150290 Cambridge Learner Guide for as and a Level Physics

8/13/2019 150290 Cambridge Learner Guide for as and a Level Physics

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Learner Guide

Cambridge Advanced

Cambridge International AS & A Level

Physics

9702


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are permitted to copy material from this booklet for their own internal use. However, we cannot give

permission to Centres to photocopy any material that is acknowledged to a third party even for internal use

within a Centre.

IGCSE is the registered trademark of University of Cambridge International Examinations.

Cambridge International Examinations 2013


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Contents

How to use this guide .......................................................................................................3Section 1: How will you be tested?

Section 2: Examination tips

Section 3: What will be tested?

Section 4: What you need to know

Section 1:How will you be tested? .....................................................................................5

1.1 AS and A Level Physics

1.2 Details about your examination papers

Section 2: Examination tips .................................................................................................7

How to use these tips

General advice

Tips for theory papers

Tips for practical papers

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

3.1 The assessment objectives

3.2 Marks allocated to the assessment objectives

Section 4:What you need to know ................................................................................... 17


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How to use this guide

3Cambridge International AS and A Level Physics

How to use this guide

The guide describes what you need to know about your GCE Advanced Subsidiary (AS) and Advanced Level

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 that you write. It will also help you to revise more effectively using the table given

in Section 4, What do you need to know?.

The guide contains the following sections:

Section 1: How will you be tested?

This section gives you information about the written papers and practical tests that will be available for

physics. It briefly describes the rules for Advanced Subsidiary (AS) and Advanced Level certifications. Itcontains a table that summaries the examination papers you will take and the duration of each paper.


This section gives you advice to help you do as well as you can. Some of the tips are general advice and

some are based on the common mistakes that learners make in exams.


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

Knowledge with understanding

Handling, applying and evaluating information

Experimental skills and investigations

This section describes the Assessment Objectives we use to test you in the examination. It also contains a

table showing the percentage of marks allocated to the three assessment objectives.

Section 4: What you need to know

The physics core has the following six sections:

I: General Physics

II: Newtonian Mechanics

III: Matter

IV: Oscillations and waves

V: Electricity and magnetism

VI: Modern Physics

In addition there is a final section:

VII: Gathering and Communicating information


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Section 1:How will you be tested?


Section 1: How will you be tested?

1.1 AS and A Level PhysicsFind out from your teacher what papers you are going to take.

If you have been entered for Advanced Subsidiary (AS) Physics, then you will be taking Papers 1, 2 and 3 in

a singleexamination session.

After having received AS certification, if you wish to continue your studies to the full Advanced Level

qualification, then your AS marks will be carried forward and you just take Papers 4 and 5 in the examination

session in which you require certification.

For the complete Advanced Level Physics qualification, you have to take all the papers in a single

examination session.

1.2 Details about your examination papers

The table below gives you information about the Physics papers.

Paper How long

is the paper

and how

many marks?

What is in the papers? What is

the paper

worth as a

percentage

of the AS

examination?

What is

the paper

worth as a

percentage

of the A level

examination?

Paper 1

Multiple

Choice

1 hour

(40 marks)

The paper will have 40 multiple-

choice questions all based on

the AS syllabus. You have to

answer all the questions.

31% 15%

Paper 2

AS Structured

Questions

1 hour

(60 marks)

You will have a variable number

of structured questions of

variable value. You have to

answer all the questions and

you write on the question paper.

46% 23%

Paper 3

Practical Test

2 hours

(40 marks)

Each paper will consist of

two experiments drawn from

different areas of Physics.

You will be allowed to use the

apparatus for each experiment

for a maximum of 1 hour. The

examiners will not be restricted

by the subject content. You have

to answer both questions and

you write on the question paper.

23% 12%


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Section 1:How will you be tested?

6 Cambridge International AS and A Level Physics

Paper How long

is the paper

and how

many marks?

What is in the papers? What is

the paper

worth as a

percentage

of the AS

examination?

What is

the paper

worth as a

percentage

of the A level

examination?

Paper 4

A2 Structured

Questions

2 hours

(100 marks)

This paper will consist of two

sections:

Section A (70 marks) will consist

of questions based on the A2

core, but may include material

first encountered in the AS

syllabus.

Section B (30 marks) will

consist of questions basedon Applications of Physics,

but may include material first

encountered in the core (AS and

A2) syllabus. Both sections will

consist of a variable number of

structured questions of variable

mark value. You have to answer

all the questions and you write

on the question paper.

38%

Paper 5

Planning,Analysis and

Evaluation

1 hour 15 min

(30 marks)

This paper will consist of

two questions of equalmark value based on the

practical skills of planning,

analysis and evaluation.

The examiners will not be

restricted by the subject

content. You have to answer

both questions and you write on

the question paper.

12%


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How to use these tipsThese tips highlight some common mistakes made by learners. They are collected under various

subheadings to help you when you revise a particular topic.

General advice

Dont give up if you think that you have calculated the answer to the first part of a question incorrectly.

You can still score marks for your follow on answers in the remaining parts of the question provided that

your follow on calculations are correct.

Always show your working when answering a question. This will allow you to score marks for your

method, even if you make a mistake with the final answer.

When you have calculated an answer always ask yourself if it is sensible and realistic.

If it isnt, go back and check your working.

