GCSE Physics DesignVersion - CCEA Physi… · Atomic and Nuclear Physics 8 3.2 Unit 2: Waves,...

GCSE

CCEA GCSE Specification in

Physics

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 1210

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 51.4 Classificationcodesandsubjectcombinations

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2 Specification at a Glance

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3 Subject Content 8 3.1 Unit1:Motion,Force,DensityandKineticTheory,Energy,and

AtomicandNuclearPhysics8

3.2 Unit2:Waves,Light,Electricity,Magnetism,ElectromagnetismandSpacePhysics

27

3.3 Unit3:PracticalSkills

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4 Scheme of Assessment 48 4.1 Assessmentopportunities 484.2 Assessmentobjectives 484.3 Assessmentobjectiveweightings 484.4 Qualityofwrittencommunication 494.5 Reportingandgrading

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5 Grade Descriptions

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6 Guidance on Practical Skills Assessment 52 6.1 Overview 526.2 SkillsassessedbyUnit3 526.3 TasktakinginBookletA 536.4 Taskmarking

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7 Curriculum Objectives 55 7.1 Cross-CurricularSkillsatKeyStage4 557.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

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8 Links and Support 58 8.1 Support 588.2 Examinationentries 588.3 Equalityandinclusion 598.4 Contactdetails 60 Appendix Mathematical Content and Skills

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SubjectCodeQAN

1210603/1383/3

ACCEAPublication©2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEPhysicsfromSeptember2017

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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinPhysics.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


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1.1 Aims Thisspecificationaimstoencouragestudentsto:

• appreciatethevalueofphysicsintheirlivesandinthewiderworldaroundthem;• developtheirknowledgeandunderstandingofphysics;• developtheirunderstandingoftheeffectsofphysicsonsociety;• developanunderstandingoftheimportanceofscaleinphysics;• developandapplytheirknowledgeandunderstandingofthenatureofphysicsandofthescientificprocess;

• developtheirunderstandingoftherelationshipsbetweenhypotheses,evidence,theoriesandexplanations;

• developtheirawarenessofriskandtheabilitytoassesspotentialriskinthe contextofpotentialbenefits;• developandapplytheirobservational,practical,modelling,enquiryandproblem-solvingskills;

• developtheirabilitytoevaluateclaimsbasedonsciencethroughcriticalanalysisofthemethodology,evidenceandconclusionsbothqualitativelyandquantitatively;and

• developtheirskillsincommunication,mathematicsandtheuseoftechnologyin scientificcontexts.1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• Itprovidesabroad,coherentandpracticalcoursethatdevelopsconfidenceinphysicsandoffersstudentsapositiveviewofscience.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• TheGCSEPhysicsspecificationisdividedintothreeunits.• Units1and2eachcontainprescribedpracticals,withatotalofninepracticalstobecarriedoutoverthetwoyearsofthiscourse.

• Studentsmustcarryouttheseinvestigationsinordertodeveloptheirskillsandknowledgeofpracticalscience.

• Units1and2areeachassessedbyawrittenexaminationeitheratFoundationTier(gradesC*–G)orHigherTier(gradesA*–D/E).

• Unit3isapracticalskillsunitthatisexternallyassessed.Itisdividedintotwoparts:BookletAandBookletB.

• BookletAconsistsoftwopracticalsbasedontwofromtheprescribedpracticallist.From2019,centreswillbesentaMaterialsandApparatuslistinDecember.ABookletAforeachstudentwillbesenttocentresinJanuary.AllstudentswillberequiredtocompletethesebyMay.Theyaremarkedexternally.

• BookletBisawritten,externallyassessedexaminationtakenattheendofthefinalyearofstudy.Itconsistsofquestionsaboutplanningandcarryingoutanyoftheprescribedpracticalactivities,togetherwithmoregeneralquestionsaboutanypracticalsituationthatarisesfromwithinthespecification.

• FromSummer2019,studentsmaytakeUnit1orUnit2attheendoftheirfirstyearofstudy.(PleasenotethatinSummer2018,onlyUnit1isavailable.)


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• Studentscanresiteachunitonce,withthebetterresultcontributingtotheirfinalgrade.

• ThespecificationprovidesathoroughpreparationforthestudyofphysicsandrelatedcoursesatGCEAdvancedlevelandAdvancedSubsidiarylevel.Italsoallowsstudentstodeveloptransferableskillsthatwillbenefittheminvocationaltrainingandemployment.

• Thereisarangeofsupportavailableforbothteachersandstudents,includingspecimenpapers,markschemesandplanningframeworks.TheseresourcescanbedownloadedfromourPhysicsmicrositeatwww.ccea.org.uk

• DetailsofthemathematicalskillsexpectedofstudentsaregivenintheAppendix.1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.However,thespecificationbuildsontheknowledge,skillsandunderstandingdevelopedthroughtheNorthernIrelandCurriculumforscienceatKeyStage3.Beforestudyingthisspecification,weexpectstudentstohavealevelofskillsinscience,numeracy,literacyandcommunicationthatiscommensuratewithhavingstudiedsciencetoKeyStage3.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis1210.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Unit1:Motion,Force,DensityandKineticTheory,Energy,andAtomicandNuclearPhysics

ExternalwrittenexaminationTherearetwotiersofentry.FoundationTier:1hour15minsHigherTier:1hour30minsStudentsanswercompulsorystructuredquestionsthatincludeshortresponses,extendedwritingandcalculations.

37.5% Summerfrom2018

Unit2:Waves,Light,Electricity,Magnetism,ElectromagnetismandSpacePhysics

ExternalwrittenexaminationTherearetwotiersofentry.FoundationTier:1hour15minsHigherTier:1hour30minsStudentsanswercompulsorystructuredquestionsthatincludeshortresponses,extendedwritingandcalculations.

37.5%

Summerfrom2019


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Content

Assessment

Weightings

Availability

Unit3:PracticalSkills

BookletAPracticalskillsassessmentExternallymarkedStudentscarryouttwopre-releasepracticaltasksinthefinalyearofstudy.Therearetwotiersofentry.StudentsmusttakebothBookletAandBookletBatthesametier.FoundationandHigherTiers:2hours

7.5%

Between1Januaryand1Mayfrom2019

BookletBExternalwrittenexaminationStudentsanswercompulsorystructuredquestionsthatincludeshortresponses,extendedwritingandcalculations,allsetinapracticalcontext.FoundationTier:1hourHigherTier:1hour15mins

17.5%

Summerfrom2019

Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.


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3 Subject Content Wehavedividedthiscourseintothreeunits.Thecontentofeachunitandtherespectivelearningoutcomesappearbelow.ContentfortheHigherTieronlyisinbold.QuestionsinHigherTierpapersmaybesetonanycontentinthespecification.ContentfortheFoundationTierisinnormaltype.QuestionsinFoundationTierpaperswillonlybesetonthiscontent.Thenineprescribedpracticalsareshowninitalics.TheseareassessedinBookletsAandBofUnit3:PracticalSkills.3.1 Unit 1: Motion, Force, Density and Kinetic Theory,

Energy, and Atomic and Nuclear Physics Motion Inthissection,studentsinvestigatemotion.Theyestablishtherelationshipsbetweendistance,averagespeed,timeandrateofchangeofspeedthroughpracticalwork.Theyareintroducedtographicalmethodsofdescribingmotion.AttheHigherTier,studentsareintroducedtotheconceptofvectorsandscalarsandtheylearnaboutthetermsdisplacement,velocityandacceleration.

Content LearningOutcomes

1.1Motion

Studentsshouldbeableto:

1.1.1 investigateandusethequantitativerelationshipsbetweeninitialspeed,finalspeed,averagespeed,distancemoved,rateofchangeofspeedandtime,to:• calculatetheaveragespeedfromlineardistance–timegraphs;

• definethatdistanceismeasuredinmetres(m),speedinmetrespersecond(m/s)andrateofchangeofspeedinmetrespersecondsquared(m/s2);and

• recallandusetheequations:

averagespeed =distancemoved

timetaken

averagespeed =initialspeed+finalspeed

2

rateofchangeofspeed =finalspeed − initialspeed

timetaken


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1.1Motion(cont.)


1.1.2 usesimpleapparatus,includingtrolleys,ball-bearings,metrerules,stopclocksandramps,toinvestigateexperimentallyhowtheaveragespeedofanobjectmovingdownarunwaydependsontheslopeoftherunwaymeasuredastheheightofoneendoftherunway(ICTresourcescouldbeusedtoprocessthemeasurementsandanalysethedata)(PrescribedPracticalP1);

Vectorsandscalars

1.1.3 demonstrateanunderstandingthat:• avectorisaquantitythatdependsondirectionandscalarisaquantitythatdoesnot;

• displacementisavectoranddistanceisascalarbutbotharemeasuredinmetres(m);

• velocityisavectorandspeedisscalarbutbotharemeasuredinmetrespersecond(m/s);and

• accelerationisavectorandrateofchangeofspeedisascalarbutbotharemeasuredinmetrespersecondsquared(m/s2);

Motion,displacement,velocityandacceleration

1.1.4 recallandusethequantitativerelationshipsbetween:• displacement,timeandaveragevelocity:

averagevelocity =displacement

time

• initialvelocity,finalvelocity,accelerationandtime:

averagevelocity =initialvelocity+finalvelocity

2

• initialvelocity,finalvelocityandaveragevelocity(problemswillonlybesetonmotioninonedirection):

acceleration =finalvelocity-initialvelocity

timetaken

1.1.5 explainthatnegativeaccelerationiscalled

retardation.


