Physics A: AS and A Level Specification

GCE
AS and A Level Specication
Physics A
AS exams 2009 onwards A2 exams 2010 onwards
GCE Physics A Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.4)
Contents
1
1.1 1.2 1.3 1.4
Introduction
Why choose AQA? Why choose GCE Physics A? How do I start using this specification? How can I find out more?
2
2 2 3 3
2 3
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Specification at a Glance Subject Content

Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity Unit 2 PHYA2 Mechanics, Materials and Waves Unit 3 Investigative and Practical Skills in AS Physics Unit 4 PHYA4 Fields and Further Mechanics Unit 5 PHA5A-5D Nuclear Physics, Thermal Physics and an Optional Topic Unit 6 Investigative and Practical Skills in A2 Physics How Science Works Guidance on Centre Assessment Mathematical Requirements
4 5
6 9 12 14 18 33 35 41 48
4
4.1 4.2 4.3 4.4 4.5 4.6
Scheme of Assessment
Aims Assessment Objectives National Criteria Prior Learning Synoptic Assessment and Stretch and Challenge Access to Assessment for Disabled Students
49
49 49 50 50 51 51
5
5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8
Administration
Availability of Assessment Units and Certification Entries Private Candidates Access Arrangements and Special Consideration Language of Examinations Qualification Titles Awarding Grades and Reporting Results Re-sits and Shelf-life of Unit Results
52
52 52 52 53 53 53 54 54
6
6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8
Administration of Internally Assessed Units

Supervision and Authentication of Internally Assessed Units Malpractice Teacher Standardisation (Route T only) Internal Standardisation of Marking (Route T only) Annotation of Centre Assessed Work (Route T only) Submitting Marks and Sample Work for Moderation (Route T only) Factors Affecting Individual Candidates Retaining Evidence and Re-using Marks (Route T only)
55
55 56 56 56 57 57 57 57
7
7.1 7.2
Moderation (Route T only)

Moderation Procedures Post-moderation Procedures
58
58 58

A B C D E
Appendices
Performance Descriptions Spiritual, Moral, Ethical, Social and other Issues Overlaps with other Qualifications Key Skills Teaching, Developing and Providing Opportunities for Generating Evidence Data and Formulae Booklet
59
59 63 64 65 67
Vertical black lines indicate a significant change or addition to the previous version of this specification.
1
1 Introduction
1.1 Why choose AQA?
1
Its a fact that AQA is the UKs favourite exam board and more students receive their academic qualifications from AQA than from any other board. But why does AQA continue to be so popular?
Service
Specifications
Ours are designed to the highest standards, so teachers, students and their parents can be confident that an AQA award provides an accurate measure of a students achievements. And the assessment structures have been designed to achieve a balance between rigour, reliability and demands on candidates.
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Ethics
Support
AQA runs the most extensive programme of support meetings; free of charge in the first years of a new specification and at a very reasonable cost thereafter. These support meetings explain the specification and suggest practical teaching strategies and approaches that really work.
AQA is a registered charity. We have no shareholders to pay. We exist solely for the good of education in the UK. Any surplus income is ploughed back into educational research and our service to you, our customers. We dont profit from education, you do.
If you are an existing customer then we thank you for your support. If you are thinking of moving to AQA then we look forward to welcoming you.
1.2 Why choose Physics A?

Physics A provides a seamless transition to A Level from previous studies and develops students interest and enthusiasm for physics. The AS provides different starting points so teachers can choose to start the course with topics familiar or new topics. The A2 builds on AS and covers essential topics for progression to post A Level course in physics. It also includes optional topics from the former specification A course. The specification thus provides a smooth pathway from GCSE and a route to university courses in physics and other subjects in which physics is a key component. Physics A reflects the popular elements of both predecessor specifications, allowing teachers to adapt existing schemes of work and resources with minimum difficulty. Internal assessment of practical work is a key feature of the specification. There are two routes to the internal assessment. Route T provides continuity in style and format from AQAs GCSE physics assessment model. This is achieved through assessment of practical skills (PSA) and an individual skills assessment (ISA) at AS level through Unit 3 and at A2 through Unit 6. Route X provides a scheme of internal assessment through a verification of practical skills undertaken throughout the course and an externally marked practical test. The specification provides a wide range of opportunities to develop How Science Works by linking the general criteria on the nature of science to specific topics throughout the specification. Internal assessment gives students a deep awareness of how science in practice works.
1.3 How do I start using this specification?

Already using the existing AQA GCE Physics specifications?
Register to receive further information, such as mark schemes, past question papers, details of teacher support meetings, etc, at http://www.aqa.org.uk/rn/askaqa.php. Information will be available electronically or in print, for your convenience. Tell us that you intend to enter candidates. Then we can make sure that you receive all the material you need for the examinations. This is particularly important where examination material is issued before the final entry deadline. You can let us know by completing the appropriate Intention to Enter and Estimated Entry forms. We will send copies to your Exams Officer and they are also available on our website http://www.aqa.org.uk/admin/p_entries.html
Not using the AQA specifications currently?

Almost all centres in England and Wales use AQA or have used AQA in the past and are approved AQA centres. A small minority are not. If your centre is new to AQA, please contact our centre approval team at centreapproval@aqa.org.uk
1.4 How can I find out more?

Ask AQA
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Teacher Support
Details of the full range of current Teacher Support meetings are available on our website at http://www.aqa.org.uk/support/teachers.html There is also a link to our fast and convenient online booking system for Teacher Support meetings at http://events.aqa.org.uk/ebooking If you need to contact the Teacher Support team, you can call us on 01483 477860 or email us at teachersupport@aqa.org.uk
2 Specification at a Glance
AS Examination Unit 1 PHYA1 Particles, quantum phenomena and electricity Written Examination (70 marks/120 UMS), 6 or 7 structured questions 1 hours 40% of the total AS marks 20% of the total A Level marks Available January and June Unit 2 PHYA2 Mechanics, materials and waves Written Examination (70 marks/120 UMS), 6 or 7 structured questions 1 hours 40% of the total AS marks 20% of the total A Level marks Available January and June Unit 3
either
AS Award 1451
Investigative and practical skills in AS Physics
PHA3T, Centre Marked Route T 50 marks Practical Skills Assignment (PSA 9 raw marks) Investigative Skills Assignment (ISA 41 raw marks)
or
PHA3X, Externally Marked Route X 55 marks Practical Skills Verification (PSV teacher verification) Externally Marked Practical Assignment (EMPA 55 raw marks) 20% of the total AS marks 10% of the total A Level marks A2 Examination
Available June only
Unit 4 PHYA4 Fields and further mechanics Written Examination (75 marks/120 UMS) 1 hours Section A is 25 multiple choice questions, each worth one mark. Section B is a written paper of 4/5 structured questions and consists of 50 marks. 20% of the total A Level marks Available January and June Unit 5 One of Units PHA5A, PHA5B, PHA5C, PHA5D Written Examination (75 marks/120 UMS) 1 hours Section A: Nuclear and Thermal Physics 40 marks Compulsory section 4/5 structured questions Section B: one of the following options. Each paper has 4/5 structured questions and 35 marks.
