ent

to m

easu

re th

e sp

ecifi

c he

at c

apac

ity o

f a

subs

tanc

e•

Rec

all a

nd u

se th

e eq

uatio

n ch

ange

in

ener

gy =

mc∆

T



Topi

cC

ore

mat

eria

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ded

mat

eria

l

You

shou

ld b

e ab

le t

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

2.2.

4 M

eltin

g an

d bo

iling

• D

escr

ibe

mel

ting

and

boili

ng in

term

s of

ene

rgy

inpu

t with

out a

cha

nge

in

tem

pera

ture

• St

ate

the

mea

ning

of

mel

ting

poin

t and

boi

ling

poin

t•

Des

crib

e co

nden

satio

n an

d so

lidifi

catio

n in

term

s of

mol

ecul

es

• D

istin

guis

h be

twee

n bo

iling

and

eva

pora

tion

• U

se th

e te

rms

late

nt h

eat

of v

apor

isat

ion

and

late

nt

heat

of f

usio

n an

d gi

ve a

m

olec

ular

inte

rpre

tatio

n of

late

nt h

eat

• D

efi n

e sp

ecifi

c la

tent

he

at•

Des

crib

e an

exp

erim

ent

to m

easu

re s

peci

fi c

late

nt h

eats

for s

team

an

d fo

r ice

• R

ecal

l and

use

the

equa

tion

ener

gy =

ml

2.3

Ther

mal

pr

oces

ses

2.3.

1 C

ondu

ctio

n

• D

escr

ibe

expe

rimen

ts

to d

emon

stra

te th

e pr

oper

ties

of g

ood

and

bad

ther

mal

con

duct

ors

•

Giv

e a

sim

ple

mol

ecul

ar

acco

unt o

f con

duct

ion

in s

olid

s in

clud

ing

latt

ice

vibr

atio

n an

d tr

ansf

er b

y el

ectr

ons

2.3.

2 C

onve

ctio

n•

Rec

ogni

se c

onve

ctio

n as

an

impo

rtan

t met

hod

of

ther

mal

tran

sfer

in fl

uids

•

Rel

ate

conv

ectio

n in

fl ui

ds to

den

sity

ch

ange

s an

d de

scrib

e ex

perim

ents

to il

lust

rate

co

nvec

tion



Topi

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ore

mat

eria

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ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

2.3.

3 R

adia

tion

• Id

entif

y in

fra-

red

radi

atio

n as

par

t of

the

elec

trom

agne

tic

spec

trum

• R

ecog

nise

that

ther

mal

en

ergy

tran

sfer

by

radi

atio

n do

es n

ot re

quire

a

med

ium

• D

escr

ibe

the

effe

ct o

f su

rfac

e co

lour

(bla

ck o

r w

hite

) and

text

ure

(dul

l or

shin

y) o

n th

e em

issi

on,

abso

rptio

n an

d re

fl ect

ion

of ra

diat

ion

• D

escr

ibe

expe

rimen

ts to

sh

ow th

e pr

oper

ties

of

good

and

bad

em

itter

s an

d go

od a

nd b

ad

abso

rber

s of

infr

a-re

d ra

diat

ion

• Sh

ow u

nder

stan

ding

that

th

e am

ount

of r

adia

tion

emitt

ed a

lso

depe

nds

on

the

surf

ace

tem

pera

ture

an

d su

rfac

e ar

ea o

f a

body

2.3.

4 C

onse

quen

ces

of e

nerg

y tr

ansf

er•

Iden

tify

and

expl

ain

som

e of

the

ever

yday

ap

plic

atio

ns a

nd

cons

eque

nces

of

cond

uctio

n, c

onve

ctio

n an

d ra

diat

ion



Topi

cC

ore

mat

eria

lE

xten

ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

3. P

rope

rtie

s of

w

aves

, inc

ludi

ng

light

and

sou

nd

3.1

Gen

eral

wav

e pr

oper

ties

• D

emon

stra

te

unde

rsta

ndin

g th

at

wav

es tr

ansf

er e

nerg

y w

ithou

t tra

nsfe

rrin

g m

atte

r •

Des

crib

e w

hat i

s m

eant

by

wav

e m

otio

n as

ill

ustr

ated

by

vibr

atio

n in

ro

pes

and

sprin

gs a

nd b

y ex

perim

ents

usi

ng w

ater

w

aves

• U

se th

e te

rm w

avef

ront

• G

ive

the

mea

ning

of

spee

d, fr

eque

ncy,

w

avel

engt

h an

d am

plitu

de•

Dis

tingu

ish

betw

een

tran

sver

se a

nd

long

itudi

nal w

aves

and

gi

ve s

uita

ble

exam

ples

• D

escr

ibe

how

wav

es c

an

unde

rgo:

–re

fl ect

ion

at a

pla

ne

surf

ace

–re

frac

tion

due

to a

ch

ange

of s

peed

–di

ffra

ctio

n th

roug

h a

narr

ow g

ap•

Des

crib

e th

e us

e of

wat

er w

aves

to

dem

onst

rate

refl e

ctio

n,

refr

actio

n an

d di

ffra

ctio

n

• R

ecal

l and

use

the

equa

tion

v =

f λ

• D

escr

ibe

how

w

avel

engt

h an

d ga

p si

ze a

ffec

ts d

iffra

ctio

n th

roug

h a

gap

• D

escr

ibe

how

w

avel

engt

h af

fect

s di

ffra

ctio

n at

an

edge



Topi

cC

ore

mat

eria

lE

xten

ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

3.2

Ligh

t

3.2.