Ensure that you are fully aware of what data and formulae are given at the front of the question paper.

Learn those formulae that are not given.

During the examination you should monitor your rate of progression through the paper and adjust your

rate of working accordingly. This will ensure that towards the end of the examination you will have

sufficient time to complete the paper. Completing past papers under timed conditions will allow you to

develop an appropriate speed of working.

Be careful with powers of 10 and take deliberate care if you are keying these into your calculator; makesure that you do not neglect the minus sign of any negative powers and check that your final answer is

reasonable.

All answers should have their correct unit. Pay particular attention to questions that ask you to give the

units of your answer and any that do not give a unit in the answer space.

Tips for theory papers

Paper 1 Tips: Multiple Choice

Attempt all questions a mark is not deducted for a wrong answer.

Use the space on the examination paper to write down clear working for each question. If you try to do

too much working solely on your calculator or in your head, you will make mistakes many of the wrong

answers to a question can be reached by manipulating the data in a plausible, but incorrect, way.

Carefully consider every one of the four possible answers before making your final decision as to which

one is correct although you may initially think that the first or second option is the right answer you will

need to look at all four before the correct answer becomes clear.

Papers 2 and 4 Tips: Structured Questions

If you are asked to sketch a diagram, this implies that a simple, freehand drawing is acceptable.

However, care should be taken over proportions and you should clearly show and label any important

details.


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If you are asked to sketch a graph, you should give as much information on your sketch as possible.

Label each axis with the appropriate quantity and unit. Then draw on the shape of the graph, ensuring

that it is correctly positioned relative to the axes and that the different parts of the graph line are in

proportion to each other. Dont forget to put on your sketch graph the value of any applicable intercept,

asymptote, discontinuity or end point (if these are known).

Memorise all definitions you will need to be as precise as possible when quoting them in the

examination. Quantities are defined in terms of quantities. Units are defined in terms of units.

Remember to use per if a ratio is essential to the definition; for example, pressure should be

defined as force per unit area (not force on unit area).

A non-numerical answer can sometimes be made clearer by adding a sketch, but remember to ensure

that it is clearly labelled and shows all the relevant information.

Always give your answer to an appropriate number of significant figures. This can be judged from the

number of significant figures of the data given in the question.

Occasionally a question will tell you the number of significant figures that are to be used in your answer

and in this case your answer must have exactly the number of significant figures specified. Do not prematurely round up figures at an intermediate stage during a calculation wait until the answer

is reached and only then express it to an appropriate number of significant figures.

When doing algebra ensure that the terms on either side of an = sign do in fact equal each other. It

is bad practice to write down a string of terms all on the same line and all connected by an = sign as

any error can result in the first element being of an entirely different nature and/or order to the last. This

often leads to errors when calculating the total resistance of a number of resistors connected in parallel.

Any explanations that you give should be as clear and precise as possible. For example, saying A

increases as B increases would be insufficient if what is meant is A is proportional to B.

When substituting in the value of guse 9.81 m s2(not 10 m s2).

Paper 4: Section B

See the tips listed above for Papers 2 and 4.

Some questions may require you to give lengthy non-numerical answers. In such cases look at how

many marks are allocated to the question as this may help you to decide how much information to

put into your answer. For example, if a question is worth four marks then you will need to include a

minimum of four valid points in your answer (but more if you can).

Ensure that you read the question very carefully to establish exactly what information you are being

asked to relate. An explanation of some physics that does not answer the question will not score marks,

even if the explanation is correct.

The Applications Booklet clarifies much of the syllabus content, but is not designed to be anauthoritative guide as to what can and cannot be assessed in the examination. The lessons taught by

your teacher are a vital part of your preparation for the examination.

Tips for practical papers

Paper 3 tips: Practical test

Do not panic if the context of the practical experiment appears unfamiliar. Where appropriate the

question paper will tell you exactly what to do and how to do it.

If you find yourself in real difficulty setting up your practical equipment you may ask your supervisor for

help. You will only lose one or two marks for this.


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There are a number of things that you can do to save time: Draw a single table for your results in

advance of taking any readings and enter your readings in the table as you take them (so that you do

not waste time having to copy them up later). This is also important because you must record all your

raw readings before you calculate and record any average readings. If the number of readings that you

need to take is indicated in the question paper, do not waste time by exceeding this number. Repeat

your readings, but remember that it is only necessary to repeat them once (so that you have two sets of

values) do not waste time repeating them more than once.

All the raw readings of a particular quantity should be recorded to the same number of decimal places

which should in turn be consistent with the precision of the measuring instrument.

The uncertainty in a measurement can sometimes be larger than the smallest interval that can be

measured by the measuring equipment. For example, a stopwatch can measure time to a hundredth of

a second, but human reaction times will mean that the uncertainty in the reading given by a stopwatch

is (typically) 0.1 s to 0.4 s.

Each column heading in your table must contain both a quantity and its unit. For instance if you have

measured time tin seconds, your column heading would be written as t/s (t in s or t(s) would

also be acceptable). The quantity or unit or both may also be written in words rather than symbols.

The number of significant figures used in a derived quantity that you calculate from your raw readings

should be equal in number to (or possibly one more than) the number of significant figures in the raw

readings. For example, if you measure potential difference and current to 2 and 3 significant figures

respectively, then the corresponding value of resistance calculated from them should be given to 2 or

3 significant figures, but not 1 or 4. If both were measured to 3 significant figures, then the resistance

could be given to 3 (or 4) significant figures.