A Level Award 2451
Options: A Astrophysics B Medical Physics C Applied Physics D Turning Points in Physics 20% of the total A Level marks (Section A 10%, Section B 10%) Available June only Unit 6
either
Investigative and practical skills in A2 Physics
PHA6T, Centre Marked Route T 50 marks Practical Skills Assessment (PSA 9 marks) Investigative Skills Assignment (ISA 41 marks)
or
PHA6X, Externally Marked Route X 55 marks Practical Skills Verification (PSV teacher verification) Externally Marked Practical Assignment (EMPA 55 raw marks) 10% of the total A Level marks
Available June only
AS
A2
A Level
3 Subject Content
Background information
The two AS theory units provide alternative starting points for the AS course. Unit 1 invites teachers and students to start AS Physics by venturing into the field of Particle Physics and providing a new interest and dimension to their knowledge of the subject. Unit 2 allows teachers to plan progression from GCSE and to develop topics already familiar to their students. Teachers can choose to start the AS course with either unit as both of these units will be available in January and June. At A2, the two A2 theory units present a generally context-free approach to GCE level Physics, as at AS Level, leaving teachers to select the contexts and applications which bring the subject alive. The first unit of the A2 course, Unit 4, is available for assessment in January and June and develops further the knowledge, understanding and applications of Mechanics and Fields. Unit 5 covers Nuclear and Thermal Physics in Section A and provides a choice of optional topics from former Specification A in Section B.
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
3 3.1
Subject Content Unit 1 Particles, Quantum Phenomena and Electricity
3.1 Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity

This unit electricity. contrastingthe study of these topics, students should Through the study of these involves two Through topics in physics: particle physics and electricity. gain an awareness topics, students on-going development of the on-going developmentand of ideas in physics and of the of the should gain an awareness of new ideas in physics of new the application of inapplication of in-depth knowledge of well-establishedtopics such as electricity. Particle physics introduces depth knowledge of well-established topics such as electricity. Particle physics studentsintroduces students to theand nature of matter, radiation andnature ofphenomena. In contrast, to the fundamental properties fundamental properties and quantum matter, radiation the study of electricity in this module builds on and develops previous GCSE studies and provides opportunities and quantum phenomena. In contrast, the study of electricity in this module builds for practical work and looks into important applications.
This module involves two contrasting topics in physics: particle physics and
3.1.1 Particles and Radiation

3.1.1 Particles and Radiation
on and develops previous GCSE studies and provides opportunities for practical work and looks into important applications. Constituents of the atom
Constituents of the atom
Proton, neutron, electron. Proton, neutron, electron. Their charge and mass in SI units and relative units. Specific charge of nuclei and ofof nuclei and Their charge and mass in SI units and relative units. Specific charge ions. Atomic mass unit is not required. of ions. Atomic mass unit is not required. Proton number Z, nucleon number A, nuclidenuclide notation, isotopes Proton number Z, nucleon number A, notation, isotopes
Stable and unstable nuclei Stable and unstable nuclei
The strong nuclear force; its keeping the nucleus stable; short-range attraction to about 3 fm, The strong nuclear force; its role inrole in keeping the nucleus stable; short-range attraction to about 3 0.5 very-short range repulsion below about 0.5 fm; very-short range repulsion below about fm, fm. Equations alpha decay and decay including the antineutrino. Equations forfor alpha decayand decay including the neutrino.
Candidates should know that for every typetheparticle, there is a corresponding antiparticle. They antiparticle. They should know that of positron, the antiproton, the antineutron should know that the positron, theantiparticles of the electron, the proton, the neutron and the antineutrino are the antiproton, the antineutron and the antineutrino are the antiparticles of the electron, the proton, the neutron and the neutrino, respectively. and the neutrino respectively. Comparison of particle and antiparticle masses,masses, charge and in MeV Comparison of particle and antiparticle charge and rest energy rest energy in MeV. Photon model of electromagnetic radiation, the Planck constant, constant, Photon model of electromagnetic radiation, the Planck
Particles, antiparticles and photons type of particle, there is a corresponding Candidates should know that for every
Particles, antiparticles and photons
hc Knowledge of annihilation and pair production processes and the respective Knowledge of annihilation and pair production processes and the respective energies involved. The use of E = mc2 is not required in calculations. 2 is not required in calculations. energies involved. The use of E = mc
E = hf =
Particle interactions Particle interactions
Concept of exchange particles to explain forces between elementary particles. The electromagnetic force; virtual photons as the exchange particle. The electromagnetic force; virtual photons as the exchange particle. The weak interaction limited+ -, + decay, electron capture and electron-proton The weak interaction limited the exchange particles. and electron-proton collisions; W + and W collisions; W+ and W- as , decay, electron capture as the exchange particles. Simple Feynman diagrams to represent the above reactions or interactions in Simple Feynman diagrams to represent the above reactions or interactions in terms of particles going terms of particles going in and out and exchange particles. in and out and exchange particles.
Concept of exchange particles to explain forces between elementary particles
and mesons (pion, kaon). Hadrons: baryons (proton, neutron) and antibaryons (antiproton and antineutron) and mesons (pion, kaon). Hadrons are subject to the strong nuclear force. Candidates should the strong nuclear force. Hadrons are subject to know that the proton is the only stable baryon into which other baryons eventually decay; in particular, the decay of the neutron should be known. Candidates should know that the proton is the only stable baryon into which other baryons eventually Leptons: electron, muon, neutrino (electron and muon decay; in particular, the decay of the neutron should be known. types). Leptons are subject to the weak interaction. Leptons: electron, muon, neutrino (electron and muon types). Candidates will be the weak interaction. Leptons are subject to expected to know baryon numbers for the hadrons. Lepton numbers will be leptons will be given numbers for booklet. Candidates for theexpected to know baryon in the data the hadrons. Lepton numbers for the leptons will be given in the data booklet.