1 R

efl e

ctio

n of

lig

ht

• D

escr

ibe

the

form

atio

n of

an

optic

al im

age

by a

pl

ane

mirr

or, a

nd g

ive

its

char

acte

ristic

s •

Rec

all a

nd u

se th

e la

w

angl

e of

inci

denc

e =

an

gle

of re

fl ect

ion

• R

ecal

l tha

t the

imag

e in

a

plan

e m

irror

is v

irtua

l•

Perf

orm

sim

ple

cons

truc

tions

, m

easu

rem

ents

and

ca

lcul

atio

ns fo

r refl

ect

ion

by p

lane

mirr

ors

3.2.

2 R

efra

ctio

n of

lig

ht•

Des

crib

e an

exp

erim

enta

l de

mon

stra

tion

of th

e re

frac

tion

of li

ght

• U

se th

e te

rmin

olog

y fo

r th

e an

gle

of in

cide

nce

i an

d an

gle

of re

frac

tion

r and

des

crib

e th

e pa

ssag

e of

ligh

t thr

ough

pa

ralle

l-sid

ed tr

ansp

aren

t m

ater

ial

• G

ive

the

mea

ning

of

criti

cal a

ngle

• D

escr

ibe

inte

rnal

and

to

tal i

nter

nal r

efl e

ctio

n

• R

ecal

l and

use

the

defi n

ition

of r

efra

ctiv

e in

dex

n in

term

s of

spe

ed•

Rec

all a

nd u

se th

e

equa

tion

sin

sin ri

n=

• R

ecal

l and

use

si

nn

c1

=

• D

escr

ibe

and

expl

ain

the

actio

n of

opt

ical

fi br

es

part

icul

arly

in m

edic

ine

and

com

mun

icat

ions

te

chno

logy



Topi

cC

ore

mat

eria

lE

xten

ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

3.2.

3 Th

in

conv

ergi

ng le

ns•

Des

crib

e th

e ac

tion

of a

th

in c

onve

rgin

g le

ns o

n a

beam

of l

ight

• U

se th

e te

rms

prin

cipa

l fo

cus

and

foca

l len

gth

• D

raw

ray

diag

ram

s fo

r th

e fo

rmat

ion

of a

real

im

age

by a

sin

gle

lens

•

Des

crib

e th

e na

ture

of a

n im

age

usin

g th

e te

rms

enla

rged

/sam

e si

ze/

dim

inis

hed

and

uprig

ht/

inve

rted

• D

raw

and

use

ray

diag

ram

s fo

r the

fo

rmat

ion

of a

virt

ual

imag

e by

a s

ingl

e le

ns

• U

se a

nd d

escr

ibe

the

use

of a

sin

gle

lens

as

a m

agni

fyin

g gl

ass

• Sh

ow u

nder

stan

ding

of

the

term

s re

al im

age

and

virt

ual i

mag

e

3.2.

4 D

ispe

rsio

n of

lig

ht•

Giv

e a

qual

itativ

e ac

coun

t of

the

disp

ersi

on o

f lig

ht

as s

how

n by

the

actio

n on

ligh

t of a

gla

ss p

rism

in

clud

ing

the

seve

n co

lour

s of

the

spec

trum

in

thei

r cor

rect

ord

er

•

Rec

all t

hat l

ight

of

a si

ngle

freq

uenc

y is

des

crib

ed a

s m

onoc

hrom

atic



Topi

cC

ore

mat

eria

lE

xten

ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

3.3

Elec

trom

agne

tic

spec

trum

• D

escr

ibe

the

mai

n fe

atur

es o

f the

el

ectr

omag

netic

sp

ectr

um in

ord

er o

f w

avel

engt

h •

Stat

e th

at a

ll e.

m. w

aves

tr

avel

with

the

sam

e hi

gh

spee

d in

a v

acuu

m

• D

escr

ibe

typi

cal

prop

ertie

s an

d us

es

of ra

diat

ions

in a

ll th

e di

ffer

ent r

egio

ns o

f th

e el

ectr

omag

netic

sp

ectr

um in

clud

ing:

–ra

dio

and

tele

visi

on

com

mun

icat

ions

(ra

dio

wav

es)

–sa

telli

te te

levi

sion

an

d te

leph

ones

(m

icro

wav

es)

