Name: iGCSE Physics Exam Resources Pack This pack of resources is designed to help you be organised and exam aware of what you need for the Y11 Summer Exams. All Y11 students should read through and address each section in turn the information has been pooled from the syllabus to enable you to be really organised and understand the exam requirements. Syllabus https://preview.tinyurl.com/ychh6jow 1. Topic Revision Tracker 2. Exams Breakdown 3. Subject Specific Vocab 4. Command Words 5. Supplied Formulae 6. Non-Supplied Formulae 7. Electrical Symbols 8. Maths Skills Audit Mr Powell 2019
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iGCSE Physics Exam Resources Pack
This pack of resources is designed to help you be organised and exam aware of what you need for the Y11 Summer Exams.
All Y11 students should read through and address each section in turn the information has been pooled from the syllabus to enable you to be really organised and understand the exam requirements.
2 hour written examination paper(everything not in bold)
110 marks
1 hour 15mins written examination paper(all Content)
70 marks
Questions are a mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions.
A calculator must be used in the examinations (same as maths) and students should make sure they can use all the complex functions before the day of the exam.
Assesses core content that is not in bold and does not have a ‘P’ reference. Questions may come from any topic area across the specification.
1 Forces and motion2 Electricity 3 Waves4 Energy resources and energy transfers5 Solids, liquids and gases6 Magnetism and electromagnetism7 Radioactivity and particles8 Astrophysics
Starter Resources:
Textbook / Your own books from Y9 to 11 / Revision Guides/ Work book / Revision cards / Question Packs (intranet)
Syllabus https://preview.tinyurl.com/ychh6jow
Trent College Intranet: https://trentcollege.fireflycloud.net/physics
1-9 GCSE Subject Specific VocabularyStudents who wish to obtain a higher grade in iGCSE must use these key terms in their answers:
Accuracy: A measurement result is considered accurate if it is judged to be close to the true value.
Calibration: Marking a scale on a measuring instrument. This involves establishing the relationship between indications of a measuring instrument and standard or reference quantity values, which must be applied. For example, placing a thermometer in melting ice to see whether it reads zero, in order to check if it has been calibrated correctly.
Data: Information, either qualitative or quantitative, that has been collected.
Error: See also uncertainty.
Measurement error: The difference between a measured value and the true value.
Anomalies: These are values in a set of results which are judged not to be part of the variation caused by random uncertainty.
Random error: These cause readings to be spread about the true value, due to results varying in an unpredictable way from one measurement to the next. Random errors are present when any measurement is made, and cannot be corrected. The effect of random errors can be reduced by making more measurements and calculating a new mean.
Systematic error: These cause readings to differ from the true value by a consistent amount each time a measurement is made. Sources of systematic error can include the environment, methods of observation or instruments used. Systematic errors cannot be dealt with by simple repeats. If a systematic error is suspected, the data collection should be repeated using a different technique or a different set of equipment, and the results compared.
Zero error: Any indication that a measuring system gives a false reading when the true value of a measured quantity is zero, eg the needle on an ammeter failing to return to zero when no current flows. A zero error may result in a systematic uncertainty.
Evidence: Data which has been shown to be valid.
Fair test: A fair test is one in which only the independent variable has been allowed to affect the dependent variable.
Hypothesis: A proposal intended to explain certain facts or observations.
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Interval: The quantity between readings, eg a set of 11 readings equally spaced over a distance of 1 metre would give an interval of 10 centimetres. Precision: Precise measurements are ones in which there is very little spread about the mean value. Precision depends only on the extent of random errors – it gives no indication of how close results are to the true value.
Prediction: A prediction is a statement suggesting what will happen in the future, based on observation, experience or a hypothesis.
Range: The maximum and minimum values of the independent or dependent variables; important in ensuring that any pattern is detected. For example a range of distances may be quoted as either: 'From 10 cm to 50 cm' or 'From 50 cm to 10 cm'.
Repeatable: A measurement is repeatable if the original experimenter repeats the investigation using same method and equipment and obtains the same results. Previously known as reliable.
Reproducible: A measurement is reproducible if the investigation is repeated by another person, or by using different equipment or techniques, and the same results are obtained. Previously known as reliable.
Resolution: This is the smallest change in the quantity being measured (input) of a measuring instrument that gives a perceptible change in the reading.
Sketch graph: A line graph, not necessarily on a grid, that shows the general shape of the relationship between two variables. It will not have any points plotted and although the axes should be labelled they may not be scaled.
True value: This is the value that would be obtained in an ideal measurement.
Uncertainty: The interval within which the true value can be expected to lie, with a given level of confidence or probability, eg 'the temperature is 20 °C ± 2 °C, at a level of confidence of 95%'.
Validity: Suitability of the investigative procedure to answer the question being asked. For example, an investigation to find out if the rate of a chemical reaction depended upon the concentration of one of the reactants would not be a valid procedure if the temperature of the reactants was not controlled.