Classification of particlesneutron) and antibaryons (antiproton and antineutron) Hadrons: baryons (proton,
Classification of particles
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Quarks and antiquarks Quarks and antiquarks 3.1 Unit 1 Particles, Quantum Phenomena and Electricity Up (u), down (d)and strange (s) quarks only.only. Up (u), down (d) and strange (s) quarks Quarks This module involves two Properties of quarks: charge, baryon contrasting topics Properties ofand antiquarksbaryon number and strangeness. in physics: particle physics and quarks: charge, Quarks and antiquarks Through the number and strangeness. electricity. and antiquarks required for topics, students and neutron study Up (u), downquarks and antiquarks quarksof these baryons (proton should gain an awareness Combinations of and strange (s) quarks only.only. Combinations (d) and strange (s) required for baryons (proton and neutron only), antibaryons Up (u), down (d)of quarks ofofantineutron only) andantineutron only) andonly. the on-going development (pion andand strangeness.and and kaon) of the application of in(antiproton and (antiproton and mesons of new kaon) mesons Properties only), antibaryonsquarks: charge, baryon number ideas in physics Properties of quarks: charge, baryon+ number and strangeness. (pion of well-established topics such as electricity. Particle physics depth knowledge Combinations of quarks and decay. Change of quark character in and antiquarks required for baryons (proton and neutron only. Combinations of quarks and antiquarks required for baryons (proton and neutron only), antibaryons (antiproton to thedecay. Change of quark (antiproton - and +antineutron number, lepton and naturekaon) Application introduces students and fundamental properties (pion and and kaon) radiation of the conservation laws for charge, baryon only) and mesons (pion of matter, only), antibaryonscharacter in and antineutron only) and mesonsnumber and strangeness only. to particleofand quantum necessary data charge, baryon number, for particles outside those interactions. The phenomena. will be provided in questions lepton number and Application the conservation laws for In contrast, the study of electricity in this module builds only. + specified. to particle interactions.- andGCSE Change on and character- in Thenecessary data decay. strangeness of quarkdevelops previousdecay. studies and provides opportunities for practical Change of quark character in into important applications. will be provided in and + work the conservation laws for charge, baryon number, lepton number and and outside those specified. looks Application of questions of the conservation laws for charge, baryon number, Applicationfor particles 3.1.2 Electromagnetic Radiation and Quantum Phenomena lepton number and strangeness to particle interactions. The necessary data will be provided in 3.1.1 Particles interactions. The necessary particle and Radiation Electromagnetic Radiation and those specified. data 3.1.2 strangeness tofor particles outsideQuantum Phenomenawill be provided in questions questions particles outside those specified. for Constituents of the atom photoelectric effect TheThe photoelectric effect 3.1.2 Electromagneticneutron, electron. Proton, Radiation and Quantum Phenomena 3.1.2 Electromagnetic, Radiation and Quantum Phenomenahf = + potential Work function photoelectric equation hf = + Eequation Work function , threshold frequency fo, photoelectric k; the stopping Ek ; the stopping potential The photoelectric effect experiment is notrequired. experiment isTheirrequired. and mass in SI units and relative units. Specific charge of nuclei and not charge The photoelectric effect of ions. photoelectric equation hf required. the stopping potential Work function , Atomic mass unit is not = + Ek; photoelectric atoms electrons with equation number k; nuclide notation, isotopes Work functionProton number Z, nucleonhf = + EA, the stopping potential Collisions of ,is not required. Collisions of electrons with atoms experiment experiment is volt. required. not TheThe electron volt. electron of electrons Collisionsexcitation; unstable nuclei Ionisation of Stable andwithwith atomsof ionization and excitation in the tube. understanding atoms Collisionsandelectrons nuclear force; its role inand excitation in the fluorescent Ionisation and excitation; understanding of ionisation keeping the nucleus stable; The volt. The electron fluorescent tube. strong The electron volt. short-range attraction to about of ionization and excitation in the Ionisation and excitation; understanding 3 fm, very-short range repulsion below about 0.5 fm; Energy levelsexcitation; understanding of ionization including the in the Energy levels and photon emission Ionisation andEquations for alpha decay and - decayand excitationneutrino. fluorescentand photon emission tube. fluorescent tube. of atomichydrogen) as evidence of transitions betweenbetween discrete in Line spectra (e.g. of atomic hydrogen) as evidence of transitions discrete energy levels Line spectra (e.g. Energy Particles, atoms. levels and antiparticles and energy levelsin atoms. photon emission photons and photon emission Energy levelsCandidates should know that for every type of particle, there is a corresponding hf = Line 1spectra (e.g. of atomic hydrogen) as evidence of transitions between discrete E1 E 2 2 Linehf = E E(e.g. of atomic hydrogen) as evidence of positron, the antiproton, the antineutron spectra antiparticle. They should know that the transitions between discrete energy levels in atoms. levels and the antineutrino are the antiparticles of the electron, the proton, the neutron in Wave-particle atoms. energy= E E duality hf 1 2 hf =Wave-particle duality E1 E2 and the neutrino respectively. Candidates should know that electron diffraction suggests the wave nature of should know that Wave-particle duality electron suggests the particle nature of Candidates the photoelectric effect and antiparticle the wave charge and rest energy particles and Comparison of particlediffraction suggests masses,nature of particles and the in MeV. Wave-particle duality photoelectric effect suggests the particle nature of electromagnetic waves; details of particular Candidates waves; that electron diffraction suggests the wave nature electromagnetic should know electron diffraction suggests the wave nature of of Candidates of Photondiffraction areof particular methods of particle diffraction are not that methods should knowdetailselectromagnetic radiation, the Planck constant, particle model of not expected. particles and the photoelectric effect suggests the particle nature of expected. hc particles and the photoelectric effect suggests the particle nature of electromagnetic= details of particular methods of particle diffraction are not E = hf waves; h electromagnetic waves;details,of particular methods of particle diffraction are not de Broglie wavelength = de Broglie wavelength where mv is the momentum. expected. expected. Knowledge of mv h annihilation and pair production processes and the respective 2 de Brogliethe momentum. h wavelength The mv E = the momentum. where mv isenergies Current Electricity involved.whereuse ismv is mc is not required in calculations. 