–el

ectr

ical

app

lianc

es,

rem

ote

cont

rolle

rs

for t

elev

isio

ns a

nd

intr

uder

ala

rms

(infr

a-re

d) –

med

icin

e an

d se

curit

y (X

-ray

s)•

Dem

onst

rate

an

awar

enes

s of

saf

ety

issu

es re

gard

ing

the

use

of m

icro

wav

es a

nd

X-ra

ys

• St

ate

that

the

spee

d of

el

ectr

omag

netic

wav

es

in a

vac

uum

is 3

.0 ×

108

m / s

and

is a

ppro

xim

atel

y th

e sa

me

in a

ir



Topi

cC

ore

mat

eria

lE

xten

ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

3.4

Soun

d•

Des

crib

e th

e pr

oduc

tion

of s

ound

by

vibr

atin

g so

urce

s•

Des

crib

e th

e lo

ngitu

dina

l na

ture

of s

ound

wav

es•

Stat

e th

at th

e ap

prox

imat

e ra

nge

of

audi

ble

freq

uenc

ies

for

a he

alth

y hu

man

ear

is

20 H

z to

20

000

Hz

• Sh

ow a

n un

ders

tand

ing

of th

e te

rm u

ltras

ound

•

Show

an

unde

rsta

ndin

g th

at a

med

ium

is n

eede

d to

tran

smit

soun

d w

aves

• D

escr

ibe

an e

xper

imen

t to

det

erm

ine

the

spee

d of

sou

nd in

air

• R

elat

e th

e lo

udne

ss a

nd

pitc

h of

sou

nd w

aves

to

ampl

itude

and

freq

uenc

y•

Des

crib

e ho

w th

e re

fl ect

ion

of s

ound

may

pr

oduc

e an

ech

o

• D

escr

ibe

com

pres

sion

an

d ra

refa

ctio

n•

Stat

e ty

pica

l val

ues

of

the

spee

d of

sou

nd in

ga

ses,

liqu

ids

and

solid

s



Topi

cC

ore

mat

eria

lE

xten

ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.1

Sim

ple

phen

omen

a of

m

agne

tism

• D

escr

ibe

the

forc

es

betw

een

mag

nets

, and

be

twee

n m

agne

ts a

nd

mag

netic

mat

eria

ls

• G

ive

an a

ccou

nt o

f in

duce

d m

agne

tism

•

Dis

tingu

ish

betw

een

mag

netic

and

non

-m

agne

tic m

ater

ials

• D

escr

ibe

met

hods

of

mag

netis

atio

n, to

incl

ude

stro

king

with

a m

agne

t, us

e of

d.c

. in

a co

il an

d ha

mm

erin

g in

a m

agne

tic

fi eld

•

Dra

w th

e pa

tter

n of

m

agne

tic fi

eld

lines

ar

ound

a b

ar m

agne

t•

Des

crib

e an

exp

erim

ent

to id

entif

y th

e pa

tter

n of

mag

netic

fi el

d lin

es,

incl

udin

g th

e di

rect

ion

• D

istin

guis

h be

twee

n th

e m

agne

tic p

rope

rtie

s of

so

ft ir

on a

nd s

teel

•

Dis

tingu

ish

betw

een

the

desi

gn a

nd u

se o

f pe

rman

ent m

agne

ts a

nd

elec

trom

agne

ts

• Ex

plai

n th

at m

agne

tic

forc

es a

re d

ue to

in

tera

ctio

ns b

etw

een

mag

netic

fi el

ds•

Des

crib

e m

etho

ds o

f de

mag

netis

atio

n, to

in

clud

e ha

mm

erin

g,

heat

ing

and

use

of a

.c. i

n a

coil



Topi

cC

ore

mat

eria

lE

xten

ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.2

Elec

tric

al

quan

titie

s

4.2.

1 El

ectr

ic c

harg

e

• St

ate

that

ther

e ar

e po

sitiv

e an

d ne

gativ

e ch

arge

s•

Stat

e th

at u

nlik

e ch

arge

s at

trac

t and

that

like

ch

arge

s re

pel

• D

escr

ibe

sim

ple

expe

rimen

ts to

sho

w th

e pr

oduc

tion

and

dete

ctio

n of

ele

ctro

stat

ic c

harg

es•

Stat

e th

at c

harg

ing

a bo

dy in

volv

es th

e ad

ditio

n or

rem

oval

of

elec

tron

s•

Dis

tingu

ish

betw

een

elec

tric

al c

ondu

ctor

s an

d in

sula

tors

and

giv

e ty

pica

l exa

mpl

es

• St

ate

that

cha

rge

is

mea

sure

d in

cou

lom

bs

• St

ate

that

the

dire

ctio

n of

an

elec

tric

fi el

d at

a

poin

t is

the

dire

ctio

n of

th

e fo

rce

on a

pos

itive

ch

arge

at t

hat p

oint

•

Des

crib

e an

ele

ctric

fi e

ld a

s a

regi

on in

w

hich

an

elec

tric

cha

rge

expe

rienc

es a

forc

e•

Des

crib

e si

mpl

e fi e

ld

patt

erns

, inc

ludi

ng th

e fi e

ld a

roun

d a

poin

t ch

arge

, the

fi el

d ar

ound

a

char

ged

cond

uctin

g sp

here

and

the

fi eld

be

twee

n tw

o pa

ralle

l pl

ates

(not

incl

udin

g en

d ef

fect

s)•

Giv

e an

acc

ount

of

char

ging

by

indu

ctio

n•

Rec

all a

nd u

se a

sim

ple

elec

tron

mod

el to

di

stin

guis

h be

twee

n co

nduc

tors

and

insu

lato

rs



Topi

cC

ore

mat

eria

lE

xten

ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.2.