When drawing your graph, do not forget to label each axis with the appropriate quantity and unit, using

the same format for expressing column headings in a table. Choose a scale such that the plotted points

occupy at least half the graph grid in both the xand ydirections. The x-axis scale should increase

positively to the right and the y-axis scale should increase positively upwards. Use a convenient scalesuch as 1, 2 or 5 units to a 2 cm square as you will then be less likely to make a mistake with the

position of your plotted points and it will be easier for you to read off points from your graph if you are

calculating the gradient or finding an intercept. Similarly, it is good practice to mark values on at least

every other 2 cm square.

All your plotted points should be on the grid; points in the white margin area will be ignored. Plot all your

observations and ensure that they are accurate to half a small square. A fine cross (or an encircled dot)

drawn with a sharp pencil is acceptable, but be careful not to obscure the position of your points by your

line of best fit or other working.

When drawing your line of best fit, ensure you have an even balance of points about the line along its

whole length. If it is a straight line, use a clear plastic ruler so that you can see points on both sides of

the line as it is being drawn.

Show all your working when calculating a gradient. It is helpful to draw the triangle used to calculate the

gradient on the graph and to clearly label the coordinates of the vertices (accurate to half a small square).

These values can then be used in the gradient calculation. The length of the hypotenuse of the triangle

should be greater than half the length of the graph line.

If you are required to give a value for the y-intercept, it may be possible to directly read it off from your

graph from an axis wherex=0. If this is not possible you can instead calculate the y-intercept by using

the equation of a straight line. In this case you should substitute into this equation a pair of xand y

values from your line of best fit along with your calculated value of gradient.


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You will be expected to use the uncertainty given in the raw data to find the uncertainty in calculated

data. The latter will often involve a function such as a logarithm. This requires plenty of practice, if you

are to be able do it with confidence in the examination.

You will need to be able to translate the calculated uncertainties into error bars on your graph and then

to draw the worst acceptable line. Again, this requires plenty of practice.

Once the graph has been drawn, you will be expected to find uncertainties in both the gradient and

the intercept using your line of best fit and your worst acceptable line. A lot of marks depend on your

being able to calculate the uncertainties in the calculated data.

Every candidate is provided with the same data and so the final values calculated should be very similar.

One mark is usually available to candidates who manage to work within a given tolerance, determined

by the Principal Examiner.


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Section 3:What will be tested?



3.1 The assessment objectivesThe areas of knowledge and skills are called assessment objectives. The theory papers test mainly

assessment objective A (Knowledge with understanding) and assessment objective B (Handling, applying

and evaluating information). The practical papers are used to test you on the assessment objective C

(Experimental skills and investigations). Your teacher will be able to provide you with more detailed

information on the assessment objectives.

Assessment Objective A: Knowledge with understanding

Questions testing these objectives will often begin questions with one of the following words:

Define

State

Describe

Explain

Skill You should demonstrate knowledge and understanding of:

A1 Scientific phenomena

Facts

Laws

Definitions Concepts

Theories

A2 Scientific vocabulary

Terminology

Conventions (including symbols, quantities and units)

A3 Scientific instruments and apparatus, including techniques of operation and

aspects of safety

A4 Scientific quantities and their determination

A5 Scientific and technological applications with their social, economic and

environmental implications

Assessment Objective B: Handling, applying and evaluating information

Questions testing these objectives will often begin questions with one of the following words:

Predict

Suggest


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Deduce

Calculate

Determine

Skill You should be able, in words or by using written, symbolic, graphical and

numerical forms of presentation, to:

B1 Locate information from a variety of sources

Select information from a variety of sources

Organise information from a variety of sources

Present information from a variety of sources

B2 Translate information from one form to another

B3 Manipulate numerical and other data

B4 Use information to identify

o patterns

o report trends

o draw inferences

o report conclusions

B5 Present reasoned explanations for

o phenomena

o patterns

o relationships

B6 Make predictions and put forward hypotheses

B7 Apply knowledge, including principles, to new situations

B8 Evaluate information and hypotheses

B9 Demonstrate an awareness of the limitations of physical theories and models

Assessment Objective C: Experimental skills and investigations

Experimental skills are tested in Papers 3 and 5.

Skill You should be able to:

C1 Follow a detailed set or sequence of instructions and use techniques, apparatus

and materials safely and effectively

C2 Make observations and measurements with due regard for precision and

accuracy

C3 Interpret and evaluate observations and experimental data


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C4 Identify a problem

Design and plan investigations

Evaluate methods and techniques and suggest possible improvement

C5 Record observations, measurements, methods and techniques with due regard

for precision, accuracy and units.

3.2 Marks allocated to the assessment objectives

The table below gives a general idea of the allocation of marks to the assessment objectives across the

whole assessment, though the balance on each paper may vary slightly.

Objective Marks allocated

A (Papers 1, 2 and 4) 37%

B (Papers 1, 2 and 4) 40%

C (Papers 3 and 5) 23%


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tionalASandALevelPhysics

Theme Topic You should be able to:

Physical quantities and

SIunits continued

Use the following prefixes and their symbols to indic

decimal sub-multiples or multiples of both base and

derived units: pico (p), nano (n), micro (), milli (m),

centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T)

Make reasonable estimates of physical quantities inwithin the syllabus.