3.1.3 de Broglie wavelength = =, mv , whereof the momentum. mv Particle potential difference Charge, current and interactions Current Electricity 3.1.3 Current Electricity exchange particles to explain forces between elementary particles 3.1.3 Concept 3.1.3 Current current as the of of flow of charge; potential difference as work done per Electric Electricity rate electromagnetic force; virtual charge. Theand potential difference unit Charge, current and potential difference photons as the exchange particle. Charge, current Charge, current and potential difference decay, electron capture workelectron-proton TheW weak interaction limited -, + Electric current as the rate of flow of charge; potential difference as and done per Q Electric current= asthe rate+offlow ofof charge; potential difference as work done per as the rate of flow -charge; potential difference as work done per unit charge. Electric current I = unit and V . collisions; W and W as the exchange particles. t charge. Q unit charge. Q Simple Feynman diagrams to represent the above reactions or interactions in W Q I= and W . IResistance isterms .ofQ R = V going in and out and exchange particles. = and V = V = by defined particles . t t Q I Classification of particles V Resistance is defined by V = . R (proton, neutron) and antibaryons (antiproton and antineutron) Current / voltage characteristics defined by Resistance is defined by R = Resistance is Hadrons: baryons . I I For an ohmic and mesons (pion, kaon). conductor, a semiconductor diode and a filament lamp; candidates Current /Hadrons are the use voltage characteristics Current/voltage characteristics should have experience ofsubject to the strong nuclear force. Current / voltage characteristics of a current sensor and a voltage sensor with a a only Candidatesashould know to determine andIlamp; stable should into dataFor an ohmic conductor, a semiconductor diode Vis thefilament lamp; candidates logger toconductor, a semiconductorthat the proton filamentcandidatesbaryonhave which other For For ohmic capture data from which diode and and a curves. an an ohmic conductor, semiconductor diode a filament lamp; candidates should asof the use eventually sensor and a currentsensor with a data the neutron should a known. havespecial case of the use of a voltage sensor and a voltageto capturewith be experience where I in baryons of a current decay;V. particular, the decay of logger sensor data from experience a Ohms have experience of the use of a current sensor and a voltage sensor with a law should data logger to capture data muon, neutrino (electron and curves. which to determine I electron, from which to determine V I muon types). Leptons: V curves. logger capture data Resistivity toLeptons are subject where weak interaction. dataOhms law as a specialfrom which to determine V I curves. case to the I V. Ohm's law Ohms law asas a special casewhere I V V. a special case where I RA Candidates will be expected to know baryon numbers for the hadrons. Lepton = Resistivity L Resistivity numbers for the leptons will be given in the data booklet. RA Description of the qualitative effect of temperature on the resistance of metal RA = = L conductors and thermistors. Applications (e.g. temperature sensors). L Description of as aqualitativeof the property effect of materials whichthe resistance of metal Superconductivityqualitative effect certain temperature onresistance of metal at Description of the of temperature on the have zero resistivity 7 and thermistors. Applications and conductors thermistors. Applications (e.g.(e.g. temperature sensors). below a critical temperature which depends on the material. Applications (e.g. conductors and temperature sensors). verySuperconductivity as a property of certain materials which have zero resistivity at strong electromagnets, power cables). Superconductivity as a property of certain materials which have zero resistivity at
Subject Content
I=
Q W and V = . t Q
Resistance is defined by R =
V . I
Current / voltage characteristics For an ohmic conductor, a semiconductor diode and a filament lamp; candidates should have experience of the use of a current sensor and a voltage sensor with a data logger to capture data from which to determine V I curves. Ohms law as a special case where I V.
Resistivity Resistivity RA = L Description of the qualitative effect of temperature on the resistance of metal conductors and Description of the qualitative effect of temperature on the resistance of metal thermistors. Applications (e.g. temperature sensors). conductors and thermistors. Applications (e.g. temperature sensors). Superconductivity as a as a property of materials materials which have zero resistivity at Superconductivity property of certain certain which have zero resistivity at and below a critical temperature which depends on the material. Applications (e.g. the material. Applications (e.g. and below a critical temperature which depends on very strong electromagnets, power CE Physics A specification forPhysics A specification for first first teaching 2008: version 0.2, 2007)submitted to QCA (July 2007) CE Physics A specification cables).teaching 2008: versionfor teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE firstPhysics A specification 0.2, draft submitted to QCA (July 2007) New for firststrong electromagnets, draft submitted to QCA (July draft GCE teaching 2008: version 0.2, power cables). very New GCE Physics AA specificationfor first teaching 2008: version 0.2, draft submitted totoQCA(July 2007) New GCE Physics Aspecification for first teaching 2008: version 0.2, draft submitted toQCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics specification for first teaching 2008: version 0.2, draft submitted QCA (July 2007)
Circuits
Resistors in series; 1RTT=RR11+RR22+RR33+ Resistors in series; RRT==R1++ R2++R3++ Resistors in series;1R = R + R + R + Resistors in series; T 1 2 3 1 1 1 1 1 1 1 1 = = +in in+ +parallel; 1 11 +11 Resistors in parallel; Resistors in parallel; Resistors+ parallel;+11= 111 +1111 + 111 + = + + + Resistors R R RTT R11in parallel;33 1RT=RT R++ 111 2+R 211 3+R R R R 22 R R in parallel; = + + + Resistors in parallel; Resistors in parallel; == 1+ R R ++ R ++ Resistors Resistors 3 RRT RR 2 RR RR RT R R R R R 22 R R 2 energy I = R; application,T IV,2R1Understanding ofe.g. Understanding of requirement e.g. energy E = IIV t, P = IV, Penergy Eapplication,= I=P;11=R; 2222 application, e.g. Understandinghigh currentfor a energy E = V t, P = IV, P= EIER;VI t, P V t, P T= e.g.1I22application,3333 Understanding of high current of high current = I V t, P = P e.g. Understanding of high current R; energy = = I = IV,IV, P 22 I application, high current 3 starter R; application, car. energy motorinVat,motoraIV,P==IIImotorain a motore.g.Understanding of high current energy EE=inI Vt,motorIV,PP=I R; in motor car. Understanding of high current energy E==IIVa t,Pa=starter = R; application, e.g. Understanding of high current energy E =I inV t,P =IV,starter R; application, e.g. Understanding of high current P = IV, P motor application, e.g. P = car. requirement for a starter requirement for car. requirement for a starter motor motor a motor car. requirement for requirement forcharge charge andinaa motor car. requirement of in starter motor in energysimple requirement for a simple and circuits.in in car. requirement for in starter d.c. energymotor simple starter d.c. Conservation for of and motor insimple Conservation of charge and energyofachargemotorcircuits. dc circuits. d.c. circuits. Conservation of charge and energyaastarter energy ininamotor car. d.c. circuits. Conservation Conservation simple motor a motor car. Conservation of charge and currents,insimpleseriescircuits. Conservation of voltagesand energy in andin d.c. and resistances in series and parallel Conservation of charge and energy in simple d.c. circuits. Conservation of voltagesand energy