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Distance–timegraphsandspeed–timegraphs


1.1.6 usegraphicalmethodstodeterminespeed,distanceandrateofchangeofspeed,applyingknowledgethat:• theslopeofadistance–timegraphisthespeed;• theslopeofaspeed–timegraphistherateofchangeofspeed;and

• theareaunderaspeed–timegraphisthedistancemoved;and

Displacement–timegraphsandvelocity–timegraphs

1.1.7 usegraphicalmethodstodeterminevelocity,accelerationanddisplacement,applyingknowledgethat:• theslopeofadisplacement–timegraphisthevelocity;

• theslopeofavelocity–timegraphistheacceleration;and

• theareaunderavelocity–timegraphisthedisplacement.


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Force Inthissection,studentsareintroducedtotheideaofforcesbetweenobjectsexistingaspairs.Theylearnabouttheunitofforceandtheconceptofaresultantforce.StudentsinvestigateNewton’sfirstandsecondlawsthroughpracticalinvestigationorcomputersimulation.Theycarryoutcalculationsbasedonthesecondlawandestablishthedifferencebetweenmassandweight.ExperimentalinvestigationofHooke’slawintroducesstudentstotheideaofproportionalityandteachesthemthatexperimentallawsareonlyvalidprovidedcertainconditionsaremet.Theyareintroducedtotheideaofpressure,alongwithapplicationsthataredependentontheconcept.StudentsfindouthowtocalculatethemomentofaforceandhowtoestablishthePrincipleofMomentsthroughpracticalinvestigation.Theyareintroducedtothemeaningofcentreofgravityandlearnhowitaffectsthestabilityofanobject.


1.2Force


1.2.1 demonstrateunderstandingthatforcesarisebetweenobjects,thattheforcesontheseobjectsareequalandopposite,andthatfrictionisaforcethatalwaysopposesmotion;

1.2.2 demonstrateunderstandingthat:

• forceismeasuredinnewtons(N);and• aforceactinginonedirectioncanbegivenapositivevalueandoneactingintheoppositedirectioncanbegivenanegativevalue;

1.2.3 calculatetheresultantoftwoone-dimensionalforcesusingtherulestatedin1.2.2;

Newton’slaws

1.2.4 recallthatNewton’sfirstlawstatesthatintheabsenceofunbalancedforcesanobjectwillcontinuetomoveinastraightlineatconstantspeed(i.e.movewithconstantvelocity);and

1.2.5 investigateexperimentallyNewton’sfirstandsecond

laws,forexampleusinganairtrackanddatalogger,oracomputersimulation,tostudytheeffectofbalancedandunbalancedforcesonanobject,andthroughmathematicalmodellingderivetherelationshipbetweenresultantforce,massandacceleration.


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Massandweight


1.2.6 explainthatNewton’ssecondlawstatesthataresultantforcewillcauseanobjecttoaccelerateandthattheaccelerationisproportionaltothesizeoftheresultantforce;

1.2.7 recallandusetheequation:

resultantforce=mass×acceleration

1.2.8 demonstrateunderstandingthat:• massisdefinedastheamountofmatterinanobjectandismeasuredinkilograms(kg);

• weightisaforceduetothepullofgravityontheobject;and

• ontheEarththepullofgravityis10Nonamassof1kg;

1.2.9 usetheequationW=mgtocalculatetheweightWofanobjectinnewtonswhengiventhemassminkilogramsandthevalueofginN/kg;

1.2.10 explainthat:

• allobjectsintheabsenceofairresistance(friction)fallatthesamerateregardlessoftheirmass;and

• duetogravitythespeedofanobjectdroppedfromrestfromaheightwillincreaseattherateof

10m/severysecondasitfalls;1.2.11 recallthatduetogravityanobjectallowedtofall

freelyfromrestwillaccelerateattherateof10m/s2andthisisknownastheaccelerationoffreefall,‘g’;

1.2.12 recallthatanobjectfiredverticallyupwardswill

experiencearetardationof10m/s2;and

Hooke’slaw

1.2.13 investigateexperimentallytheextensionofaspringandhowitisrelatedtotheappliedforce,andrecallthattheextensionofaspringisdirectlyproportionaltotheforceapplied,providedthatthelimitofproportionalityisnotexceeded(PrescribedPracticalP2).


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Hooke’slaw(cont.)


1.2.14 recallandusetheequationF=ke,whereFistheappliedforce,eistheextensionofthespringandkiscalledthespringconstant;

1.2.15 demonstrateunderstandingthatthegradientofthegraphofforce(y-axis)andextension(x-axis)isnumericallyequaltothespringconstant;

Pressure

1.2.16 demonstrateunderstandingthatpressureistheforceexertedperm2andthattheunitofpressureisthepascal(Pa),where1Pa=1N/m2;

1.2.17 recallandusetheequation

P =FA

tocalculatepressure,forceorarea(questionsmaybesetinwhichcm2andmm2areusedbutstudentswillnotbeexpectedtoconvertmm2orcm2tom2);

1.2.18 interprettheimportanceofpressureinarangeof

everydaysituations,forexample:• whenusingasharpknife,thesmallareaofthebladecreatesalargepressure,makingcuttingeasier;and

• havingcaterpillartracksonvehiclesmeanstheirweightactsoveralargearea,soreducingthepressuretheyexertontheground;and

Momentofaforce

1.2.19 definethemomentofaforceandrecallandusetheequation

moment=force×perpendiculardistancefromthepivot

(problemswillonlybesetinwhichtheforceanddistanceareperpendiculartoeachother).


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PrincipleofMoments


1.2.20 planandcarryoutexperimentstoverifythePrincipleofMomentsusingasuspendedmetreruleandattachedweightsorapivotedbeamandsquareweights(PrescribedPracticalP3);

1.2.21 usethePrincipleofMomentstocarryoutapracticaltasktofindtheweightofanobject;

1.2.22 usethePrincipleofMomentstocalculatethesizeofa

force,oritsdistancefromthepivot,whenanobjectisbalancedundertheturningeffectsofnomorethantwoforces,oneofwhichcouldbetheobject’sweight;

Centreofgravity

1.2.23 investigatethatthecentreofgravityofanobjectisthepointwherealloftheweightoftheobjectcanbeconsideredasacting;

1.2.24 identifythepositionofthecentreofgravityforadisc,aringandarectangle;

1.2.25 explainhowthepositionofthecentreofgravityand

thewidthofanobject’sbaseaffectthestabilityoftheobject;and

1.2.26 demonstrateunderstandingofwhentheweightofan

objectwillhaveaturningeffect.


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Density and Kinetic Theory Inthissection,studentsinvestigatetherelationshipbetweenthevolumeofamaterialanditsmass,leadingtotheconceptofdensity.Theyareintroducedtosimplekinetictheoryandthisisusedtoexplainthedifferencesbetweenthedensitiesofsolids,liquidsandgases.

Content

LearningOutcomes

1.3Densityandkinetictheory


1.3.1 investigateexperimentallytherelationshipbetweenthemassandvolumeofliquidsandregularsolids,andanalyseandinterpretthedatagathered(PrescribedPracticalP4);

1.3.2 measurethedensityofanirregularsolid(thatsinksinwater),andusethedisplacementmethodtomeasurethevolumeusingeitherameasuringcylinderoraeurekacan;


density =massvolume

tosolvesimpleproblems,andrecallandusetheunitsofdensityasg/cm3andkg/m3;

1.3.4 demonstrateunderstandingthatkinetictheory describesmatterasalargenumberofparticlesand thatthistheoryexplainsthepropertiesofthedifferent statesofmatter;and

1.3.5 recallthat:

• insolidstheparticlesareinfixedpositions;• theonlymotionallowedtothemisvibration;• theparticlesareheldinthesolidbystrongforces;and

• thisexplainswhysolidshaveafixedshapeandvolume.


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Content

LearningOutcomes

1.3Densityandkinetictheory(cont.)


1.3.6 explainthat:• inliquidstheparticlesaremainlytouching,butsomegapshaveappearedinthestructure;

• thesegapsallowtheparticlestomoveand,althoughtherearealsoforcesbetweenthem,theparticleshaveenoughenergytopreventtheforcesholdingtheminafixedarrangement;and

• thisbehaviourofparticlesexplainswhyliquidshaveafixedvolumebuttakeontheshapeofthecontainer;

1.3.7 demonstrateunderstandingthat:

• inagas,theparticleshavelargergapsbetweenthemandareentirelyfreetomove;and

• theforcesbetweenparticlesareweakandthisexplainswhygasescompletelyfilltheircontainer;and

1.3.8 usekinetictheorytoexplainqualitativelythatthe

differencebetweenthedensitiesofsolids,liquidsandgasesisduetothedistancebetweentheparticlesineachstateofmatter.


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Energy Inthissection,studentsexaminethevariousformsofenergyandapplythePrincipleofConservationofEnergytoarangeofsituations.Theystudythedifferencebetweenrenewableandnon-renewableenergyresources,alongwiththeirimpactontheenvironment.Studentsalsostudytheconceptsofwork,power,andkineticandgravitationalpotentialenergy.Theyexamineheattransferanditsimportanceinarangeofapplications.


1.4Energy

Formsofenergy


1.4.1 recallthatenergycanexistinmanyformssuchaschemical,heat,electrical,sound,light,magnetic,strainenergy,kineticandgravitationalpotential;

PrincipleofConservationofEnergy

1.4.2 recallthatthePrincipleofConservationofEnergystatesthatenergycanbechangedfromoneformtoanotherbutthetotalamountofenergydoesnotchange;

1.4.3 demonstrateunderstandingthatenergyismeasured

injoules(J)andthat1Jisapproximatelytheenergyneededtoliftanapplevertically1m;

1.4.4 drawenergytransferdiagramsfortheenergy

conversionsthatoccurinarangeofcommondevicesfoundineverydaylifeandinterpretthemusingthePrincipleofConservationofEnergy;

Renewableenergyresources

1.4.5 explainthatrenewableenergyisdefinedasenergythatiscollectedfromresourcesthatwillneverrunoutorwhicharenaturallyreplenishedwithinahumanlifetime;

1.4.6 evaluateexamplesofrenewableenergysuchassunlight,wind,hydroelectricity,tidal,waves,woodandgeothermalheat;and

1.4.7 demonstrateknowledgeofhowusingrenewableenergyresourcescanaffecttheenvironment,forexamplecausinghabitatdestructionorvisualpollution.