The Avogadro

constant

Show an understanding that the Avogadro cons

is the number of atoms in 0.012 kg of carbon-12

Use molar quantities where one mole of any

substance is the amount containing a number o

particles equal to the Avogadro constant.

Scalars and vectors Distinguish between scalar and vector quantities an

examples of each.

Add and subtract coplanar vectors.

Represent a vector as two perpendicular componen

Measurement

techniques

Measurements Use techniques for the measurement of length, volu

angle, mass, time, temperature and electrical quanti

appropriate to the ranges of magnitude implied by th

relevant parts of the syllabus. In particular, you shou

able to:

o measure lengths using a ruler, vernier scale and

micrometer,

o measure weight and hence mass using spring a

lever balances,

o measure an angle using a protractor,o measure time intervals using clocks, stopwatche

the calibrated time-base of a cathode-ray oscillo

(c.r.o),


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Measurements

continued

o measure temperature using a thermometer as a

sensor,

o use ammeters and voltmeters with appropriate s

o use a galvanometer in null methods,

o use a cathode-ray oscilloscope (c.r.o),o use a calibrated Hall probe.

Use both analogue scales and digital displays.

Use calibration curves.

Errors and uncertainties Show an understanding of the distinction between

systematic errors (including zero errors) and random

errors.

Show an understanding of the distinction between

precision and accuracy.

Assess the uncertainty in a derived quantity by simp

addition of actual, fractional or percentage uncertain


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Theme Topic You should be able to

II: Newtonian

mechanics

Kinematics Linear motion Define displacement, speed, velocity and acceleration.

Use graphical methods to represent displacement, speed,velocity and acceleration.

Find displacement from the area under a velocity-time

graph.

Use the slope of a displacement-time graph to find

velocity.

Use the slope of a velocity-time graph to find acceleration

Derive, from the definitions of velocity and acceleration,

equations that represent uniformly accelerated motion in a

straight line.

Solve problems using equations that represent uniformly

accelerated motion in a straight line, including the motion

of bodies falling in a uniform gravitational field without air

resistance.

Recall that the weight of a body is equal to the product of

its mass and the acceleration of free fall.

Describe an experiment to determine the acceleration of

free fall using a falling body.

Non-linear motion Describe qualitatively the motion of bodies falling in a

uniform gravitational field with air resistance.

Describe and explain motion due to a uniform velocity in

one direction and a uniform acceleration in a perpendicular

direction.


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Dynamics Newtons laws of

motion

State each of Newtons laws of motion.

Show an understanding that mass is the property of a

body that resists change in motion.

Describe and use the concept of weight as the effect of a

gravitational field on a mass. Define linear momentum as the product of mass and

velocity.

Define force as rate of change of momentum.

Recall and solve problems using the relationship F= ma,

appreciating that acceleration and force are always in the

same direction.

Linear momentum

and its

conservation

State the principle of conservation of momentum.

Apply the principle of conservation of momentum to solve

simple problems including elastic and inelastic interactions

between two bodies in one dimension.

Recognise that, for a perfectly elastic collision, the relative

speed of approach is equal to the relative speed of

separation.

Show an understanding that, while momentum of a

system is always conserved in interactions between

bodies, some change in kinetic energy usually takes place

Forces Types of force Describe the forces on mass and charge in uniform

gravitational and electric fields, as appropriate.

Show an understanding of the origin of the upthrust acting

on a body in a fluid.

Show a qualitative understanding of frictional forces andviscous forces including air resistance.

Equilibrium of

forces

Use a vector triangle to represent forces in equilibrium.


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Centre of gravity Show an understanding that the weight of a body may

be taken as acting at a single point known as its centre of

gravity.

Turning effects offorces

Show an understanding that a couple is a pair of forcesthat tends to produce rotation only.

Define and apply the moment of a force and the torque of

a couple.

Show an understanding that, when there is no resultant

force and no resultant torque, a system is in equilibrium.

Apply the principle of moments.

Work, energy,

power

Energy conversion

and

conservation

Give examples of energy in different forms, its conversion

and conservation, and apply the principle of energy

conservation to simple examples.

Work Show an understanding of the concept of work in terms othe product of a force and displacement in the direction of

the force.

Calculate the work done in a number of situations

including the work done by a gas that is expanding against

a constant external pressure: W= pV.

Potential energy,

kinetic energy and

internal

energy

Derive, from the equations of motion, the formula

Ek= mv2.

Recall and apply the formula Ek= mv2.

Distinguish between gravitational potential energy, electric

potential energy and elastic potential energy.


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Potential energy,

kinetic energy and

internal

energy continued

Show an understanding and use the relationship between

force and potential energy in a uniform field to solve

problems.

Derive, from the defining equation W= Fs, the formula

Ep= mghfor potential energy changes near the Earthssurface.

Recall and use the formula Ep= mghfor potential energy

changes near the Earths surface.

Show an understanding of the concept of internal energy.

Power Recall and understand that the efficiency of a system is

the ratio of useful work done by the system to the total

energy input.

Show an appreciation for the implications of energy losses

in practical devices and use the concept of efficiency to

solve problems.