simple d.c. andseries The The relationships between currents, voltages resistances parallel circuits, including relationships charge and resistances in and and parallel The relationships betweenrelationships between energy in voltagesd.c. circuits. and in series and parallel The relationships between currents,between currents, voltagessimpleseriescircuits. currents, charge and resistances resistances in parallel The The circuits,and identicalin seriesparallel. Questionsinwill not beinseries and parallel The relationships between currents, voltages and resistances in series and parallel The in series and identical cellscurrents, voltages and resistances series and parallel The series and between in in parallel. Questions will not cells relationships between currents, voltages and resistances in in and circuits, including cells inrelationshipsidentical cells series voltages and resistancesbeinseries andwill will not be circuits, including cells inrelationships betweencellsparallel. and identical cellsparallel.inQuestions parallel series including cells currents, identical cells circuits, including cells in parallel. Questions not be circuits, including cellswhich of simultaneoussimultaneousor calculatecalculatewill not be circuits, simultaneous equationsandcalculate currentsparallel. Questions will not or circuits,which require theseries and identical cells in parallel. Questions currents be circuits,including cellsequations to calculateequations parallel. Questions will not be including cellsin series simultaneouscells in or to calculate currents or in use of to identical cells in to in require the identical cells in equations to currents or Questionsincluding cellsin series and identical currents parallel. Questions will not be will not be set useseries and use of set which require the set set simultaneous set which require the usewhich require the use of of equations potential require the use set which require the use of simultaneous equations to calculate currents or set potential differences. of simultaneous equations to calculate currents or which require potential differences.setwhichdifferences.the use of simultaneous equations to calculate currents or potential differences.setwhich require the use of simultaneous equations to calculate currents or potential differences. potential differences. potential differences. potential differences. potential differences. Potential divider Potential divider Potential divider Potential divider Potential divider Potentialdivider Potentialsupplydivider used e.g. application as an audio used potential variable used toapplication as an audio The potential dividerPotentialsupply variable pd e.g.variablevariable pd e.g. application 'volume' control. The potential dividerPotentialdivider divider pd to supply pd variable pd e.g. application an audio used to divider The to divider supply e.g. as as an audio The The potential The potentialdivider used to supply The volume divider used to supply variable pd e.g. application as an audio The potential control. used to supply variable application as an audioas an audio Thepotential divider used to supply variable pd e.g. application as an audio potential divider potential divider supply variable pd e.g. application volume control. volume control. volume should include used toof variable resistors,pd e.g. application as an audio the control. Examples control. volume control. include thethe thermistors thermistors and L.D.R.'s. The use of volume use ofshould the use use of of variable resistors, volume control. volume use Examples should includeExamplesofavariable resistors, usevariable resistors, thermistors and L.D.R.s. Examples should include thecontrol.variable resistors, thermistors and L.D.R.s.thermistors and L.D.R.s. the and Examples should include potentiometer as measuring instrument is not required. L.D.R.s. Examples as thetheincludethe use a variable resistors, thermistors and L.D.R.s. Examplesof a measuring instrument is not required. Examplesshould include the use of variable resistors, thermistors and L.D.R.s. Examplesshould include the use as a measuring instrument is required. should potentiometer of variable resistors, thermistors required. of is not required. The use of the potentiometer useaofmeasuringthe use of measuring instrument is not notand L.D.R.s. The use of the potentiometer asshouldinclude instrumentvariable resistors, thermistors and L.D.R.s. The use The potentiometer as The use of the potentiometer as aameasuring instrument isisnot required. The use of the potentiometer as a measuring instrument is not required. The use of the potentiometer as a measuring instrument is not required. The use of the potentiometer as measuring instrument not required. forceElectromotive force and internal resistance Electromotive forceand internal resistanceand internal resistance Electromotive Electromotive force and internal resistance and internal resistance Electromotive force Electromotive force and internal resistance Electromotive force and internal resistance Electromotive force and internal resistance Electromotive force and internal resistance E E E E = = II(R + r) =EE= = (RI+ r) r) = (R + r) = I = (R + E E Q Q = QQIIII(R++r) == = == (R +r)r) = (R + r) = (R QQ Q Q Applications; e.g. lowApplications; e.g. internal resistanceresistance a car battery. internal resistance for a car battery. Applications; e.g. lowApplications; e.g. low lowlowcar battery. a carfor for a car battery. internal resistance forinternal resistance battery. Applications; e.g. a internal for Applications; e.g. low internal resistance for aacar battery. Applications; e.g. low internal resistance for a car battery. Applications; e.g. low internal resistance for a car battery. Applications; e.g. low internal resistance for car battery. Alternating currents Alternating currents Alternating currents Alternating currents Alternating currents Alternating currents Alternating currents and square, peak mean square, peak Alternating only; root and Sinusoidal voltagesmean square, only; root peak-to-peak Sinusoidal voltages and currentsvoltages mean currents peak and mean square, and peak-to-peak currents only; root Sinusoidal voltages Alternating currents and currents only; rootand peak-to-peak peak and peak-to-peak Sinusoidal currents Sinusoidal voltages currents only; only; root mean square, peak and values for sinusoidal Sinusoidalvoltages andand currents only; rootsquare, peak and peak and peak-to-peak Sinusoidal voltages and currents root mean mean square, peak-to-peakpeak-to-peak Sinusoidal voltages and currents only; root mean square, peak and peak-to-peak Sinusoidal voltages and currents only; root mean square, peak and peak-to-peak values for sinusoidal waveformsfor waveforms only. values for sinusoidal waveforms only. sinusoidal waveforms only. values for sinusoidal waveforms only. values only. values for sinusoidal waveforms only. values for sinusoidal waveforms only. values for sinusoidal waveforms only. values for sinusoidal waveforms only. II V V I I V IIrms = oo = V rms = Ioo I =IIIIoooo o V rmsV=VV= Vo V rms = rms rmso 0 = V oo V rms rms0oo o IIIIrms == 2 2 2 2 VVrms = Vrms = 2 2 2 2Vrms == rms rms = rms = rms 22 22 22 Application to calculationApplicationcalculation of mainspeak-to-peak voltage peak-to-peak voltage values. Application to calculation of mains electricity peak of mains electricity voltage values. of 22 to electricity peak and peak-to-peak peak and peak-to-peak voltage values. mains to calculation and electricity peak and values. Application Application totocalculationmains electricity