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Non-renewableenergyresources


1.4.8 explainthat:• anon-renewableenergyresourceisonethathasafinitesupplyanditwillrunoutsometime;and

• fossilfuelssuchasoil,naturalgasandcoalareconsiderednon-renewablebecausetheycannotbereplacedwithinahumanlifetime;

1.4.9 demonstrateknowledgethatnuclearenergybasedonfissionisalsonon-renewablesincesuppliesofuraniumorewillnotlastforever;

1.4.10 demonstrateunderstandingofhowusingnon-renewableenergyresourcescanaffecttheenvironment,forexamplecausingacidrainorglobalwarming;

Efficiency

1.4.11 demonstrateunderstandingthat:• notalloftheenergyusedinaparticularprocessordeviceisuseful;and

• theefficiencyisameasureofhowmuchoftheinputenergytoaprocessordeviceappearsasusefuloutputenergy;

1.4.12 recall,demonstrateunderstandingofandusethe

equation

efficiency =usefuloutputenergytotalinputenergy

quotingtheefficiencyasadecimalorapercentage;

Work

1.4.13 demonstrateunderstandingthatworkissaidtobedonewhenenergychangesfromoneformtoanotherandthattheamountofworkcanbecalculatedbytheequation

work=force×distanceand

1.4.14 recallthatworkismeasuredinjoules(J),theforceinnewtons(N)andthedistanceinmetres(m).


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Content

LearningOutcomes

Power


1.4.15 demonstrateunderstandingthat:• poweristheamountofenergytransferredinonesecondortheamountofworkdoneinonesecond;and

• powerismeasuredinwatts(W)so1W=1joulepersecond(1W=1J/s);

1.4.16 recallandusetheequations

power =energytransferred

timetaken

power =workdonetimetaken

tocalculatepower,workdone,timetakenorenergytransferred;

1.4.17 planandcarryoutexperimentstomeasurepersonal

power,eitherbymeasuringthetimetakentoclimbastaircaseorperforminganumberofstep-upstoaplatform(PrescribedPracticalP5);

1.4.18 plananexperiment(orwatchademonstration)tomeasuretheoutputpowerofanelectricmotor,andtakemeasurementstocalculatethepowerofthemotor;and

Kineticenergy,Ek

1.4.19 explainthatkineticenergyEkistheenergypossessedbyamovingobjectandrecallandusetheequation

Ek = 12mv2

tocalculatekineticenergyinjoules,wheremisthemassoftheobjectinkgandvisthespeedoftheobjectinm/s.


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Content

LearningOutcomes

Gravitationalpotentialenergy,Ep


1.4.20 demonstrateunderstandingthatanobjecthasgravitationalpotentialenergyEpbecauseofitspositionabovetheground;


Ep=mgh

tocalculatethepotentialenergyinjoules,wheremisthemassinkilograms,histheverticalheightinmetresandgis10N/kg;

Heattransferbyconduction,convectionandradiation

1.4.22 investigatebyexperimentationordemonstration:• thatheatcanbetransferredfromplacetoplacebyconductionandthatmetalsarethebestconductorsofheat;

• convectioninliquidsandgases;and• thatdarkmattsurfacesarebetteratabsorbingandradiatingheatenergythanlightshinysurfaces;

1.4.23 demonstrateunderstanding:

• thatthetransferofenergybyconductionandconvectioninvolvesparticles;

• ofhowthistransfertakesplace;• insimpletermshowthearrangementandmovementofparticlesdeterminewhetheramaterialisaconductororaninsulator;and

• oftheroleoffreeelectronsintheconductionofheatthroughametal;

1.4.24 explaineverydayapplicationsofheattransferandthe

roleeachtransfermethodplays;and1.4.25 demonstrateunderstandingthatheatenergycanbe

lostfromhomesmainlythroughconductionandconvection,andrecallwaysofreducingtheseheatlosses.


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Atomic and Nuclear Physics Inthissection,studentsexploretheparticlestructureofboththeatomandthenucleus.Theyexamineradioactivityasaconsequenceofunstablenucleiandstudythepropertiesofalpha,betaandgammaradiation.Theyareintroducedtothetermsbackgroundandhalf-lifeanddiscussthedamagingeffectthatnuclearradiationshaveonourbodies.Theyalsolearnaboutfusionandfissionassourcesofenergy.


1.5Atomicandnuclearphysics

Structureoftheatom


1.5.1 researchthehistoricaldevelopmentofthemodelofatomicstructurefromthePlumPuddingmodeltothepresentRutherford–Bohrmodel;

1.5.2 describe,inoutline,theRutherfordalpha-particle

scatteringexperimentanditsprincipalresults;1.5.3 explainhowtheevidenceprovidedbythe

Rutherfordalpha-particlescatteringexperimentledtothePlumPuddingmodeloftheatombeingreplacedbytheRutherford–Bohrmodel;

1.5.4 describethestructureofatomsintermsofprotons,

neutronsandelectrons;1.5.5 recalltherelativechargeandrelativemassofprotons,

neutronsandelectrons;

Structureofthenucleus

1.5.6 describeanucleusintermsofatomicnumberZandmassnumberA,usingthenotation XZ

A ;1.5.7 explainwhatanisotopeis;

Radioactivedecay

1.5.8 recallthatsomenucleiareunstableanddisintegrate,emittingalpha,betaorgammaradiationrandomlyandspontaneously,andthatsuchnucleiaredescribedasradioactive;and

1.5.9 explainthatalphaparticlesareheliumnuclei

consistingoftwoprotonsandtwoneutrons,betaparticlesarefastelectrons,andgammaradiationisanelectromagneticwaveofhighenergy.


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Content

LearningOutcomes

Radioactivedecay(cont.)


1.5.10 describenucleardisintegrationsintermsofequationsinvolvingmassnumbersandatomicnumbers,andcompletetheequationsbybalancingthemassnumbersandatomicnumbers:

alphadecay XZA → YZ-2A-4 + He(or2

4 ∝24 )

betadecay XZA → YZ+1A + e(or-1

0 β-10 )

gammadecay XZA → XZA +𝜸1.5.11 investigate:

• throughdemonstrationsorcomputersimulations,therangeofalpha,betaandgammaradiations;

• howalpharadiationisstoppedbyafewcentimetresofairorathinsheetofpaper;

• howbetaradiationisstoppedbyseveralmetresofairorathinsheetofaluminium;and

• howgammaradiationeasilypassesthroughallofthesebutcanbeblockedbylead;and

1.5.12 recallthat:

• backgroundactivityisdetectedwhennoradioactivesourcesarepresent;and

• themeasuredactivityfromaradioactivesourcehastobecorrectedbysubtractingthebackgroundactivity.


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Content

LearningOutcomes

Radioactivedecay(cont.)


1.5.13 demonstrateunderstandingthat:• mostradioactivebackgroundactivitycomesfromnaturalsourcessuchascosmicraysfromspace,rocksandsoil,someofwhichcontainradioactiveelementssuchasradon;

• gas,livingthingsandplantsabsorbradioactivematerialsfromthesoil,whicharethenpassedalongthefoodchain;

• thereislittlewecandoaboutnaturalbackgroundradiation,althoughpeoplewholiveinareaswithahighbackgroundduetoradongasrequirehomestobewellventilatedtoremovethegas;and

• humanbehaviouralsoaddstothebackgroundactivitythatweareexposedtothroughmedicalX-rays,radioactivewastefromnuclearpowerplantsandtheradioactivefalloutfromnuclearweaponstesting;

Dangersofradioactivity

1.5.14 recallthatradioactiveemissionscausedangerousionisationsbyremovingelectronsfromatomsand,whenthishappenswithmoleculesinlivingcells,thegeneticmaterialofacellisdamagedandthecellmaybecomecancerous;and

1.5.15 recallthat:

• alpharadiationisnotasdangerousiftheradioactivesourceisoutsidethebody,becauseitcannotpassthroughtheskinandisunlikelytoreachcellsinsidethebody;

• betaandgammaradiationcanpenetratetheskinandcausedamagetocells;and

• alpharadiationwilldamagecellsiftheradioactivesourcehasbeenbreathedinorswallowed.


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Content

LearningOutcomes

Dangersofradioactivity(cont.)


1.5.16 explainthatstepsshouldbetakenwhenhandlingradioactivesourcestominimisetherisktothoseusingthem,suchas:• wearingprotectiveclothing;• keepingthesourceasfarawayaspossiblebyusingtongs;

• beingexposedtothesourceforasshortatimeaspossible;and

• keepingradioactivematerialsinlead-linedcontainers;

Half-life 1.5.17 explainthemeaningofthetermhalf-life,carryoutsimplecalculationsinvolvinghalf-lifeanddeterminehalf-lifefromappropriategraphs;and

Usesofradioactivity

1.5.18 describesomeusesofradioactivity inindustry,medicineandagriculture,andrecallthat:• radioactiveisotopesareusedastracerstofindoutwhatishappeninginsideanobjectwithouttheneedtobreakintotheobject;

• radioactiveisotopesareusedinindustrytofindtherouteofundergroundpipesusingagammarayemitter,ortocontrolthethicknessofmetalasitisrolledintothinsheets;

• gammaraysareusedinmedicinetosteriliseplasticobjectssuchassyringes,anddifferentradioactiveisotopesareusedtomonitorthefunctionoforgansbyinjectingasmallamountintothebloodstreamanddetectingtheemittedradiation;

• gammaraysareusedinagriculturetokillthebacteriaonfood,prolongingitsshelflife;and

• alpharadiationisusedinthehomeinsmokealarms.