Define power as work done per unit time and derive

power as the product of force and velocity.

Solve problems using the relationships Pt

W= and P= Fv

Motion in a

circle

Kinematics of

uniform

circular motion

Express angular displacement in radians.

Understand and use the concept of angular velocity

to solve problems.

Recall and use v= rto solve problems.

Centripetal

acceleration

Describe qualitatively motion in a curved path due to

a perpendicular force, and understand the centripetal

acceleration in the case of uniform motion in a circle. Recall and use centripetal acceleration a= r~2,

a=v2/r.


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Centripetal force Recall and use centripetal force F= mr~2,

mvr

2

.

Gravitational

field

Gravitational field Show an understanding of the concept of a

gravitational field as an example of field of force anddefine gravitational field strength as force per unit

mass.

Force between

point masses

Recall and use Newtons law of gravitation in the

form F=Gm1m2/r2

Field of a point

mass

Derive, from Newtons law of gravitation and the

definition of gravitational field strength, the equation

g =2

r

GM for the gravitational field strength of a pointmass.

Recall and solve problems using the equation

g =2

r

GM for the gravitational field strength of a pointmass.

Recognise the analogy between certain qualitative

and quantitative aspects of gravitational field and

electric field.

Analyse circular orbits in inverse square law fields

by relating the gravitational force to the centripetal

acceleration it causes.

Show an understanding of geostationary orbits and

their application.

Field near to the

surface of the

Earth

Show an appreciation that on the surface of the

Earthgis approximately constant and is called the

acceleration of free fall.


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Gravitational

potential

Define potential at a point as the work done in

bringing unit mass from infinity to the point.

Solve problems using the equationz=r

GMfor the

potential in the field of a point mass.


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III: Matter

Phases of matter Density Define the term density

Solids, liquids,gases Relate the difference in the structures and densities osolids, liquids and gases to simple ideas of the spacin

ordering and motion of molecules.

Describe a simple kinetic model for solids, liquids and

gases.

Describe an experiment that demonstrates Brownian

motion and appreciate the evidence for the movemen

molecules provided by such an experiment.

Distinguish between the structure of crystalline and

non-crystalline solids with particular reference to met

polymers and amorphous materials.

Pressure in fluids Define the term pressure and use the kinetic model toexplain the pressure exerted by gases.

Derive, from the definitions of pressure and density, t

equation p=gh.

Use the equation p=gh.

Change of phase Distinguish between the processes of melting, boiling

evaporation.

Deformation ofsolids

Stress, strain Appreciate that deformation is caused by a force and

that, in one dimension, the deformation can be tensile

compressive.

Describe the behaviour of springs in terms of load,

extension, elastic limit, Hookes law and the spring

constant (i.e. force per unit extension).

Stress, strain

continued

Define and use the terms stress, strain and the Young

modulus.

Describe an experiment to determine the Young mod

a metal in the form of a wire.


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Elastic and plastic

behaviour

Distinguish between elastic and plastic deformation o

material.

Deduce the strain energy in a deformed material from

area under the force-extension graph.

Demonstrate knowledge of the force-extension graphtypical ductile, brittle and polymeric materials, includin

understanding of ultimate tensile stress.

Ideal gases Equation of state Recall and solve problems using the equation of s

for an ideal gas expressed aspV=nRT.(n=numb

moles)

Kinetic theory of

gases

Infer from a Brownian motion experiment the evi

for the movement of molecules.

State the basic assumptions of the kinetic theory

gases.

Pressure of a gas Explain how molecular movement causes the pre

exerted by a gas and hence deduce the relationsh

p NmV

(N= number of molecules)

[A rigorous derivation is not required.]


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Kinetic Energy of

a molecule

Compare

pV= Nm with pV= NkTand hence deduce t

the average translational kinetic energy of a moleis proportional to T.

Temperature Thermal

equilibrium

Show an appreciation that thermal energy is

transferred from a region of higher temperature t

region of lower temperature.

Show an understanding that regions of equal

temperature are in thermal equilibrium.

Temperature

scales

Show an understanding that there is an absolute

of temperature that does not depend on the prop

of any particular substance (i.e. the thermodynam

scale and the concept of absolute zero).

Convert temperatures measured in kelvin to degr

Celsius and recall that T/ K = T/ C + 273.15.

Practical

thermometers

Show an understanding that a physical property

that varies with temperature may be used for the

measurement of temperature and state examples

such properties.

Compare the relative advantages and disadvanta

of resistance and thermocouple thermometers as

previously calibrated instruments.


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Thermal properties

of materialsSpecific heat

capacity

Explain using a simple kinetic model for matter w

melting and boiling take place without a chan

temperature,

the specific latent heat of vaporisation is high

than specific latent heat of fusion for the samsubstance,

a cooling effect accompanies evaporation.

Define and use the concept of specific heat capac

and identify the main principles of its determinat

by electrical methods.

Specific latent

heat

Define and use the concept of specific latent heat

identify the main principles of its determination b

electrical methods.

Internal energy Relate a rise in temperature of a body to an increits internal energy.

Show an understanding that internal energy is

determined by the state of the system and that it

be expressed as the sum of a random distribution

kinetic and potential energies associated with th

molecules of a system.

First law of

thermodynamics

Recall and use the first law of thermodynamics

expressed in terms of the increase in internal ene

the heating of the system and the work done on t

system.