peak and peak-to-peak voltage values. calculation of of mains electricity peak and peak-to-peak voltage values. Application to calculation of mains electricity peak and peak-to-peak voltage values. Application to calculation of mains electricity peak and peak-to-peak voltage values. Application to calculation of mains electricity peak and peak-to-peak voltage values. Application Oscilloscope Oscilloscope Oscilloscope Oscilloscope Oscilloscope Oscilloscope Oscilloscope a.c. voltmeter, measure time intervals measure time intervals and Use of an oscilloscope as of d.c.oscilloscope as a d.c.d.c. and a.c. voltmeter,measure time intervals and Use of an oscilloscope as a an an oscilloscope as atoand a.c. voltmeter, to toand Use a d.c. and Use of and Oscilloscope a.c. voltmeter, to measure time intervals and Oscilloscope Use of a.c.oscilloscope as adetails of the voltmeter, totheof thethetimeintervals and Use frequencies anddisplayaa.c. andwaveforms. No details of time intervals and Use of an oscilloscope as details a.c. structure to measure time intervals and Use of an waveforms. No d.c. waveforms. No detailsmeasure structure of of an oscilloscope d.c. and a.c. voltmeter, the frequencies and to display a.c.oscilloscope adisplay acand a.c. voltmeter,ofto measurestructure of theand to frequencies and to display an oscilloscope as as aad.c.a.c.of a.c. structure ofto measure timefrequencies the frequencies and to to as d.c. and the voltmeter, time intervals and intervalsand Use of an waveforms. Noand dc voltmeter, to measure frequencieswaveforms. thebuta.c.ofwaveforms. ofNodetails ofofthestructure of the expected. frequencies andisto display but familiarity with Nodetails of therequired but of the with the frequencies is required details waveforms.thethedetails of the structure familiarity frequenciesandwithdisplay a.c. waveforms. No details of the structure is expected. andtorequired familiarity the controlsinstrument isof the controlsthe andwith No operation of withcontrolsoperationthe structure of the to display a.c. waveforms. No is expected. controls of is to display a.c. the of the instrument is requiredinstrument instrument is required but familiarity but a.c. the operation structure the is expected. displayfamiliarity instrument operation instrument isisrequiredisbutfamiliarity with the operation of the controls isisexpected. instrument is required but familiarity with the operation of the controls is expected. instrument therequired but familiarity with the operation of the controls is expected. instrument is required but familiarity with the operation of the controls expected. operation of controls expected.
Circuits Circuits Circuits Resistors in series; R = R1 + R2 + R3 +... Circuits Circuits RResistors + series; Circuits R + R3 + Resistors Resistors in series; Circuits in in Rin+ R R1 R1 2 R2 3 R3 + Resistors in series; RCircuitsR22parallel; RT = T =+ R++ R++ R + T =Resistors 3 series; T = R11 +
Unit 2 Mechanics, Materials and Waves Unit 2 Mechanics, Materials and Waves This 2 PHYA2 Mechanics, Materials and Waves This AS module is about the principles and applications of mechanics, materials 3.2 UnitAS module is about the principles and applications of mechanics, materials and waves. The first section introduces vectors and then develops knowledge and and waves. The first section introduces vectors and then develops knowledge and understanding of forces and energy of mechanics, materials and waves. The the second understanding of forces and energy from GCSE Additional Science. In the second This AS unit is about the principles and applications from GCSE Additional Science. Infirst section section, and then develops knowledge and of their bulk properties energy from strength. introduces vectors materials are studied in terms understanding of forces andand tensile GCSE section, materials are studied in terms of their bulk properties and tensile strength. Additional Science. In the second section, materials are studied in terms of their bulk properties and tensile The final section extends GCSE studies on waves by developing in-depth The final section extends GCSE studies on waves by developing in-depth strength.knowledge of the characteristics, properties and applications of waves, including The final section extends GCSE studies on waves by developing in-depth knowledge of the knowledge of the characteristics, properties and applications of waves, including characteristics, properties and applications of waves, including refraction, diffraction, superposition and refraction, diffraction, superposition and interference. refraction, diffraction, superposition and interference. interference. 3.2.1 Mechanics 3.2.1 Mechanics
3.2 3.2
3.2.1 Mechanics vectors Scalars and Scalars and vectors
triangle. triangle. Moments Moments Moments Moment a a force about a defined as force x force perpendicular distance to the line Moment ofof force about a point point defined asperpendicular distance from the point from the of Moment of a force about a point defined as force perpendicular distance from the action of the force; torque. point to the line of action of the force; torque. point to the line of action of the force; torque. Couple ofof pair of equal and opposite forces defined as force x perpendicular distance between the Couple a a pair of equal and opposite forces defined as force perpendicular Couple of a pair of equal and opposite forces defined as force perpendicular lines of action of the forces. distance between the lines of action of the forces. distance between the lines of action of the forces. The principle of moments and its applications in simple in simple balanced situations. The principle of moments and its applications balanced situations. The principle of moments and its applications in simple balanced situations. Centre mass; calculations of the position of the centre of centre of mass of a are not Centre ofof mass; calculations of the position of the mass of a regular laminaregular expected. Centre of mass; calculations of the position of the centre of mass of a regular lamina are not expected. lamina are not expected. Motion along a straight line Motion along a straight line Motion along a straight line Displacement, speed, velocity and acceleration. Displacement, speed, velocity and acceleration. Displacement, speed, velocity and acceleration. s v v = s , , a = v v= a= t t t t Representation by graphical methods of uniform and non-uniform acceleration; acceleration; Representation by graphical methods of uniform and non-uniform acceleration; by graphical methods of uniform and non-uniform interpretation of Representation velocity-time andof velocity-time and displacement-time graphs for uniform and non- of interpretation displacement-time graphs for uniform and non-uniform acceleration; significance interpretation of velocity-time and displacement-time graphs for uniform and nonareas and acceleration; significance of areas and gradients. uniform gradients. uniform acceleration; significance of areas and gradients. Equations forfor uniform acceleration; Equations uniform acceleration; Equations for uniform acceleration; u+v v = u + at s = u+v t v = u + at ,, s= t 2 2 2 at 2 , v 2 = u 2 + 2as s = ut + at , = ut + v 2 = u 2 + 2as s 2 2 Acceleration to gravity, g; detailed experimental methods of methods of measuring g Acceleration duedue to gravity, g; detailed experimental measuring g are not required. are Acceleration due to gravity, g; detailed experimental methods of measuring g are not required. not required. Terminal speed. Terminal speed. Terminal speed.