25

Content

LearningOutcomes

Usesofradioactivity(cont.)


1.5.19 demonstrateunderstandingthat:• gammaradiationoffoodhasmanyopponentsbutwouldbevaluableinhotclimateswhererefrigerationisnotalwayspossible;and

• thehalf-lifeoftheradioactivematerialusedinallapplicationsneedstobeconsideredtoensurethattheapplicationworksbutminimalharmisdonetotheenvironmentortopeople;

Nuclearfission

1.5.20 describenuclearfissioninsimpletermsandbeawarethatitisaformofenergyusedtogenerateelectricity(fissionequationsarenotrequired);

1.5.21 demonstrateknowledgethat:

• forfissiontooccur,theuraniumnucleusmustfirstabsorbaneutronandthensplitintotwosmallernuclei,releasingenergyandseveralneutrons;and

• thesefissionneutronsgoontocausefurtherfissions,creatingachainreaction;and

1.5.22 discussanddebatesomeofthepolitical,social,

environmentalandethicalissuesrelatingtousingnuclearenergytogenerateelectricity,demonstratingunderstandingthat:• althoughusingnuclearpowerproducesemploymentopportunitiesformanypeople,manyarestillconcernedaboutlivingclosetonuclearpowerplantsandthestoragefacilitiesusedforradioactivewaste;

• incidentsatnuclearpowerplantsinUkraineandJapanhavecausedhugeeconomic,healthandenvironmentaldamagetotheareasurroundingthepowerplant;and

• althoughnuclearfissiondoesnotreleasecarbondioxide,themining,transportandpurificationoftheuraniumorereleasessignificantamountsofgreenhousegasesintotheatmosphere.


26


Nuclearfusion Studentsshouldbeableto:

1.5.23 describenuclearfusioninsimpletermsandbeawarethatitisthesourceofastar’senergy;

1.5.24 demonstrateunderstanding:• ofthepotentialofnuclearfusiontosolvetheworld’senergyneeds,providedthetechnologicaldifficultiesoffusionreactorscanbeovercome;

• thattheisotopesofhydrogen,deuteriumandtritiumarewidelyavailableastheconstituentsofseawaterandsoarenearlyinexhaustible;and

• thatfusiondoesnotemitcarbondioxideorothergreenhousegasesintotheatmosphereasitsmajorby-productishelium,aninert,non-toxicgas;

1.5.25 recallthat:

• fusingnucleitogetherinacontrolledwayreleasesfourmilliontimesmoreenergyperkgthanachemicalreactionsuchasburningcoal,oilorgas;and

• fusingnucleitogetherinacontrolledwayreleasesfourtimesasmuchenergyasnuclearfissionreactionsperkg;

1.5.26 explainthat:

• therearemanydifficultiestoovercomebeforenuclearfusionprovideselectricityonacommercialscaleanditmaybeanother50yearsbeforethathappens;and

• nuclearfusionreactorswillbeexpensivetobuild,andthesystemusedtocontainthemwillbeequallyexpensivebecauseoftheveryhightemperaturesneededforthenucleitofuse;and

1.5.27 demonstrateanappreciationoftheworkbeing

carriedoutattheITERproject(InternationalThermonuclearExperimentalReactor)andanunderstandingthatsuchresearchrequiresinternationalco-operation.


27

3.2 Unit 2: Waves, Light, Electricity, Magnetism, Electromagnetism and Space Physics

Waves Inthissection,studentsareintroducedtothetwomaincategoriesofwaves,aswellasthetermsusedtodescribetheirvariousproperties.Theystudyechoesandtheirapplications.Theyexploretheelectromagnetic spectrumandexaminetheuseofthevarioustypesofelectromagneticwave.


2.1Waves


2.1.1 recallthatwavestransferenergyfromonepointtoanotherthroughvibrations;

Transverseandlongitudinalwaves

2.1.2 distinguishbetweentransverseandlongitudinalwavesintermsofthemotionoftheparticlesofthemedium,recalling:• soundandultrasoundasexamplesoflongitudinalwaves;and

• waterwavesandelectromagneticwavesasexamplesoftransversewaves;

Frequency,wavelengthandamplitude

2.1.3 explainthemeaningoffrequency,wavelengthandamplitudeofawave,andextractdetailsofthesequantitiesfromgraphsofdisplacementoftheparticlesagainsttimeanddisplacementoftheparticlesagainstdistance;


v = fλ

tocalculatethevelocityofthewaveinm/s,thefrequencyofthewaveinhertz(Hz)andthewavelengthofthewaveinmetres(m);

Reflectionandrefractionofwaves

2.1.5 describe,usingsimplewavefrontdiagrams,howplanewavesarereflectedatplanebarriersandrefractedatplaneboundaries,basedontheirobservationsusingrippletanks,videoorcomputersimulations;and

2.1.6 exploreandrecalltheanalogybetweenthereflection

andrefractionofwaterwavesandthereflectionandrefractionoflight(seealso2.2.1–2.2.7).


28


Echoes,sonarandradar


2.1.7 describesomeapplicationsofechoesandcarryout calculationsontheechoprinciple;

2.1.8 recallthatultrasoundisthenamegiventosound

wavesthathavefrequenciesgreaterthan20000Hz,andisusedinmedicinetomeasurefoetalheaddiameterandinindustrytodetectdefectsinmetals;

2.1.9 demonstrateknowledgethatsonarusessoundpulsestodetectobjectsunderwaterandelectromagneticwavesareusedinradartodetectaircraftandships;

Electromagneticwaves

2.1.10 distinguishbetweenthedifferentregionsoftheelectromagneticspectrum(radiowaves,microwaves,infrared,visiblelight,ultraviolet,X-raysandgammarays)intermsoftheirwavelengthandfrequency,arrangetheminorderofwavelengthandrecallthattheyalltravelatthesamespeedinavacuum;and

2.1.11 recallthatoverexposuretocertaintypesof

electromagneticradiationcanbeharmfulandthatthehigherthefrequencyoftheradiation,themoredamageitislikelytocausetothebody,forexample:• microwavescauseinternalheatingofbodytissues;• infraredradiationisfeltasheatandcausesskinburns;

• certainwavelengthsofultravioletcandamageskincellsandleadtoskincancer;

• intensevisiblelightcandamageeyes;• largedosesofradiowavesarebelievedtocausecancer,leukaemiaandotherdisorders,andsomepeopleclaimtheverylowfrequencyradiowavesfromoverheadpowercablesneartheirhomeshasaffectedtheirhealth,althoughthishasnotbeenreliablyproven;and

• X-raysandgammaraysdamagecells,whichmayleadtocancer.


29

Light Inthissection,studentsinvestigatethereflectionandrefractionoflight.Theyrelaterefractiontoachangeofspeedaslightmovesfromonemediumtoanother.Theystudyhowaprismdisperseswhitelightandalsoinvestigatetotalinternalreflectionoflightandrelateittotheideaofacriticalangle.


2.2Light

Reflectionoflight


2.2.1 investigatehowlightisreflectedbyaplanemirror,andrecallthat:• anglesofincidenceandreflectionaremeasuredfromalineatrightanglestothemirrorknownasthenormal;and

• theangleofincidenceequalstheangleofreflection,andapplythisruleinpracticalsituations;

2.2.2 investigatethepropertiesofanimageseeninaplane

mirrorthroughraytracingandusethepropertiestosolvesimpleproblems;

Refractionoflight

2.2.3 observetherefractionoflightasitpassesfromairintoglassandairintowaterandviceversa;

2.2.4 carryoutpracticalwork:

• touseraytracingtomeasuretheanglesofincidenceandrefractionwhenlightisrefractedbyaglassblock;

• todemonstrateunderstandingthattheanglesofincidenceandrefractionaremeasuredfromalineatrightanglestotheglasssurfaceknownasthenormal;and

• tousethemeasurementstakentoplotagraphofangleofincidenceagainstangleofrefractiontoshowthattheyarerelatedbutnotproportional(PrescribedPracticalP6);and

2.2.5 recallanddemonstrateunderstandingthatwhen

lightslowsitbendstowardsthenormalandtheconverse.


30

Content

LearningOutcomes

Refractionoflight(cont.)


2.2.6 relatetheamountofrefractiontothechangeofspeed,sothatthegreatertherefraction,thelargerthechangeofspeedofthelight(aknowledgeofSnell’slawisnotexpected);

Dispersionofwhitelight

2.2.7 investigatehowprismsdispersewhitelightandrecallthat:• aspectrumcanbeproducedbecausedifferentcoloursoflighttravelatdifferentspeedsintheglass;

• thegreatertheamountofrefraction,thegreaterthechangeofspeed;and

• sinceredisrefractedtheleast,itisslowedtheleast,andvioletisrefractedthemostbecauseithasbeenslowedthemost;

Criticalangleandtotalinternalreflection

2.2.8 investigateexperimentallythecriticalangleandtheconditionsunderwhichtotalinternalreflectionoccurswithinasemi-circularglassblock,andrecallthat:• whentheangleofincidenceintheglassreachesthecriticalangle,theangleofrefractionintheairbecomes90°;and

• whentheangleofincidenceintheglassisgreaterthanthecriticalangle,totalinternalreflectionoccurs;

2.2.9 applytheprincipleoftotalinternalreflectiontoparallel-sidedglassblocksandtriangularprisms;

2.2.10 explainintermsoftotalinternalreflectionhow

opticalfibresenablelongdistancecommunicationandapplytheirknowledgetoothersituationsorapplicationsthatinvolvethiseffect;and

Lenses 2.2.11 distinguishbetweentheactionofconverginganddiverginglenses(qualitativetreatmentonly)throughpracticalinvestigation,anddefinethefocallengthofaconverginglens.