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IV:

Oscillations and waves

Oscillations Simple harmonic

motion

Describe simple examples of free

oscillations. Investigate the motion of an oscillator using

experimental and graphical methods.

Understand and use the terms amplitude,

period, frequency, angular frequency and

phase difference and express the period

in terms of both frequency and angular

frequency.

Recognise and use the equation a= ~2xas

the defining equation of simple harmonic

motion.

Recall and use x= x0 sin~

tas a solution tothe equation a= ~2x

Recognise and use v= v0cos~t,

v=! x x02 2-~

Describe, with graphical illustrations, the

changes in displacement, velocity and

acceleration during simple harmonic motion.

Energy in simple

harmonic motion

Describe the interchange between kinetic

and potential energy during simple harmonic

motion.


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Transverse and

longitudinal waves

Compare transverse and longitudinal waves.

Analyse and interpret graphical representations

of transverse and longitudinal waves.

Polarisation Show an understanding that polarisation is aphenomenon associated with transverse waves.

Determination of

speed, frequency

and wavelength

Determine the frequency of sound using a

calibrated c.r.o.

Determine the wavelength of sound using

stationary waves.

Electromagnetic

spectrum

State that all electromagnetic waves travel with

the same speed in free space and recall the

orders of magnitude of the wavelengths of the

principal radiations from radio waves to -rays.

Superposition Stationary waves Explain and use the principle of superposition in

simple applications.

Show an understanding of experiments

that demonstrate stationary waves using

microwaves, stretched strings and air columns.

Explain the formation of a stationary wave using

a graphical method, and identify nodes and

antinodes.

Diffraction Explain the meaning of the term diffraction.

Show an understanding of experiments that

demonstrate diffraction including the diffraction

of water waves in a ripple tank with both a wide

gap and a narrow gap.

Interference Show an understanding of the terms

interference and coherence.


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Two-source

interference

patterns

Show an understanding of experiments that

demonstrate two-source interference using

water, light and microwaves.

Show an understanding of the conditions

required if two-source interference fringes are tobe observed.

Recall and solve problems using the equation

D

axm = for double-slit interference using light.

Diffraction grating Recall and solve problems using the formula

dsini=nmand describe the use of a diffraction

grating to determine the wavelength of light.


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V:

Electricity and magnetism

Electric fields Concept of an

electric field

Show an understanding of the concept of an

electric field as an example of a field of forceand define electric field strength as force per

unit positive charge acting on a stationary

point charge.

Represent an electric field by means of field

lines.

Uniform electric

fields Recall and use E=V/dto calculate the

field strength of the uniform field between

charged parallel plates in terms of potential

difference and separation.

Calculate the forces on charges in uniform

electric fields.

Describe the effect of a uniform electric field

on the motion of charged particles.

Force between

point charges

Recall and use Coulombs law in the form

F= Q1Q2/4rf0r2for the force between

two point charges in free space or air.

Electric field of a

point charge

Recall and use E= Q/4rf0r2for the field

strength of a point charge in free space

or air.

Recognise the analogy between certain

qualitative and quantitative aspects of

electric fields and gravitational fields.


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Electric potential Define potential at a point in terms of

the work done in bringing unit positive

charge from infinity to the point.

State that the field strength of the

field at a point is equal to the negativepotential gradient at that point.

Use the equation

V=Q/4rf0rfor the potential in the field

of a point charge.

Capacitance Capacitors and

capacitance

Show an understanding of the function

of capacitors in simple circuits.

Define capacitance and the farad.

Recall and solve problems using

C= Q/V.

Derive, using the formula C= Q/V,conservation of charge and the addition

of p.d.s, formulae for capacitors in series

and in parallel.

Solve problems using formulae for

capacitors in series and in parallel.

Energy stored in a

capacitor

Deduce from the area under a potential-

charge graph, the equation W= QVand

hence W= CV2.

Current of electricity Electric current Show an understanding that electric current

is the flow of charged particles.

Define charge and the coulomb.

Recall and solve problems using the

equation Q=It.


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Potential difference Define potential difference and the volt.


V=W/Q.

Recall and solve problems using P=VI,

P=I2R.

Resistance and

resistivity

Define resistance and the ohm.

Recall and solve problems using V=IR.

Sketch and explain the I-Vcharacteristics

of a metallic conductor at constant

temperature, a semiconductor diode and a

filament lamp.

Sketch the temperature characteristic of a

thermistor.

State Ohms law.

Recall and solve problems using R=A

Lt.

Sources of

electromotive force

Define e.m.f. in terms of the energy

transferred by a source in driving unit charge

round a complete circuit.

Distinguish between e.m.f. and p.d in terms

of energy considerations.

Show an understanding of the effects of the

internal resistance of a source of e.m.f. on

the terminal potential difference and output

power.


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D.C. circuits Practical circuits Recall and use appropriate circuit symbols

as set out in the ASE publication Signs,

Symbols and Systematics.

Draw and interpret circuit diagrams

containing sources, switches, resistors,ammeters, voltmeters, and/or any other type

of component referred to in the syllabus.

Show an understanding of the use of a

potential divider circuit as a source of

variable p.d.

Explain the use of thermistors and light-

dependent resistors in potential dividers

to provide a potential difference that is

dependent on temperature and illumination

respectively.