2 C

urre

nt•

Stat

e th

at c

urre

nt is

re

late

d to

the

fl ow

of

char

ge•

Use

and

des

crib

e th

e us

e of

an

amm

eter

, bot

h an

alog

ue a

nd d

igita

l •

Stat

e th

at c

urre

nt in

m

etal

s is

due

to a

fl ow

of

elec

tron

s

• Sh

ow u

nder

stan

ding

that

a

curr

ent i

s a

rate

of fl

ow

of

cha

rge

and

reca

ll an

d us

e th

e eq

uatio

n I

= Q

/ t•

Dis

tingu

ish

betw

een

the

dire

ctio

n of

fl ow

of

ele

ctro

ns a

nd

conv

entio

nal c

urre

nt

4.2.

3 El

ectr

omot

ive

forc

e•

Stat

e th

at th

e e.

m.f.

of

an e

lect

rical

sou

rce

of

ener

gy is

mea

sure

d in

vo

lts

•

Show

und

erst

andi

ng th

at

e.m

.f. is

defi

ned

in te

rms

of e

nerg

y su

pplie

d by

a

sour

ce in

driv

ing

char

ge

roun

d a

com

plet

e ci

rcui

t

4.2.

4 Po

tent

ial

diff

eren

ce•

Stat

e th

at th

e po

tent

ial

diff

eren

ce (p

.d.)

acro

ss

a ci

rcui

t com

pone

nt is

m

easu

red

in v

olts

• U

se a

nd d

escr

ibe

the

use

of a

vol

tmet

er, b

oth

anal

ogue

and

dig

ital

• R

ecal

l tha

t 1 V

is

equi

vale

nt to

1 J

/ C



Topi

cC

ore

mat

eria

lE

xten

ded

mat

eria

l

You

shou

ld b

e ab

le t

o:C

heck

list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.2.

5 R

esis

tanc

e•

Stat

e th

at re

sist

ance

=

p.d

. / cu

rren

t and

un

ders

tand

qua

litat

ivel

y ho

w c

hang

es in

p.d

. or

resi

stan

ce a

ffec

t cur

rent

• R

ecal

l and

use

the

equa

tion

R =

V / I

• D

escr

ibe

an e

xper

imen

t to

det

erm

ine

resi

stan

ce

usin

g a

voltm

eter

and

an

amm

eter

• R

elat

e (w

ithou

t ca

lcul

atio

n) th

e re

sist

ance

of a

wire

to it

s le

ngth

and

to it

s di

amet

er

• Sk

etch

and

exp

lain

th

e cu

rren

t-vol

tage

ch

arac

teris

tic o

f an

ohm

ic

resi

stor

and

a fi

lam

ent

lam

p•

Rec

all a

nd u

se

quan

titat

ivel

y th

e pr

opor

tiona

lity

betw

een

resi

stan

ce a

nd le

ngth

, an

d th

e in

vers

e pr

opor

tiona

lity

betw

een

resi

stan

ce a

nd c

ross

-se

ctio

nal a

rea

of a

wire

4.2.

6 El

ectr

ical

w

orki

ng•

Und

erst

and

that

ele

ctric

ci

rcui

ts tr

ansf

er e

nerg

y fr

om th

e ba

tter

y or

po

wer

sou

rce

to th

e ci

rcui

t com

pone

nts

then

in

to th

e su

rrou

ndin

gs

•

Rec

all a

nd u

se th

e eq

uatio

ns P

= I

V an

d E

= I

Vt



Topi

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eria

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.3

Elec

tric

circ

uits

4.3.

1 C

ircui

t di

agra

ms

• D

raw

and

inte

rpre

t ci

rcui

t dia

gram

s co

ntai

ning

sou

rces

, sw

itche

s, re

sist

ors

(fi xe

d an

d va

riabl

e),

heat

ers,

ther

mis

tors

, lig

ht-d

epen

dent

re

sist

ors,

lam

ps,

amm

eter

s, v

oltm

eter

s,

galv

anom

eter

s,

mag

netis

ing

coils

, tr

ansf

orm

ers,

bel

ls, f

uses

an

d re

lays

•

Dra

w a

nd in

terp

ret c

ircui

t di

agra

ms

cont

aini

ng

diod

es

4.3.