31

Content

LearningOutcomes

Lenses(cont.) Studentsshouldbeableto:

2.2.12 recallthat:• shortsightusuallyoccurswhentheeyesgrowslightlytoolongsothatlightdoesn’tfocusonthelight-sensitivetissue(retina)atthebackoftheeyeproperly;and

• forashort-sightedperson,thelightraysfocusjustinfrontoftheretina,resultingindistantobjectsappearingblurred;

2.2.13 drawasimpleraydiagramtoshow:

• howlightisrefractedbyaneyethatisshort-sighted;and

• howshortsightiscorrectedusingadiverginglens;2.2.14 recallthat:

• longsightusuallyoccurswhentheeyeballistooshortorthelenscannotbemadethickenoughtofocusthelightraysontheretina;and

• foralong-sightedperson,thelightrayswouldfocusbehindtheretinasothatnearbyobjectsappearblurred;

2.2.15 drawasimpleraydiagramtoshow:

• howlightisrefractedbyaneyethatislong-sighted;and

• howlongsightiscorrectedusingaconverginglens;

2.2.16 carryoutanddescribeanexperimentthatusesadistantobjecttomeasurethefocallengthofaconverginglens;

2.2.17 drawraydiagramstoshowhowconverginglenses

formrealimages;

2.2.18 useraydiagramstoexplaintheprincipleofthesimplecameraandtheprojector(detailsoftheconstructionofthesearenotrequired);and

2.2.19 drawaraydiagramtoshowhowaconverginglensis

usedasamagnifyingglass,formingavirtualimage.


32

Electricity Inthissection,studentsinvestigateelectricalcircuitsanddrawcircuitdiagramsusingthecorrectsymbols.Theyexamineseriesandparallelcircuitsandinvestigatetheruleforcurrentsandvoltagesineachtypeofcircuit.Theyalsostudythetransferofelectricalenergyandelectricityinthehome.


2.3Electricity

Conductorsandinsulators


2.3.1 demonstrateunderstandingofthedifferencebetweenconductorsandinsulatorsintermsoffreeelectrons;

2.3.2 recallthatanelectriccurrentinametalisaflowofelectronsandthattheelectronsmoveintheoppositedirectiontothatofaconventionalcurrent;

Simplecircuits 2.3.3 demonstrateunderstandingoftheroleofconductors,insulatorsandswitchesinsimpleseriesandparallelcircuits;

Standardsymbols

2.3.4 interpretanddrawcircuitdiagramsusingthestandardsymbolsillustratedbelow:

2.3.5 explainthemeaningofcellpolarityandrelateittothesymbolforacell;

Electricchargeflow

2.3.6 recallandusethequantitativerelationshipbetweencurrent,chargeandtime

charge=current×time

andrecallthatchargeismeasuredincoulombs;and2.3.7 demonstrateunderstandingthatthevoltageprovided

bycellsconnectedinseriesisthesumofthevoltagesofeachcell,havingregardtotheirpolarity.


33


Ohm’slaw


2.3.8 useavoltmetertomeasurethevoltageacrossametalwireandanammetertomeasurethecurrentpassingthroughthewire,and:• demonstrateunderstandingthatthetemperatureofthewireiskeptconstantusingaswitchandsmallcurrents;

• demonstrateunderstandingoftheneedtoobtainsufficientvaluesofvoltageandcurrentsothatavoltage–currentcharacteristicgraph(V-Igraph)canbeplotted,withvoltageonthey-axisandcurrentonthex-axis;

• recallthattheV-Igraphisastraightlinethatpassesthroughtheorigin;and

• recallthatthisshowsthatthecurrentandvoltageareproportionalforametalwireatconstanttemperature,andthatthisisknownasOhm’slaw(PrescribedPracticalP7);

Resistance


voltage=current×resistance

wherevoltageismeasuredinvolts,currentinamperesandresistanceinohms;

Filamentlamp

2.3.10 describeandcarryoutanexperimenttoobtainthevoltage–currentcharacteristicgraph(V-Igraph)forafilamentlampwithvoltageonthey-axisandcurrentonthex-axis,andshowthattheresistanceofafilamentlampincreasesasthecurrentthroughthefilamentincreasesbytakingtheratioofthevoltagetothecurrentatdifferentvaluesofthecurrent;and

Seriesandparallelcircuits

2.3.11 investigatehowforcomponentsconnectedinseries:• thecurrentthrougheachcomponentisthesame;and

• thevoltageofthesupplyisequaltothesumofthevoltagesacrosstheseparatecomponents.


34


Seriesandparallelcircuits(cont.)


2.3.12 recallthatforcomponentsconnectedinparallel:• thevoltageacrosseachcomponentisthesameasthatofthesupply;and

• thetotalcurrenttakenfromthesupplyisthesumofthecurrentsthroughtheseparatecomponents;

Calculatingresistance

2.3.13 calculatethetotalresistanceofresistorsinseries;2.3.14 calculatetheresistanceoftwoequalresistorsin

parallel;2.3.15 calculatethecombinedresistanceofanynumberof

resistorsinparallel;2.3.16 calculatethecombinedresistanceofcircuitswith

seriesandparallelsections;

Factorsaffectingresistance

2.3.17 investigateexperimentallyhowtheresistanceofametallicconductoratconstanttemperaturedependsonlengthandobtainsufficientvaluestoplotagraphofresistance(y-axis)andlength(x-axis),recallingthat:• thegraphisastraightlinethatpassesthroughtheorigin;and

• thisshowsthatforametalwireatconstanttemperaturetheresistanceandlengthofwireareproportional(PrescribedPracticalP8);

2.3.18 solvesimpleproblemsusingtheknowledgethatthe

resistanceofametalwireatconstanttemperatureisproportionaltoitslength;

2.3.19 investigateexperimentallyhowtheresistanceofametallicconductoratconstanttemperaturedependsontheareaofcrosssectionandthematerialitismadefrom;and

2.3.20 recallthattheresistanceofametallicconductoratconstanttemperaturedependsontheareaofcrosssectionandthematerialitismadefromandsolvesimpleproblemsusingthisknowledge(knowledgeofresistivityisnotrequired).


35


Electricalenergyandpower


2.3.21 demonstrateunderstandingofwhyanelectricalcurrentflowingthroughametalwiregeneratesheatintermsoffreeelectron–atomcollisions;

2.3.22 recallandusethequantitativerelationships

energy=power×time

power=current×voltage

tocalculateenergyinjoules(J),powerinwatts(W),currentinamps(A),voltageinvolts(V)andthetimeinseconds(s);

Electricityinthehome

2.3.23 recallthattheunitusedinthecostofelectricitytotheconsumer isthekilowatt-hour, anddemonstrateunderstandingof themeaningofthekilowatt-houranduseofthepowerratingofelectricalappliancestocalculatetheircost;

2.3.24 demonstrateunderstandingthatinone-way

switchingtheswitchbasicallyoperatesasamakeorbreakswitch,because:• whenitisturnedon,thetwoterminalsareconnected,andwhenitisturnedoff,thecontactbetweenthetwoterminalsisbroken;and

• theswitchisalwaysplacedonthepositiveorlivesideofacircuit;

2.3.25 demonstrateunderstandingthatinatwo-wayswitch

twoone-wayswitchesarejoinedbywirestomakeoneswitch,recallingthat:• thereisnodefinedpositionfortheofforonstateswhenusedinthisway,asflippingeitherswitchwouldturnthelightonoroff;and

• atwo-wayswitchcanbeusedtocontrolalightfromtwolocations,forexampleonastaircaseorinalonghallway;and

2.3.26 drawthecircuitdiagramtoshowtwo-wayswitching.


36


Electricityinthehome(cont.)


2.3.27 recallthewiringinsideafusedthree-pinpluganddemonstrateunderstandingof thefunctionofthelive,neutralandearthwires;

2.3.28 recallthatapplianceswithmetalcasesareusuallyearthedanddemonstrateunderstandingofhowtheearthwireandfusetogetherprotecttheuserfromelectricshockandtheapparatusfrompotentialdamage;

2.3.29 demonstrateunderstandingofhowdoubleinsulation

protectstheuser;and2.3.30 recalltheequation

power=current×voltage

andusethisincalculationstoselecttheappropriateratingofafuse.


37

Magnetism and Electromagnetism Inthissection,studentsplotthemagneticfieldaroundabarmagnetandacurrent-carryingcoil.Theyinvestigatefactorsaffectingthestrengthofamagneticfield.TheyareintroducedtoFleming’sLeftHandRuletodeterminethedirectionoftheforcethatactsonacurrent-carryingwireinamagneticfield.Theyexaminethedifferencebetweenalternatinganddirectcurrent.Theyalsostudythegenerationofelectricityanditstransmissiontotheconsumer.