Conservation of

charge and energy

Recall Kirchhoffs first law and appreciate

the link to conservation of charge.

Recall Kirchhoffs second law and appreciate

the link to conservation of energy.

Derive, using Kirchhoffs laws, a formula

for the combined resistance of two or more

resistors in series.

Solve problems using the formula for

the combined resistance of two or more

resistors in series.


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Conservation of

charge and energy

continued

Derive, using Kirchhoffs laws, a formula

for the combined resistance of two or more

resistors in parallel.

Solve problems using the formula for

the combined resistance of two or moreresistors in parallel.

Apply Kirchhoffs laws to solve simple circuit

problems.

Balanced potentials Recall and solve problems using the

principle of the potentiometer as a means of

comparing potential differences.

Magnetic fields Concept ofmagnetic

field

Show an understanding that a magnetic

field is an example of a field of force

produced either by current-carrying

conductors or by permanent magnets.

Represent a magnetic field by field lines.

Electromagnetism Force on a

current-carrying

conductor

Show an appreciation that a force might

act on a current-carrying conductor

placed in a magnetic field.

Recall, and solve problems using, the

equationF=BIlsini, with directions as

interpreted by Flemings left-hand rule.

Define magnetic flux density and the

tesla.

Show an understanding of how the forceon a current-carrying conductor can be

used to measure the flux density of a

magnetic field using a current balance.

Force on a

moving charge

Predict the direction of the force on a

charge moving in a magnetic field.


F= BQvsini.


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Magnetic fields

due to currents

Sketch flux patterns due to a long

straight wire, a flat circular coil and a

long solenoid.

Show an understanding that the field

due to a solenoid may be influenced bythe presence of a ferrous core.

Force betweencurrent-

carrying

conductors

Explain the forces between current-

carrying conductors and predict the

direction of the forces.

Describe and compare the forces

on mass, charge and current in

gravitational, electric and magnetic

fields, as appropriate.

Electromagneticinduction Laws ofelectromagnetic

induction

Define magnetic flux and the weber. Recall and solve problems using U= BA.

Define magnetic flux linkage.

Infer from appropriate experiments on

electromagnetic induction:

that a changing magnetic flux can

induce an e.m.f. in a circuit,

that the direction of the induced

e.m.f. opposes the change producing

it,

the factors affecting the magnitude

of the induced e.m.f.


Faradays law of electromagnetic

induction and Lenzs law.

Explain simple applications of

electromagnetic induction.


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Alternating currents Characteristics

of alternating

currents

Show an understanding and use the

terms period, frequency, peak value and

root-mean-square value as applied to an

alternating current or voltage.

Deduce that the mean power in aresistive load is half the maximum

power for a sinusoidal alternating

current.

Represent a sinusoidally alternating

current or voltage by an equation of the

form x= x0sin~t.

Distinguish between r.m.s. and peak

values and recall and solve problems

using the relationship2

I I

rms

0

for the

sinusoidal case.

The transformer Show an understanding of the principle

of operation of a simple laminated iron-

cored transformer and recall and solve

problems using Ns/Np= Vs/Vp= Ip/Is

for an ideal transformer.

Transmission of

electrical energy

Show an appreciation of the scientific

and economic advantages of alternating

current and of high voltages for the

transmission of electrical energy.


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Rectification Distinguish graphically between half-

wave and full-wave rectification.

Explain the use of a single diode for the

half-wave rectification of an alternating

current. Explain the use of four diodes (bridge

rectifier) for the full-wave rectification of

an alternating current.

Analyse the effect of a single capacitor

in smoothing, including the effect of the

value of capacitance in relation to the

load resistance.


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VI:Modern Physics

Charged particles Electrons Show an understanding of the main

principles of determination of ebyMillikans experiment.

Summarise and interpret the

experimental evidence for quantisation of

charge.

Beams of charged

particles

Describe and analyse qualitatively the

deflection of beams of charged particles

by uniform electric and uniform magnetic

fields.

Explain how electric and magnetic fields

can be used in velocity selection.

Explain the main principles of one

method for the determination of vand

e/mefor electrons.

Quantum physics Energy of a

photon

Show an appreciation of the particulate

nature of electromagnetic radiation.

Recall and use E= hf.


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Photoelectric

emission of

electrons

Show an understanding that the

photoelectric effect provides evidence for

a particulate nature of electromagnetic

radiation while phenomena such as

interference and diffraction provideevidence for a wave nature.

Recall the significance of threshold

frequency.

Explain photoelectric phenomena

in terms of photon energy and work

function energy.

Explain why the maximum photoelectric

energy is independent of intensity,

whereas the photoelectric current is

proportional to intensity.

Recall, use and explain the significance ofhf=U+ mv2 .

Wave-particle

duality Describe and interpret qualitatively the

evidence provided by electron diffraction

for the wave nature of particles.

Recall and use the relation for the de

Broglie wavelengthm= h/p.

Energy levels in

atoms Show an understanding of the existence

of discrete electron energy levels in

isolated atoms (e.g. atomic hydrogen) and

deduce how this leads to spectral lines.

Line spectra Distinguish between emission and

absorption line spectra.

Recall and solve problems using the

relation hf= E1 E2.

max


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Nuclear physics The nucleus Infer from the results of the -particle

scattering experiment the existence and

small size of the nucleus.