2 Se

ries

and

para

llel c

ircui

ts•

Und

erst

and

that

the

curr

ent a

t eve

ry p

oint

in a

se

ries

circ

uit i

s th

e sa

me

• G

ive

the

com

bine

d re

sist

ance

of t

wo

or

mor

e re

sist

ors

in s

erie

s•

Stat

e th

at, f

or a

par

alle

l ci

rcui

t, th

e cu

rren

t fro

m

the

sour

ce is

larg

er

than

the

curr

ent i

n ea

ch

bran

ch•

Stat

e th

at th

e co

mbi

ned

resi

stan

ce o

f tw

o re

sist

ors

in p

aral

lel i

s le

ss th

an th

at o

f eith

er

resi

stor

by

itsel

f •

Stat

e th

e ad

vant

ages

of

con

nect

ing

lam

ps in

pa

ralle

l in

a lig

htin

g ci

rcui

t

• C

alcu

late

the

com

bine

d e.

m.f.

of s

ever

al s

ourc

es

in s

erie

s •

Rec

all a

nd u

se th

e fa

ct

that

the

sum

of t

he p

.d.s

ac

ross

the

com

pone

nts

in a

ser

ies

circ

uit i

s eq

ual

to th

e to

tal p

.d. a

cros

s th

e su

pply

• R

ecal

l and

use

the

fact

th

at th

e cu

rren

t fro

m th

e so

urce

is th

e su

m o

f the

cu

rren

ts in

the

sepa

rate

br

anch

es o

f a p

aral

lel

circ

uit

• C

alcu

late

the

effe

ctiv

e re

sist

ance

of t

wo

resi

stor

s in

par

alle

l



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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.3.

3 A

ctio

n an

d us

e of

circ

uit

com

pone

nts

• D

escr

ibe

the

actio

n of

a

varia

ble

pote

ntia

l div

ider

(p

oten

tiom

eter

)•

Des

crib

e th

e ac

tion

of

ther

mis

tors

and

ligh

t-de

pend

ent r

esis

tors

and

sh

ow u

nder

stan

ding

of

thei

r use

as

inpu

t tr

ansd

ucer

s•

Des

crib

e th

e ac

tion

of a

rela

y an

d sh

ow

unde

rsta

ndin

g of

its

use

in s

witc

hing

circ

uits

• D

escr

ibe

the

actio

n of

a d

iode

and

sho

w

unde

rsta

ndin

g of

its

use

as a

rect

ifi er

• R

ecog

nise

and

sho

w

unde

rsta

ndin

g of

circ

uits

op

erat

ing

as li

ght-

sens

itive

sw

itche

s an

d te

mpe

ratu

re-o

pera

ted

alar

ms

(to in

clud

e th

e us

e of

a re

lay)

4.4

Dig

ital

elec

tron

ics

• Ex

plai

n an

d us

e th

e te

rms

anal

ogue

and

di

gita

l in

term

s of

co

ntin

uous

var

iatio

n an

d hi

gh/lo

w s

tate

s •

Des

crib

e th

e ac

tion

of

NO

T, A

ND

, OR

, NA

ND

an

d N

OR

gat

es

• R

ecal

l and

use

the

sym

bols

for l

ogic

gat

es

• D

esig

n an

d un

ders

tand

si

mpl

e di

gita

l circ

uits

co

mbi

ning

sev

eral

logi

c ga

tes

• U

se tr

uth

tabl

es to

de

scrib

e th

e ac

tion

of

indi

vidu

al g

ates

and

si

mpl

e co

mbi

natio

ns o

f ga

tes



Topi

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ore

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eria

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l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.5

Dan

gers

of

elec

tric

ity•

Stat

e th

e ha

zard

s of

: –

dam

aged

insu

latio

n –

over

heat

ing

of c

able

s –

dam

p co

nditi

ons

• St

ate

that

a fu

se p

rote

cts

a ci

rcui

t •

Expl

ain

the

use

of fu

ses

and

circ

uit b

reak

ers

and

choo

se a

ppro

pria

te

fuse

ratin

gs a

nd c

ircui

t-br

eake

r set

tings

• Ex

plai

n th

e be

nefi t

s of

ea

rthi

ng m

etal

cas

es

4.6

Elec

trom

agne

tic

effe

cts

4.6.

1 El

ectr

omag

netic

in

duct

ion

• Sh

ow u

nder

stan

ding

th

at a

con

duct

or m

ovin

g ac

ross

a m

agne

tic fi

eld

or a

cha

ngin

g m

agne

tic

fi eld

link

ing

with

a

cond

ucto

r can

indu

ce a

n e.

m.f.

in th

e co

nduc

tor

• D

escr

ibe

an e

xper

imen

t to

dem

onst

rate

el

ectr

omag

netic

in

duct

ion

• St

ate

the

fact

ors

affe

ctin

g th

e m

agni

tude

of

an

indu

ced

e.m

.f.

• Sh

ow u

nder

stan

ding

th

at th

e di

rect

ion

of a

n in

duce

d e.

m.f.

opp

oses

th

e ch

ange

cau

sing

it•

Stat

e an

d us

e th

e re

lativ

e di

rect

ions

of f

orce

, fi e

ld

and

indu

ced

curr

ent



Topi

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eria

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l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.6.

2 a.

c. g

ener

ator

• D

istin

guis

h be

twee

n di

rect

cur

rent

(d.c

.) an

d al

tern

atin

g cu

rren

t (a.

c.)

•

Des

crib

e an

d ex

plai

n a

rota

ting-

coil

gene

rato

r an

d th

e us

e of

slip

ring

s •

Sket

ch a

gra

ph o

f vol

tage

ou

tput

aga

inst

tim

e fo

r a

sim

ple

a.c.

gen

erat

or•

Rel

ate

the

posi

tion

of

the

gene

rato

r coi

l to

the

peak

s an

d ze

ros

of th

e vo

ltage

out

put

4.6.