The addition of vectors by calculation or scale drawing. Calculations will be limited to two The resolution of vectors into two components at right angles to each other; The resolution of vectors into two components at right angles to each other; perpendicular vectors. examples should include the components of forces along and perpendicular to an examples should include the components of forces along and perpendicular to an The resolution of vectors into two components at right angles to each other; examples should include inclined plane. inclined plane. the components of forces along and perpendicular to an inclined plane. Conditions for equilibrium for two or three coplanar forces acting at a point; Conditions for equilibrium for two or three coplanar forces acting at a point; Conditions for equilibrium for two or three using resolved forces a point;using a closed solved problems may be solved by coplanar forces acting at or by problems may be problems may be solved either by using resolved either by using resolved forceseitherusing a closed triangle.forces or by using a closed or by
The addition of vectors by calculation or scale drawing. Calculations will be limited The addition of vectors by calculation or scale drawing. Calculations will be limited Scalars and vectorsvectors. to two perpendicular to two perpendicular vectors.
Projectile motion Projectile motion Projectile motion
principles. The memorising of projectile equations is not required. Newtons laws of motion Newtons laws of motion Newton's laws of motion Knowledge and application of the three laws of motion in appropriate situations. Knowledge and application of thelaws of motionof motion in appropriate situations. Knowledge and application of the three three laws in appropriate situations. For constant mass, F = ma . For constant mass, F = ma .
For constant mass, F = ma.
Independence of vertical and horizontal motion; problems problems will fromsoluble from first Independence of vertical and horizontal motion; will be solvable be first principles. The Independence of vertical and horizontal motion; problems will be soluble from first memorising ofThe memorising of not required. principles. projectile equations is projectile equations is not required.
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Work, energy and power Work, energy and power New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) Work, energy and power New GCEW = Fs cosspecification for teaching 2008: version 0.2, draft submitted to to QCA (July 2007) Physics specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE PhysicsFsAcos New GCE Physics specification for firstfirst teaching 2008: version 0.2, draft submittedQCA (July 2007) W = A A
Work, energy and power W = Fs cos P = P 3.5 Work, tt Options energy and power Work, energy and power Work, energy and power WUnit 5A Astrophysics = Fs cos W =P = Fv W PFs cos = Fs W cos = Fv Work, option, and power In this tenergy fundamental physical principles are applied to the study and W W = Fs Conservation output power PConservationofof energy = W = useful the Universe. Students will gain deeper insight into the behaviour efficiencycos interpretation of energy W input =Principle of conservation of energy, applied to examples involving gravitational = =t PPPrinciple of conservation of energy, applied to examples involving which information P objects at greatpower of Fv distances from Earth and discover the ways in gravitational tt W potential energy, kineticbe gathered. work done against resistive forces. of the potential energy, kinetic energy and work underlying physical principles from these objects can energy and The done against resistive forces. P= PConservation of energy Conservation of energy = EFv= and h Epp mgconservation of energy, applied to examples some gravitational potential energy, kinetic = opticaltmgofhother devices of energy,covered andinvolvingindication given of the new PP Principle of conservation used are applied to examples involving gravitational == Fv Fv Principle information gained by the resistive radio astronomy. Details of particular sources Conservation of energy energy and work done against resistive forces. energy11 mvenergy, kinetic use of forces. and potential 22 E kk==Fv mvwork done against E = 22 P Conservation of energy of not required. Conservation of energy are energy, applied to examples involving gravitational and their conservation Principlemgmechanisms of E p p Principle=of h of energyof energy, work to examples involving gravitational Conservation Materials conservation energy and Materials2 Optical 3.2.2Principle ofconservationTelescopes applied to examplesresistive forces. 3.2.2 potential energy, kineticof energy, applieddone against involving gravitational Lenses and A.1.1 potential energy, kinetic energy andapplied to examples resistive forces. potentialmgof conservation of energy, work done against involving gravitational Principle h E k = mv E p = 1energy, kinetic energy and work done against resistive forces. Bulk 2 hh properties of solids E p== mgenergy, kinetic energy and work done against resistive forces. EBulk properties of solids potential mg Lenses 2 p = p1 = 2 2 m E 2 mv mg Materials h m 3.2.2 EPrincipal focus, focal length of converging lens. k 11 Density 3.2.2 Materials = EEDensity 2 = mv k k== 2 mv 2 Formation of V of solidsconverging lens. images by a V E k = 1 mv Bulk properties 3.2.2 Materials 2 Ray diagrams. Hookes law, elastic limit, experimental investigations. Hookes law, m elastic limit, experimental investigations. 3.2.2 Materials 3.2.2 Materials Bulk properties of solids Materials 3.2.2Bulk kL 1 = Density properties of solids F1= kL F= 1 Bulk+ = strain and tensile stress. properties of solids Bulk propertiesVandsolids stress. Tensile strain of of tensile Tensile m Bulk u v Densityproperties solids experimental investigations. Hookes f =m elastic breaking stress. Density law, energy,limit, mm Elastic == V Elastic Density strain energy, breaking stress. Density strain New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) F = kL = Density Astronomical telescope consisting of two converging lenses Hookes law,ofVenergy stored = 11 F Linvestigations. Derivation VV energy stored = 22 F L .. Derivation elastic tensile stress. limit, experimental Tensile law,of to show experimental formation in normal adjustment. Hooke's strain and Ray law, elastic limit, experimental investigations. Hookesdiagramelasticlimit, experimentalinvestigations. Hookes law,elastic limit, behaviour, fracture and brittleness; interpretation of simple Hookes law,of plastic the image fracture and F Description elastic limit,breaking stress.investigations. = kL strain energy, behaviour, investigations. brittleness; interpretation of simple Description of plastic experimental Elastic Angular FF stress-strain and tensile stress. 