Describe a simple model for the nuclear

atom to include protons, neutrons and orbitalelectrons.

Distinguish between nucleon number and

proton number.

Isotopes Show an understanding that an element can

exist in various isotopic forms, each with a

different number of neutrons.

Use the usual notation for the representation

of nuclides.

Nuclear processes Appreciate that nucleon number, proton

number, and mass-energy are all conserved

in nuclear processes.

Represent simple nuclear reactions by

nuclear equations of the form147 N +

42 He 178 O +

11H.

Show an appreciation of the spontaneous and

random nature of nuclear decay.

Show an understanding of the nature of -,

- and -radiations.

Infer the random nature of radioactive decay

from the fluctuations in count rate.


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Mass excess and

nuclear binding

energy

Show an appreciation of the association

between energy and mass as represented

by E=mc2and recall and solve problems

using this relationship.

Sketch the variation of binding energyper nucleon with nucleon number.

Explain what is meant by nuclear fusion

and nuclear fission.

Explain the relevance of binding energy

per nucleon to nuclear fusion and to

nuclear fission.

Radioactive decay Define the terms activity and decay

constant and recall and solve problems

using

A=mN. Infer and sketch the exponential nature

of radioactive decay and solve problems

using the relationship x= x0exp(mt)

where xcould represent activity, number

of undecayed particles or received count

rate.

Define half-life.

Solve problems using the relation

m=0.693

t2

1


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VII: Gathering and

communicating

information

Direct sensing Sensing devices Show an understanding that an electronic

sensor consists of a sensing device and a

circuit that provides an output voltage.

Show an understanding of the change in

resistance with light intensity of a light-

dependent resistor (LDR).

Sketch the temperature characteristic

of a negative temperature coefficient

thermistor.

Show an understanding of the action

of a piezo-electric transducer and its

application in a simple microphone. Describe the structure of a metal-wire

strain gauge.

Relate extension of a strain gauge to

change in resistance of the gauge.

Show an understanding that the output

from sensing devices can be registered as

a voltage.

The ideal

operational

amplifier

Recall the main properties of the ideal

operational amplifier (op-amp).

Deduce, from the properties of an ideal

operational amplifier, the use of an

operational amplifier as a comparator.


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Operational

amplifier circuits

Show an understanding of the effects

of negative feedback on the gain of an

operational amplifier.

Recall the circuit diagrams for both the

inverting and the non-inverting amplifierfor single signal input.

Show an understanding of the virtual

earth approximation and derive an

expression for the gain of inverting

amplifiers.

Recall and use expressions for the voltage

gain of inverting and of non-inverting

amplifiers.

Show an understanding of the use of

relays in electronic circuits.

Output devices Show an understanding of the use of

light-emitting diodes (LEDs) as devices

to indicate the state of the output of

electronic circuits.

Show an understanding of the need for

calibration where digital or analogue

meters are used as output devices.


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Use of magnetic

resonance as

an imaging

technique

Explain the main principles behind the

use of magnetic resonance to obtain

diagnostic information about internal

structures.

Show an understanding of the functionof the non-uniform magnetic field,

superimposed on the large constant

magnetic field, in diagnosis using

magnetic resonance.

Communicating

informationPrinciples of

modulation

Understand the term modulation and be

able to distinguish between amplitude

modulation (AM) and frequency

modulation (FM).

Sidebands andbandwidth

Recall that a carrier wave, amplitudemodulated by a single audio frequency, is

equivalent to the carrier wave frequency

together with two sideband frequencies.

Understand the term bandwidth.

Demonstrate an awareness of the relative

advantages of AM and FM transmissions.

Transmission of

information by

digital means

Recall the advantages of the transmission

of data in digital form, compared to the

transmission of data in analogue form.

Understand that the digital transmission

of speech or music involves analogue-to-

digital conversion (ADC) on transmission

and digital-to-analogue conversion (DAC)

on reception.

Show an understanding of the effect of

the sampling rate and the number of bits

in each sample on the reproduction of an

input signal.


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Different

channels of

communication

Appreciate that information may be

carried by a number of different channels,

including wire-pairs, coaxial cables, radio

and microwave links and optic fibres.

Discuss the relative advantagesand disadvantages of channels of

communication in terms of available

bandwidth, noise, crosslinking, security,

signal attenuation, repeaters and

regeneration, cost and convenience.

Describe the use of satellites in

communication.

Recall the relative merits of both

geostationary and polar orbiting satellites

for communicating information.

Recall the frequencies and wavelengthsused in different channels of

communication.

Understand and use signal attenuation

expressed in dB and dB per unit length.

recall and use the expression

number ofdB= 10lgP

P

2

1c mfor the ratio oftwo powers.


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The mobile-phone

network

Understand that, in a mobile-phone

system, the public switched telephone

network (PSTN) is linked to base stations

via a cellular exchange.

Understand the need for an area to be

divided into a number of cells, each cell

served by a base station. Understand the role of the base station

and the cellular exchange during the

making of a call from a mobile phone

handset.

Recall a simplified block diagram of a

mobile phone handset and understand the

function of each block.


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150290 Cambridge Learner Guide for as and a Level Physics

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Transcript of 150290 Cambridge Learner Guide for as and a Level Physics