3 Tr

ansf

orm

er•

Des

crib

e th

e co

nstr

uctio

n of

a b

asic

tr

ansf

orm

er w

ith a

sof

t-iro

n co

re, a

s us

ed fo

r vo

ltage

tran

sfor

mat

ions

•

Rec

all a

nd u

se th

e eq

uatio

n (V

p / V

s) =

(Np /

Ns)

• U

nder

stan

d th

e te

rms

step

-up

and

step

-dow

n •

Des

crib

e th

e us

e of

the

tran

sfor

mer

in h

igh-

volta

ge tr

ansm

issi

on o

f el

ectr

icity

• G

ive

the

adva

ntag

es o

f hi

gh-v

olta

ge tr

ansm

issi

on

• D

escr

ibe

the

prin

cipl

e of

ope

ratio

n of

a

tran

sfor

mer

• R

ecal

l and

use

the

equa

tion I p

Vp =

Is V

s (fo

r 100

% e

ffi c

ienc

y)•

Expl

ain

why

pow

er

loss

es in

cab

les

are

low

er w

hen

the

volta

ge

is h

igh



Topi

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ore

mat

eria

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mat

eria

l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.6.

4 Th

e m

agne

tic

effe

ct o

f a c

urre

nt•

Des

crib

e th

e pa

tter

n of

the

mag

netic

fi el

d (in

clud

ing

dire

ctio

n) d

ue

to c

urre

nts

in s

trai

ght

wire

s an

d in

sol

enoi

ds•

Des

crib

e ap

plic

atio

ns

of th

e m

agne

tic e

ffec

t of

cur

rent

, inc

ludi

ng th

e ac

tion

of a

rela

y

• St

ate

the

qual

itativ

e va

riatio

n of

the

stre

ngth

of

the

mag

netic

fi el

d ov

er s

alie

nt p

arts

of t

he

patt

ern

• St

ate

that

the

dire

ctio

n of

a m

agne

tic fi

eld

line

at

a po

int i

s th

e di

rect

ion

of

the

forc

e on

the

N p

ole

of a

mag

net a

t tha

t poi

nt

• D

escr

ibe

the

effe

ct o

n th

e m

agne

tic fi

eld

of

chan

ging

the

mag

nitu

de

and

dire

ctio

n of

the

curr

ent

4.6.

5 Fo

rce

on a

cu

rren

t-ca

rryi

ng

cond

ucto

r

• D

escr

ibe

an e

xper

imen

t to

sho

w th

at a

forc

e ac

ts

on a

cur

rent

-car

ryin

g co

nduc

tor i

n a

mag

netic

fi e

ld, i

nclu

ding

the

effe

ct

of re

vers

ing:

–

the

curr

ent

–th

e di

rect

ion

of th

e fi e

ld

•

Stat

e an

d us

e th

e re

lativ

e di

rect

ions

of f

orce

, fi e

ld

and

curr

ent

• D

escr

ibe

an

expe

rimen

t to

show

th

e co

rres

pond

ing

forc

e on

bea

ms

of c

harg

ed

part

icle

s



Topi

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ore

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eria

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l

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ld b

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le t

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list

Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

4.6.

6 d.

c. m

otor

• St

ate

that

a c

urre

nt-

carr

ying

coi

l in

a m

agne

tic fi

eld

expe

rienc

es a

turn

ing

effe

ct a

nd th

at th

e ef

fect

is

incr

ease

d by

: –

incr

easi

ng th

e nu

mbe

r of t

urns

on

the

coil

–in

crea

sing

the

curr

ent

–in

crea

sing

the

stre

ngth

of t

he

mag

netic

fi el

d

•

Rel

ate

this

turn

ing

effe

ct to

the

actio

n of

an

elec

tric

mot

or in

clud

ing

the

actio

n of

a s

plit-

ring

com

mut

ator

5. A

tom

ic p

hysi

cs

5.1

The

nucl

ear

atom

5.1.

1 A

tom

ic m

odel

• D

escr

ibe

the

stru

ctur

e of

an

atom

in te

rms

of

a po

sitiv

e nu

cleu

s an

d ne

gativ

e el

ectr

ons

•

Des

crib

e ho

w th

e sc

atte

ring

of a

-par

ticle

s by

thin

met

al fo

ils

prov

ides

evi

denc

e fo

r the

nu

clea

r ato

m



Topi

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ore

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eria

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eria

l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

5.1.

2 N

ucle

us•

Des

crib

e th

e co

mpo

sitio

n of

the

nucl

eus

in te

rms

of

prot

ons

and

neut

rons

• St

ate

the

char

ges

of

prot

ons

and

neut

rons

•

Use

the

term

pro

ton

num

ber Z

• U

se th

e te

rm n

ucle

on

num

ber A

• U

se th

e te

rm n

uclid

e an

d us

e th

e nu

clid

e no

tatio

n X

A Z

• U

se a

nd e

xpla

in th

e te

rm

isot

ope

• St

ate

the

mea

ning

of

nucl

ear fi

ssi

on a

nd

nucl

ear f

usio

n•

Bal

ance

equ

atio

ns

invo

lvin

g nu

clid

e no

tatio

n

5.2

Rad

ioac

tivity

5.2.