2.4Magnetismandelectromagnetism

Magneticfieldofabarmagnet


2.4.1 useplottingcompassestoinvestigate,describeandrecalltheshapeanddirectionofthemagneticfieldaroundabarmagnet;

Magneticfieldofacurrent-carryingcoil

2.4.2 useplottingcompassestoinvestigate,describeandrecalltheshapeanddirectionofthemagneticfieldproducedbythecurrentinacoilofwire,andrelatethepolaritytothedirectionofthecurrentinthecoil;

Factorsaffectingthestrengthofanelectromagnet

2.4.3 investigate,describeandrecallhowthestrengthofthemagneticfielddependsonthecurrentinthecoil,thenumberofturnsinthecoilandthematerialusedasthecoreofthecoil(PrescribedPracticalP9);

Forceonacurrent-carryingconductorinamagneticfieldandFleming’sLeftHandRule

2.4.4 investigatetheforceonacurrent-carryingconductorinamagneticfield,recallthattheforceisperpendiculartothedirectionofboththecurrentandthemagneticfield,useFleming’sLeftHandRuletodeterminethedirectionoftheforce,currentormagneticfield,andrecallhowthisformsthebasisoftheelectricmotor(detailsofthesplitringcommutatorarenotrequired);and

a.c.andd.c.

2.4.5 describethedifferencebetweena.c.andd.c.andidentifysourcesforeach,andrecognisethewaveformsofa.c.andd.c.suppliesfromdiagramsofcathoderayoscilloscope(CRO)traces.


38


Electromagneticinduction


2.4.6 investigateelectromagneticinductionbymovingamagnetinandoutofacoilconnectedtoacentre-zerometer,andalso:• observetherelationshipbetweenthedirectionofmovementofthebarandthedirectionoftheinducedcurrent;

• observetherelationshipbetweenthesizeoftheinducedcurrentandspeedofthemovingmagnet;

• observethatwhenthemagnetisstationary,eitherinsideoroutsidethecoil,thereisnoinducedcurrent;

• observethatalternatingcurrentcanbeinducedbyrotatingthebarmagnetclosetothecoil;and

• recallthatthisisthebasisforgeneratingelectricity;2.4.7 investigateelectromagneticinductionusingtwocoils

ofwire,oneconnectedtoapowersupplyandswitchandtheneighbouringcoilconnectedtoacentre-zerometer,then:• observethedirectionoftheinducedcurrentonthemeterwhenswitchingthecurrentinonecoilwireonandthenoff;and

• recallthatthisisthebasisfortransformers;and

Generationandtransmissionofelectricity

2.4.8 recallthata.c.generatorsareusedinthegenerationofelectricityandintheirsimplestformconsistofacoilofwirerotatedbetweenthepolesofamagnet.


39


Thetransformer


2.4.9 describetheconstructionofastep-upandastep-downtransformer, includingtheprimarycoil,secondarycoilandthefunctionofthecore,then:• recallhowtheoutputvoltagedependsonthenumberofturnsonthesecondarycomparedtotheprimarycoil;and

• recallthattheinputandoutputvoltagesarebothalternating;

2.4.10 treattransformersasdevicesthathaveanefficiency

of1(100%),sothatelectricalpowerinputisthesameaselectricalpoweroutputandstate,andusetheturns-ratioequation:

NS

NP=

VS

VP

2.4.11 describeandexplaintheroleofstep-upandstep-downtransformers inthetransmissionofelectricity.


40

Space Physics Inthissection,studentsareintroducedtothevarietyofobjectsthatmakeupourSolarSystem.Theydevelopunderstandingofhowtheobjectsmoveandtheforcethatkeepstheminorbit.Studentsareintroducedtothelifecycleofstarsandhowthemassofastardeterminesitsfinaloutcome,leadingtotheideaofablackhole.TheystudytheBigBangandsupportingevidenceanddiscussthedifficultiesassociatedwithspacetraveltootherplanets.


2.5Spacephysics

TheEarthandSolarSystem


2.5.1 describethemainfeaturesoftheSolarSystem,includingtheSun,therockyandgasplanets,moons,asteroidsandcomets;

2.5.2 recalltheorderoftheeightplanetsfromtheSun

outwards;2.5.3 demonstrateunderstandingthatgravityprovidesthe

forceneededfortheorbitalmotionofplanets,comets,moonsandartificialsatellites;

2.5.4 explaintheuseofartificialsatellitesintheobservation

oftheEarth,weathermonitoring,astronomyandcommunications;

Stars

2.5.5 explainthat:• starsformwhenenoughdustandgasfromspaceispulledtogetherbygravitationalattraction;and

• smallermassesmayalsoformandbeattractedbyalargermasstobecomeplanets;

2.5.6 demonstrateunderstandingthatstudiesoflightfrom

stars,includingourSun,showtheyarecomposedmainlyofhydrogenandheliumandthattheirenergyissuppliedbythefusionofhydrogenintohelium;

2.5.7 recallthatallthenaturallyoccurringelementsapart

fromhydrogenareformedbynuclearfusioninstars;and

Lifecycleofstars

2.5.8 recallthelifecycleofastarwiththemassofourSunfromprotostartomainsequencetoredgianttowhitedwarftoblackdwarf.


41


Lifecycleofstars(cont.)


2.5.9 recallthatastarisstableduringthe'mainsequence'periodofitslifecyclebecausetheoutwardforceofthermalexpansionisbalancedbytheinwardforceofgravity;

Supernovae

2.5.10 demonstrateunderstandingthat:• moremassivestarshaveaverydifferentlifecycleafterthemainsequenceperiod;

• theybecomeredsupergiantsfollowedbyanexplosioninwhichtheouterlayersofthestarareejected;

• thisiscalledasupernovaandthestarwillshineforarelativelyshorttimewiththebrightnessof10billionsuns;and

• afterthesupernovatheremainingcoreofthestarmaycollapsemore,andsomebecomeneutronstarswhileverymassiveonesformblackholes;

Blackholes

2.5.11 demonstrateknowledgethatthereissuchastronggravitationalfieldinablackholethatnothingcanescapefromit,includingelectromagneticradiationsuchaslight;

TheUniverse

2.5.12 demonstrateknowledgethattheUniversebeganasaBigBangwhich,accordingtocurrentmeasurements,occurred14billionyearsago;and

BigBangmodel

2.5.13 describetheBigBangmodelfortheformationandevolutionoftheUniverse,including:• therapidexpansionandcoolingoftheUniverse;• theeventualformationofneutronsandprotons;• howfurtherexpansionandcoolingallowednucleitoform;and

• howeventually,afterfurtherexpansionandcooling,thetemperaturehaddroppedsufficientlyforelectronstocombinewithneutronsandprotonstoformatomsofhydrogen.


42


Redshift Studentsshouldbeableto:

2.5.14 describeandexplainthatevidencefortheBigBangincludesthatlightfromothergalaxiesisshiftedtotheredendofthespectrum,andthatthiscanbeexplainedbyspaceexpanding;

CMBR 2.5.15 explainthattheexistenceofcosmicmicrowavebackgroundradiation(CMBR)isfurtherevidenceoftheBigBang,andthattheBigBangiscurrentlytheonlymodelthatexplainsCMBR;

Spacetravelandlifeonotherplanets

2.5.16 research,discussandrecalltheevidenceforotherplanetsoutsideourSolarSystem;

2.5.17 demonstrateunderstandingofhowthecompositionoftheatmosphereoftheseplanetscanbedeterminedbyexaminationofthelightpassingthroughtheiratmospheres,inparticularthesearchforoxygen,whichwouldindicatethepossibilityoflifeontheplanet;

2.5.18 considerthepossibilitiesandlimitationsofspace

explorationintermsofdistanceandspeedoftravel;2.5.19 recallthatdistancestostarsandgalaxiesaresolarge

thattheyaremeasuredinlightyearsandthatalightyearisthedistancelighttravelsinoneyear;and

2.5.20 carryoutcalculationsinvolvinglightyearsand

distance.


43

3.3 Unit 3: Practical Skills Units1and2includeanumberofpracticaltasksthatstudentscarryoutduringthecourse.Nineoftheseareprescribedpracticals.Thisunithastwoparts:BookletAandBookletB.Wesetandmarkbothbooklets.BookletAisapracticalskillsassessment.Itassessesstudents’abilitytocarryouttwopracticaltasksbasedonbutnotidenticaltothenineprescribedpracticalslistedinthisspecification.BookletBisawritten,externallyassessedexaminationtakenduringthefinalyearofstudy.Itassessesstudents’knowledgeandunderstandingofpracticalscience.Itconsistsofquestionsaboutplanningandcarryingoutanyoftheprescribedpracticaltasks,togetherwithmoregeneralquestionsaboutanypracticalsituationthatarisesinUnits1and2inthisspecification.


Planninganinvestigation


• identifythedependent,independentandcontrolledvariablesinaninvestigation;

• suggestahypothesisforinvestigationinthecontextofHowScienceWorks;

• planamethodtoallowahypothesistobetested;• carryoutariskassessmentonallplannedpracticalactivities;

• selectequipmentorapparatusthatissuitableandwillcontributetoobtainingaccurateresults;

• producearesultstablewithappropriateheadingsandunitswhichallowsfortherecordingofawiderangeofappropriaterawdata;

• drawadiagramoftheapparatususedinanexperiment;and

• demonstrateunderstandingofthestepsthatmustbetakentoensurethereliabilityofdatacollected.


44


Carryingoutanexperiment


• demonstratethepracticalskillsnecessarytousethefollowingapparatuscorrectly,skilfullyandsafely:- springbalanceand/ortop-panbalance(mass);- ruler(length);- graduatedcylinder(liquidvolume);- stopclockorstopwatch(time);- thermometerorsensor(temperature);- ammeter(electriccurrent);- voltmeter(potentialdifference);- ohmmeter(resistance);and- protractor(angle);

• demonstratethepracticalskillsnecessarytosetupsimpleelectriccircuitssafely;

Analysingexperimentaldata

• demonstrateunderstandingofthemathematicaltechniquesthatcanbeusedtoidentifytherelationshipsbetweenvariables(suchasdivisiontofindkinF=kxandmultiplicationtofindkinR=k/A);

• useappropriatescalesandaxeslabelswhenplottingagraphofexperimentaldata;

• demonstrateunderstandingofwhatismeantbyananomalousresultinasetofexperimentaldataandhowitshouldbetreated;and

• plotdatapointsaccuratelyanddrawtheappropriatestraightlineorcurve.