Valid conclusion: A conclusion supported by valid data, obtained from an appropriate experimental design and based on sound reasoning.
Variables; These are physical, chemical or biological quantities or characteristics.
Categoric variables have values that are labels, eg names of plants or types of material.
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Continuous variables can have values (called a quantity) that can be given a magnitude either by counting (as in the case of the number of shrimp) or by measurement (eg light intensity, flow rate etc). Previously known as discrete variable.
Control variable is one which may, in addition to the independent variable, affect the outcome of the investigation and therefore has to be kept constant or at least monitored.
Dependent variable is the variable of which the value is measured for each and every change in the independent variable.
Independent variable is the variable for which values are changed or selected by the investigator.
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Command Words – “How they ask the questions”Command Word Definition
Add/Label Requires the addition or labelling of a stimulus material given in the question, for units to a table example labelling a diagram or adding
Calculate Obtain a numerical answer, showing relevant working.
Comment on Requires the synthesis of a number of variables from data/information to form a judgement.
Complete Requires the completion of a table/diagram.Deduce Draw/reach conclusion(s) from the information provided.
Describe To give an account of something. Statements in the response need to be developed, need to include a justification or reason. as they are often linked but do not
DetermineThe answer must have an element that is quantitative from the stimulus provided, or must show how the answer can be reached quantitatively. To gain maximum marks, there must be a quantitative element to the answer.
Design Plan or invent a procedure from existing principles/ideas.
Discuss• Identify the issue/situation/problem/argument that is being assessed within the question.• Explore all aspects of an issue/situation/problem/argument.• Investigate the issue/situation etc. by reasoning or argument.
Draw Produce a diagram either using a ruler or freehand.
Estimate Find an approximate value, number or quantity from a diagram/given data or through a calculation.
Evaluate
Review information (e.g. data, methods) then bring it together to form a conclusion, strengths, weaknesses, alternative actions, relevant data or drawing on evidence including information. Come to a supported judgement of a subject’s quality and relate it to its context.
Explain An explanation requires a justification/exemplification of a point. The answer must contain some element of reasoning/justification – this can include mathematical explanations.
Give/State/Name All of these command words are really synonyms. They generally all require recall of one or more pieces of information.
Give a reason/reasons When a statement has been made and the requirement is only to give the reason(s) why.
Identify Usually requires some key information to be selected from a given stimulus/resource.Justify Give evidence to support (either the statement given in the question or an earlier answer).
Plot These points. A suitable scale and appropriately labelled axes Produce a graph by marking points accurately on a grid from data that is provided and then draw a line of best fit through must be included if these are not provided in the question.
Predict Give an expected result.Show that Verify the statement given in the question.
Sketch Produce a freehand drawing. For a graph, this would need a line and labelled axes with important features indicated. The axes are not scaled.
State what is meant by
When the meaning of a term is expected but there are different ways for how these can be described.
Suggest Use your knowledge to propose a solution to a problem in a novel context.Verb proceeding a command word
Analyse the data/graph to
explainExamine the data/graph in detail to provide an explanation.
Multiple choice questionsWhat, Why Direct command words used for multiple-choice questions.
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Formulae Supplied
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Formulae to Learn and Recall
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Electrical Symbols (to Learn)
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Maths Skills Audit iGCSE Happy? Target?1 Arithmetic and numerical computationA Recognise and use numbers in decimal form B Recognise and use numbers in standard form C Use ratios, fractions, percentages, powers and roots
D Make estimates of the results of simple calculations, without using a calculator
E Use calculators to handle sin x and sin-1x, where x is expressed in degrees (P)
2 Handling dataA Use an appropriate number of significant figures B Understand and find the arithmetic mean (average) C Construct and interpret bar charts
D Construct and interpret frequency tables, diagrams and histograms
E Understand the principles of sampling as applied to scientific data
F Understand simple probability G Understand the terms mode and median (B)
H Use a scatter diagram to identify a pattern or trend between two variables
I Make order of magnitude calculations 3 Algebra
A Understand and use the symbols <, >, ∝, ~ B Change the subject of an equation
C Substitute numerical values into algebraic equations using appropriate units
D Solve simple algebraic equations 4 Graphs
A Translate information between graphical and numerical form
B Understand that y = mx + c represents a linear relationship
C Plot two variables (discrete and continuous) from experimental or other data
D Determine the slope and intercept of a linear graph
E Understand, draw and use the slope of a tangent to a curve as a measure of
rate of change
F Understand the physical significance of area between a curve and the x-axis, and measure it by counting squares as appropriate (P)
Geometry and trigonometryA Use angular measures in degrees B Visualise and represent 2D and 3D objects, including two dimensional representations of 3D objects
C Calculate areas of triangles and rectangles, surface areas and volumes of cube