1 D

etec

tion

of

radi

oact

ivity

• D

emon

stra

te

unde

rsta

ndin

g of

ba

ckgr

ound

radi

atio

n•

Des

crib

e th

e de

tect

ion

of α

-par

ticle

s, β

-par

ticle

s an

d γ-

rays

(β +

are

not

in

clud

ed: β

-par

ticle

s w

ill

be ta

ken

to re

fer t

o β –

)



Topi

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ore

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eria

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l

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ld b

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Com

men

tsYo

u sh

ould

be

able

to:

Che

cklis

tC

omm

ents

5.2.

2 C

hara

cter

istic

s of

the

thre

e ki

nds

of

emis

sion

• D

iscu

ss th

e ra

ndom

na

ture

of r

adio

activ

e em

issi

on•

Iden

tify α

, β a

nd

γ-em

issi

ons

by re

calli

ng –

thei

r nat

ure

–th

eir r

elat

ive

ioni

sing

ef

fect

s –

thei

r rel

ativ

e pe

netr

atin

g ab

ilitie

s•

(β+ a

re n

ot in

clud

ed,

β– pa

rtic

les

will

be

take

n to

refe

r to β

–)

• D

escr

ibe

thei

r defl

ect

ion

in e

lect

ric fi

elds

and

in

mag

netic

fi el

ds•

Inte

rpre

t the

ir re

lativ

e io

nisi

ng e

ffec

ts•

Giv

e an

d ex

plai

n ex

ampl

es o

f pra

ctic

al

appl

icat

ions

of α

, β a

nd

γ-em

issi

ons

5.2.

3 R

adio

activ

e de

cay

• St

ate

the

mea

ning

of

radi

oact

ive

deca

y•

Stat

e th

at d

urin

g α

- or

β-d

ecay

the

nucl

eus

chan

ges

to th

at o

f a

diff

eren

t ele

men

t

• U

se e

quat

ions

invo

lvin

g nu

clid

e no

tatio

n to

re

pres

ent c

hang

es in

th

e co

mpo

sitio

n of

the

nucl

eus

whe

n pa

rtic

les

are

emitt

ed

5.2.

4 H

alf-

life

• U

se th

e te

rm h

alf-

life

in s

impl

e ca

lcul

atio

ns,

whi

ch m

ight

invo

lve

info

rmat

ion

in ta

bles

or

deca

y cu

rves

•

Cal

cula

te h

alf-

life

from

da

ta o

r dec

ay c

urve

s fr

om w

hich

bac

kgro

und

radi

atio

n ha

s no

t bee

n su

btra

cted

5.2.

5 Sa

fety

pr

ecau

tions

• R

ecal

l the

eff

ects

of

ioni

sing

radi

atio

ns o

n liv

ing

thin

gs

• D

escr

ibe

how

radi

oact

ive

mat

eria

ls a

re h

andl

ed,

used

and

sto

red

in a

saf

e w

ay

Section 5: Appendices



Symbols, units and defi nitions of physical quantitiesYou should be able to state the symbols for the following physical quantities and, where indicated, state the units in which they are measured. The list for the Extended syllabus includes both the Core and the Supplement.

You should be familiar with the following multipliers: M mega, k kilo, c centi, m milli.

Core Supplement

Quantity Usual symbol

Usual unit Quantity Usualsymbol

Usual unit

length l, h … km, m, cm, mm

area A m2, cm2

volume V m3, cm3

weight W N

mass m, M kg, g mass m, M mg

time t h, min, s time t ms

density ρ g / cm3, kg / m3

speed u, v km / h, m / s, cm / s

acceleration a acceleration a m / s2

acceleration of free fall

g acceleration of free fall

g m / s2

force F N

gravitational fi eld strength

g N / kg

momentum p kg m / s

impulse N s

moment of a force N m

work done W, E J, kJ, MJ

energy E J, kJ, MJ

power P W, kW, MW

pressure p N / m2 pressure p Pa

atmospheric pressure

mm Hg

temperature θ, T °C



Core Supplement

Quantity Usual symbol

Usual unit Quantity Usualsymbol

Usual unit

thermal capacity (heat capacity)

C J / °C

specifi c heat capacity

c J / (g °C), J / (kg °C)

latent heat L J

specifi c latent heat l J / kg, J / g

frequency f Hz, kHz

wavelength λ m, cm

focal length f cm

angle of incidence i degree (°)

angle of refl ection, refraction

r degree (°)

critical angle c degree (°)

refractive index n

potential difference/voltage

V V, mV

current I A, mA

e.m.f. E V

resistance R Ω

charge Q C



Command words and phrasesWe use command words to help you to write down the answer they are looking for. This table explains what each of these words or phrases means and will help you to understand the kind of answer you should write. The list is in alphabetical order. You should bear in mind that the meaning of a term may vary slightly according to how the question is worded.