45


Drawingconclusionsfromanexperiment


• makereasonedjudgementsanddrawevidence-basedconclusions;

• analyse,interpretandcriticallyevaluateabroadrangeofexperimentaldata;

• demonstrateunderstandingthatforagraphofyagainstx,astraightlinethrough(0,0)isanindicatorofdirectproportion;

• demonstrateunderstandingthatforagraphofyagainst1/x,astraightlinethrough(0,0)isanindicatorofinverse(indirect)proportion;

• discussindetailtheareasofaninvestigationthatcouldaffectthereliabilityofthedataorevidencecollected;

• developanddefendahypothesiswithappropriateanddetailedscientificreasoning;and

• developargumentsandexplanations,takingaccountofthelimitationsoftheavailableevidence.


46

Content

LearningOutcomes

Prescribedpracticals

BelowisalistofprescribedpracticalsthatmaybeassessedinUnit3BookletAand/orBookletB.Studentsshouldbeabletocarryoutpracticalwork:

• usingsimpleapparatus,includingtrolleys,ball-bearings,metrerules,stopclocksandramps,toinvestigateexperimentallyhowtheaveragespeedofanobjectmovingdownarunwaydependsontheslopeoftherunwaymeasuredastheheightofoneendoftherunway(ICTresourcescouldbeusedtoprocessthemeasurementsandanalysethedata)(PrescribedPracticalP1);

• toinvestigateexperimentallytheextensionofaspringandhowitisrelatedtotheappliedforce,andrecallthattheextensionofaspringisdirectlyproportionaltotheforceapplied,providedthatthelimitofproportionalityisnotexceeded(PrescribedPracticalP2);

• toplanandcarryoutexperimentstoverifythePrincipleofMomentsusingasuspendedmetreruleandattachedweightsorapivotedbeamandsquareweights(PrescribedPracticalP3);

• toinvestigateexperimentallytherelationshipbetweenthemassandvolumeofliquidsandregularsolids,andanalyseandinterpretthedatagathered(PrescribedPracticalP4);

• toplanandcarryoutexperimentstomeasurepersonalpower,eitherbymeasuringthetimetakentoclimbastaircaseorperforminganumberofstep-upstoaplatform(PrescribedPracticalP5);and

• touseraytracingtomeasuretheanglesofincidenceandrefractionwhenlightisrefractedbyaglassblock;todemonstrateunderstandingthattheanglesofincidenceandrefractionaremeasuredfromalineatrightanglestotheglasssurfaceknownasthenormal;andtousethemeasurementstakentoplotagraphofangleofincidenceagainstangleofrefractiontoshowthattheyarerelatedbutnotproportional(PrescribedPracticalP6).


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Content

LearningOutcomes

Prescribedpracticals(cont.)

Studentsshouldbeabletocarryoutpracticalwork:

• usingavoltmetertomeasurethevoltageacrossametalwireandanammetertomeasurethecurrentpassingthroughthewire,and:- demonstrateunderstandingthatthetemperatureofthewireiskeptconstantusingaswitchandsmallcurrents;

- demonstrateunderstandingoftheneedtoobtainsufficientvaluesofvoltageandcurrentsothatavoltage–currentcharacteristicgraph(V-Igraph)canbeplotted,withvoltageonthey-axisandcurrentonthex-axis;

- recallthattheV-Igraphisastraightlinethatpassesthroughtheorigin;and

- recallthatthisshowsthatthecurrentandvoltageareproportionalforametalwireatconstanttemperature,andthatthisisknownasOhm’slaw(PrescribedPracticalP7);

• toinvestigateexperimentallyhowtheresistanceofametallicconductoratconstanttemperaturedependsonlengthandobtainsufficientvaluestoplotagraphofresistance(y-axis)andlength(x-axis),recallingthat:- thegraphisastraightlinethatpassesthroughtheorigin;and

- thisshowsthatforametalwireatconstanttemperaturetheresistanceandlengthofwireareproportional(PrescribedPracticalP8);and

• toinvestigate,describeandrecallhowthestrengthofthemagneticfielddependsonthecurrentinthecoil,thenumberofturnsinthecoilandthematerialusedasthecoreofthecoil(PrescribedPracticalP9).


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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandassessment,seeSection2.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:

AO1 demonstrateknowledgeandunderstandingof:• scientificideas;and• scientifictechniquesandprocedures;

AO2 applyknowledgeandunderstandingofanddevelopskillsin:• scientificideas;and• scientificenquiry,techniquesandprocedures;and

AO3 analysescientificinformationandideasto:• interpretandevaluate;• makejudgementsanddrawconclusions;and• developandimproveexperimentalprocedures.

4.3 Assessment objective weightings ThetablebelowsetsouttheapproximateassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

UnitWeighting(%) OverallWeighting(%)

Unit1 Unit2 Unit3

AO1 16 16 8 40

AO2 16 16 8 40

AO3 5.5 5.5 9 20

TotalWeighting 37.5 37.5 25 100


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4.4 Quality of written communication InGCSEPhysics,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).


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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade Description

A Candidatesrecall,selectandcommunicatepreciseknowledgeanddetailedunderstandingofphysics.Theydemonstrateacomprehensiveunderstandingofthenatureofphysics,itslaws,principlesandapplicationsandtherelationshipbetweenphysicsandsociety.Theyunderstandtherelationshipsbetweenscientificadvances,theirethicalimplicationsandthebenefitsandrisksassociatedwiththem.Theyusescientificandtechnicalknowledge,terminologyandconventionsappropriatelyandconsistently,showingadetailedunderstandingofscaleintermsoftime,sizeandspace.Theyapplyappropriateskills,includingcommunication,mathematical,technicalandobservationalskills,knowledgeandunderstandingeffectivelyinawiderangeofpracticalandothercontexts.Theyshowacomprehensiveunderstandingoftherelationshipsbetweenhypotheses,evidence,theoriesandexplanationsandmakeeffectiveuseofmodels,includingmathematicalmodels,toexplainabstractideas,phenomena,eventsandprocesses.Theyuseawiderangeofappropriatemethods,sourcesofinformationanddataconsistently,applyingrelevantskillstoaddressscientificquestions,solveproblemsandtesthypotheses.Candidatesanalyse,interpretandcriticallyevaluateabroadrangeofquantitativeandqualitativedataandinformation.Theyevaluateinformationsystematicallytodevelopargumentsandexplanations,takingaccountofthelimitationsoftheavailableevidence.Theymakereasonedjudgementsconsistentlyanddrawdetailed,evidence-basedconclusions.


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Grade Description

C Candidatesrecall,selectandcommunicatesecureknowledgeandunderstandingofphysics.Theydemonstrateunderstandingofthenatureofphysics,itslaws,principlesandapplicationsandtherelationshipbetweenphysicsandsociety.Theyunderstandthatscientificadvancesmayhaveethicalimplications,benefitsandrisks.Theyusescientificandtechnicalknowledge,terminologyandconventionsappropriately,showingunderstandingofscaleintermsoftime,sizeandspace.Theyapplyappropriateskills,includingcommunication,mathematical,technicalandobservationalskills,knowledgeandunderstandinginarangeofpracticalandothercontexts.Theyshowunderstandingoftherelationshipsbetweenhypotheses,evidence,theoriesandexplanationsandusemodels,includingmathematicalmodels,todescribeabstractideas,phenomena,eventsandprocesses.Theyusearangeofappropriatemethods,sourcesofinformationanddata,applyingtheirskillstoaddressscientificquestions,solveproblemsandtesthypotheses.Candidatesanalyse,interpretandevaluatearangeofquantitativeandqualitativedataandinformation.Theyunderstandthelimitationsofevidenceanduseevidenceandinformationtodevelopargumentswithsupportingexplanations.Theydrawconclusionsbasedontheavailableevidence.

F Candidatesrecall,selectandcommunicatelimitedknowledgeandunderstandingofphysics.Theyrecognisesimpleinterrelationshipsbetweenphysicsandsociety.Theyshowalimitedunderstandingthatscientificadvancesmayhaveethicalimplications,benefitsandrisks.Theyuselimitedscientificandtechnicalknowledge,terminologyandconventions,showingsomeunderstandingofscaleintermsoftime,sizeandspace.Theyapplyskills,includinglimitedcommunication,mathematical,technicalandobservationalskills,knowledgeandunderstandinginpracticalandsomeothercontexts.Theyshowlimitedunderstandingofthenatureofscienceanditsapplications.Theycanexplainstraightforwardmodelsofphenomena,eventsandprocesses.Usingalimitedrangeofskillsandtechniques,theyanswerscientificquestions,solvestraightforwardproblemsandtestideas.Candidatesinterpretandevaluatelimitedquantitativeandqualitativedataandinformationfromanarrowrangeofsources.Theycandrawelementaryconclusionshavingcollectedlimitedevidence.