Command word/phrase

Meaning

Calculate A numerical answer is needed. You should show any working, especially when there are two or more steps in a calculation. e.g. calculate the refractive index

Deduce This may be used in two ways:

(i) You fi nd the answer by working out the patterns in the information given to you and drawing logical conclusions from them. You may need to use information from tables and graphs and do calculations e.g. deduce what will happen to velocity of the vehicle if …

(ii) You have to refer to a Law or scientifi c theory or give a reason for your answer e.g. use your knowledge of the kinetic theory to deduce what will happen when ...

Defi ne You need to state the meaning of something,e.g. defi ne speed

Describe You need to state the main points about something (using labelled diagrams if it helps you). e.g. describe a rotating-coil generator

You may also be asked to describe

• observations e.g. describe the ways in which a force may change the motion of a body

• how to do particular experiments e.g. describe an experiment to determine resistance using a voltmeter and an ammeter

Determine You are expected to use a formula or method that you know to calculate a quantity. e.g. determine graphically the resultant of two vectors

Discuss You have to write down points for and against an argument. e.g. discuss the energy loss in cables

Estimate Suggest an approximate value for a quantity based on reasons and data. You may need to make some approximations. e.g. estimate the volume of a test tube.

Explain You have to give reasons for your answer OR refer to a particular theory.

Find This is a general term meaning several similar things such as calculate, measure, determine, etc.

List Write down a number of separate points. Where the number of points is stated in the question, you should not write more than this number. e.g. list three uses of converging lenses



Command word/phrase

Meaning

Meant(what is meant by the term…)

See ‘Understand’

Measure You are expected to fi nd a quantity by using a measuring instrument. e.g. length (by using a ruler), volume (by using a measuring cylinder)

Outline State the main points briefl y. e.g. outline a method of magnetising an iron bar

Predict This can be used in two ways:

(i) You fi nd the answer by working out the patterns in the information provided and drawing logical conclusions from this. You may need to use information from tables and graphs and do calculations. e.g. predict what will happen to the direction of the resultant force if ….

(ii) It may also mean giving a short answer to a question stating what might happen next. e.g. predict what effect an increase in temperature will have on the resistance.

Sketch (i) When drawing graphs, this means that you may draw the approximate shape and/or position of the graph BUT you need to make sure that important details, such as the line passing through the origin or fi nishing at a certain point, are drawn accurately.

(ii) When drawing apparatus or other diagrams, a simple line drawing is all that is needed, but you must make sure that the proportions are correct and the most important details are shown. You should always remember to label your diagrams.

State You should give a short answer without going into any detail. e.g. state the hazards of damaged electrical insulation BUT: ‘state the meaning of…’ is different. It is more like ‘understand’.

Suggest This may be used in two ways:

(i) There may be more than one correct answer. e.g. suggest a precaution to improve the accuracy of the experiment

(ii) You are being asked to apply your general knowledge of physics or reasoning skills to a topic area that is not on the syllabus. e.g. applying ideas about moments to the stability of a vehicle

Understand(what do you understand by the term.)

You should (i) defi ne something and (ii) make a more detailed comment about it. The amount of detail depends on the number of marks awarded. e.g. what do you understand by the term total internal refl ection



Mathematical skillsThis is a checklist of the mathematical skills you need for your physics exam.

Tick each box in the checklist when you know that you have got this skill.

Ask your teacher to explain these skills if you are unsure. The comment column is for extra notes and examples.

You can use a calculator for all the papers. You should make sure that you remove any information from your calculator, if it is programmable.

You can: Checklist Comments

• add, subtract, multiply and divide

use:• averages• decimals• fractions• percentages• ratios• reciprocals

• use standard notation (notation is putting symbols for numbers e.g. x = 2, y = 5, atomic mass, Z = 12) including both positive and negative indices

• understand signifi cant fi gures and use them appropriately

• use direct proportion(stepwise increases)

• use inverse proportion(inverse means turned up side down)

You should know that if you plot a graph of y against x, then a straight line through the origin shows that y is directly proportional to xthe inverse of 4 is ¼ (= 0.25)

• use positive, whole number indices in algebraic expressions

• draw charts• graphs with line of best fi t

You will be given the data

interpret:• bar graphs• pie charts• line graphs

• determine the gradient and intercept of a graph

• select suitable scales and axes for graphs

• make approximate evaluations of numerical expressions



You can: Checklist Comments

recall and use equations for:• the area of a rectangle• the area of a triangle• the area of a circle• the volume of a rectangular block• the volume of a cylinder

area = length × widthvolume = length × breadth height

• use a ruler, compasses, protractor and set square

understand the meaning of:• angle• curve• circle• radius• diameter• circumference• square• parallelogram• rectangle• diagonal

• solve equations of the form x = y + z and x = yz when two of the terms are known

• recognise and use clockwise and anticlockwise directions

• recognise and use points of the compass (N, S, E, W)

• use sines and inverse sines (Extended syllabus only)

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Learner Guide - Mr. Bernreuter · 6 Cambridge IGCSE Physics 0625 About the practical papers Twenty...

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