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6 Guidance on Practical Skills Assessment 6.1 Overview Unit3assessespracticalskills.Ithastwoparts:BookletAandBookletB.Allofthenineprescribedpracticalsshouldbetaughtthroughoutthecourse.BookletAconsistsoftwopre-releasepracticalassessmentsbasedonbutnotidenticaltothoseonthelistofnineprescribedpracticals.Wechangethetwoassessedpracticalseveryyeartoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating.InBookletA,candidatescarryouttwopracticaltasksinthelaboratory.BookletAisapracticalskillsassessmentandshouldbecarriedoutunderhighlevelofcontrol,withteacherandinvigilatorsupervisiontocomplywithhealthandsafetyregulations.WesendcentresalistofthematerialsrequiredforBookletAintheDecemberbeforetheSummersubmission.WesendBookletAtocentresinJanuaryofthefinalyearofstudy.Candidatescollectqualitativeorquantitativeresultsdependingonthedemandsofthepracticalskillsassessment.Wewillpublishatimetabledperiodforthispracticalskillsassessmentontheexaminationstimetable.CandidatesmustcompleteBookletAby1Mayofthefinalyearofstudy.Centresmustsendthesebookletstousformarking.BookletBisatimetabled,externallyassessedexaminationtakenattheendofthefinalyearofstudy.Itconsistsofquestionsaboutplanningandcarryingoutanyoftheprescribedpracticaltasks.Italsohasmoregeneralquestionsaboutanypracticalsituationthatarisesfromthisspecification.6.2 Skills assessed by Unit 3 Thefollowingskillsareassessed:

• planninganinvestigation;• carryingoutanexperiment;• analysingexperimentaldata;and• drawingconclusionsfromanexperiment.


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6.3 Task taking in Booklet A BookletAisapracticalskillsassessmentandmustbecarriedoutunderahighlevelofcontrol.Anappropriateteachershouldbepresentwithaninvigilatortoensurecompliancewithhealthandsafetyregulations.

TeachersandinvigilatorsshouldnotofferdirectionorguidancetocandidateswherethiswouldassistthemincompletingBookletA.Candidatesmayworkcollaborativelyingroupsofuptothreewhencarryingoutthepracticaltasks,buttheymustworkindividuallyandindependentlytocompleteBookletA.Candidateshave2hourstocompleteBookletA,anditmustbecompletedinasinglesession.FoundationandHigherTiercandidatesmaycarryoutthepracticalskillsassessmentinthesameroombutcanonlyworkwithotherstakingthesametier.

TheexaminationsofficermustkeepallBookletApapers(completedandunused)securelyatalltimes.

CentresmustreturnBookletApaperstousformarkingafter1May.

WewillprovideadditionalinformationrelatingtoBookletAasasupportdocument.


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ForBookletA,thelevelofcontrolfortasktakingishigh.Thetablebelowexemplifieshighlevelsofcontrolforthispracticalskillsassessment.

AreasofControl DetailsofControl

Authenticity • BookletAisanexternallysetandexternallymarkedpracticalskillsassessment.

• Teachersmustensurethatallcandidatesareindirectsightofthesupervisoratalltimes.

• Interactionbetweencandidatesistightlyprescribedduringthepracticaltasks.

• TheyshouldnotcommunicatewitheachotherwhencompletingtheirresponseinBookletA.

• Wewillpublishatimetabledperiodforthispracticalskillsassessmentontheexaminationstimetable.

• CandidatesmustcarryoutthepracticaltasksandcompleteBookletAin2hours.

• WesendanapparatusandmaterialslisttoexaminationsofficersinDecemberofthefinalyearofstudy.Theyshoulddistributethislisttotherelevantheadofdepartment.

Feedback • Teachersshouldnotprovideguidanceorfeedbackduringthepracticalskillsassessmentexcepttointerveneonthegroundsofhealthandsafety.

Pagelimit • WesetBookletA.Ithasnoprescribedpagelimit.

Collaboration • Candidatesforthesametierofentrymayworkcollaborativelytocarryoutthepracticaltasks,buttheymustprovideanindividualresponseinBookletA.

Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk6.4 Task marking Ourexaminersmarkthetasks.


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7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused.7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleuseappropriatetechnicalterms;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampledescribetheprocessofnuclearfission,explainwhereandhowitisused,andidentifythebenefitsanddrawbacksintheformofawrittenororalpresentation;

• participateindiscussions,debatesandinterviews,forexamplediscussanddebatesomeofthepolitical,social,environmentalandethicalissuesrelatingtotheuseofnuclearenergytogenerateelectricity;and

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexamplecarryoutpracticalworkusingavoltmeterandammetertomeasurethevoltageacrossametalwireandthecurrentpassingthroughit,interpretandanalysethemeasurementsandusegraphplottingsoftwaretoshowthelinearrelationshipbetweenthemeasuredquantities.


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UsingMathematics


• usemathematicallanguageandnotationwithconfidence,forexamplewritedownandsolvelinearequationsthroughoutallareasofthespecificationandenternumbersinstandardindexforminascientificcalculator(seealsotheAppendix:MathematicalContentandSkills);

• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexampleestimatethespeedofsoundgiventhatitisabouttentimesfasterthanatypicalcaronamotorway;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexampleinvestigateandusequantitativerelationshipsbetweeninitialspeed,finalspeed,averagespeed,distancemoved,rateofchangeofspeedandtime;

• interpretandanalyseawiderangeofmathematicaldata,forexamplecarryoutpracticalworkusingsimpleapparatustoinvestigatethemotionofanobjectdownaslope;and

• presentmathematicaldatainavarietyofformats,suchastablesorgraphs,whichtakeaccountofaudienceandpurpose,forexampleplotagraphofextensionagainstforceinaHooke’sLawexperiment,useittofindthestiffnessconstant,k,andcomparetheresultwiththeaveragevalueofforce/extensioninaresultstable.

UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampleusedataloggerstorecordexperimentaldataabouttheinstantaneousvelocityofanobjectinfreefall,oruseaspreadsheettocalculatetheresistanceofwiresfromdatarelatingtovoltageandcurrentsandplotagraphofresistanceagainstlength.

7.2 Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


• planwork,forexampleplanwithothershowtheymightcarryoutoneoftheprescribedpracticaltasks;and

• setpersonallearninggoals,forexamplelearnhowtouseascientificcalculatortosolvethemathematicalproblemsencounteredthroughoutthecourse.


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WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexampleplanandcarryoutwithothersanexperimenttomeasurepersonalpower;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampleworkinsmallgroupsfortheprescribedpracticaltasks;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexampleresearchtheusesanddangersofelectromagneticwavesandrecalltheirfindings.

ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexampleinvestigateexperimentallytherelationshipbetweenthemassandvolumeofliquids,regularsolidsandirregularsolids,anduseICTtoprocessthedata;

• proposejustifiedexplanations,forexampleusetheBigBangtoexplainwhylightfromothergalaxiesisshiftedtotheredendofthespectrumandtheexistenceofcosmicmicrowavebackgroundradiation(CMBR);

• reason,formopinionsandjustifytheirviews,forexamplediscussthesafetyofwi-fiormobilephonesinrelationtoelectromagneticwavesandpotentialdangers;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampledescribearangeofrenewableandnon-renewableenergyresourcesandunderstandtheireffectontheenvironment;

• analyseandevaluatemultipleperspectives,forexampledebatetheprosandconsofnuclearpower;

• weighupoptionsandjustifydecisions,forexampleweighuptheadvantagesofatidalbarrageinStrangfordLoughagainstthedestructionoftheshorelinehabitatandtheeffectonbiodiversity;and

• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleexplorethedifferentapproachestounderstandinghalf-life.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


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8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

• ourPhysicsmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• guidanceonprogressionfromKeyStage3;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• practicalassessmentguidanceforteachers;• practicalassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.


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8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.Studentswithaphysicalimpairmentmayinstructapracticalassistanttosetupequipmentbutmayhavedifficultyinmakingobservationsandinmanipulatingtheequipmenttocarryouttheexperiment.Studentswithavisualimpairmentmayfindelementsoftheassessmentdifficult,buttechnologymayhelpvisuallyimpairedstudentstotakereadingsandmakeobservations.Therefore,theassessmentsshouldnotposeadifficultyforthesestudents.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk


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8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:NualaTierney(telephone:(028)90261200,extension2292,email:[email protected])

• SubjectOfficer:GavinGray(telephone:(028)90261200,extension2270,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


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Appendix Mathematical Content and Skills Studentsneedtobefamiliarwithandcompetentinthefollowingareasofmathematicsinordertodeveloptheirskills,knowledgeandunderstandinginPhysics.MaterialinboldwillonlyberequiredinHigherTierpapers.

Arithmetic and numerical computation Recogniseanduseexpressionsindecimalform.Recogniseanduseexpressionsinstandardform.Useratios,fractionsandpercentages.Makeestimatesoftheresultsofsimplecalculations.

Handling data Expressaphysicalquantitytoanappropriatenumberofsignificantfigures.Expressanumbertoone,twoorthreedecimalplaces.Findarithmeticmeans.Constructandinterprettables,piechartsandbarcharts.

Algebra Understandandusethesymbols=,<,<<,>>,>,∝and~.Changethesubjectofanequation.Substitutenumericalvaluesintoalgebraicequationstocalculateaphysicalquantity.Deduceappropriateunitsforphysicalquantities.Solvesimplealgebraicequations.Understandthemeaningofdirectandinverse(indirect)proportion.

Graphs Translateinformationbetweengraphicalandnumericform.Understandthaty = mxrepresentsalinearrelationship,wheremisthegradient,andthatthegraphofyagainstxisastraightlinethroughtheorigin.Understand that y = mx + c represents a linear relationship, where m is the gradient and c is the y-axis intercept. Plottwovariablesfromexperimentalorotherdata.Determinetheslopeandinterceptofalineargraph.

Geometry and trigonometry Useangularmeasuresindegrees.Calculateareasoftrianglesandrectangles,surfaceareasandvolumesofcuboids.Themathematicscontentabovewillbeassessedwithinthelifetimeofthespecification.

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