1adjustment. =F = kL magnification in normal = kL strain curves. kL F = kL Tensile stress-strain energy Derivation and tensile stored = at eye 3.5 Options strain of curves. stress.image 2 F L . Tensile strain and tensile stress. Tensile strainandsubtended by Tensile strain energy, breaking stress. Tensile angle tensile stress. Elastic strain and tensile stress. M = Young of plastic The strain modulus object Elastic strain subtended breakingat 1 fracture ElasticYoungenergy, bybehaviour, L Elastic strain modulus Description energy stored stress. Elasticstrain energy, breaking= stress. Unit TheAstrophysicsbreaking stress.unaided. eyeand brittleness; interpretation of simple 5A angle energy, breaking stress. F Derivation of energy, 2 stress-strain energy Derivation tensile 1stressL tensile 1 F F L Derivation of of curves.stored == 1 stressL .. . F L Derivation of energythestored Derivation of energy stored 2 fracture and brittleness; the study and Focal lengths of lenses. 2 2FprinciplesF L applied to interpretation of simple = The Young modulus behaviour, In this option, fundamental physical Description of plastic = = are The Young modulus = Description plastic Description of plastic behaviour,fracture and brittleness; interpretation of of simple tensile fracture A brittleness; interpretation of simple A The Young modulus tensile fracture gainLdeeper insight into the simple Description ofof plasticbehaviour,strain and brittleness;interpretation behaviour Descriptionof plastic behaviour, fracture and brittleness; fo stress-strain the Universe. Students interpretation of curves.behaviour, strain will andL interpretation of simple stress-strain curves. stress-strain method of measurement. curves. M = simplecurves. of measurement. One at great distances from stress One stress-strain ofstress-strain curves. objects simple method tensile Earth and discover the ways in which information F L f The Young modulusgraphs to find the The Young modulus= gathered. The =Young modulus. principles of the The Young modulus Use Young modulusbe Use ofeobjects can graphs to find the Young modulus. stress-strain The of stress-strain The Young modulus tensile strain underlying physical The Young from these modulus tensile stress A L Reflecting method used stress = FFL L optical Young modulus = of devices tensile and Waves 3.2.3 The and othertelescopesmeasurement.FFL L some indication given of the new 3.2.3 Waves modulus = tensile are covered F L One Young The simple stress = Focal stress-strain tensilestress = AYoung informationpoint of concave mirror. find=the AL L modulus. particular sources use of radio The Younggained by=thegraphs strain astronomy. Details of The Young modulus = tensile to tensile strain Use of modulus Progressive Waves tensile strain One simple methodaremeasurement. AAL Progressive Waves measurement. L Cassegrain method of not using and theirsimple method ofof tensilestraina parabolic concave primary mirror and convex One simple arrangement required. One mechanisms measurement. Oscillation of the ofgraphs to the the Young modulus. Oscillation of the ofmeasurement. of One simple method graphs to find findthe Young amplitude, frequency, wavelength, Waves 3.2.3 One simple methodparticlesto find Young modulus. rays through the telescope as far as secondary mirror,particles of the medium; amplitude, show path of Use stress-strain measurement. Use ofof stress-strainray diagram tomedium; modulus. frequency, wavelength, Use and Optical graphs of stress-strain A.1.1 Lensesofstress-strain Telescopesthethe Young modulus. speed, phase, path difference. the Young modulus. speed, phase, path difference. Use of eyepiece. Use stress-strain graphs to find graphs to find the Waves 3.2.3 Progressive Waves 3.2.3 Waves merits of reflectors and refractors including a qualitative treatment of c = ff c= Relative of the particles of the medium; amplitude, frequency, wavelength, 3.2.3 Waves Waves 3.2.3 Lenses 3.2.3 Waves Oscillation Waves Progressive spherical and chromatic aberration. Principal focus, Wavestransverse waves Progressivefocal length of converging lens. speed, phase, and Longitudinal and difference. waves Longitudinal path Progressiveof the particles of Oscillation Waves Progressiveof Waves transverse medium; amplitude, frequency, wavelength, Formation of imagesparticles of the medium; amplitude, frequency, wavelength, the by the Oscillation power difference. including sound and electromagnetic waves. Progressive Waves converging lens. c= f Characteristics particles ofthe including sound and electromagnetic waves. Resolving the and aexamples, Characteristics and speed, of Oscillationphase,path difference. medium; amplitude, frequency, wavelength, Oscillation ofthe path examples, medium; amplitude, frequency, wavelength, speed, phase,asparticles of the the nature of transverse waves; applications e.g. Ray diagrams. the particles offormedium; amplitude,by circular aperture. speed, phase, path Oscillation of of diffraction pattern produced frequency, wavelength, Polarisation as evidence for the nature of transverse waves; applications e.g. Polarisation the Appreciation evidence c= f Longitudinal anddifference. waves c1 f = speed,phase, path difference. alignment for transmitter and receiver. 1speed,1 phase, pathoftransverse Rayleigh criterion, difference. sunglasses, aerial Polaroid sunglasses, aerial alignment for transmitter and receiver. Resolving power telescope, Polaroid c+==f= f Characteristics and examples, including sound and electromagnetic waves. c vLongitudinal and transverse waves c = f u Longitudinalat aevidence for the nature of transverse waves; applications e.g. Refraction andplane surface Characteristics transverse waves Refraction at a plane surface Polarisation asand examples, including sound and electromagnetic waves. Longitudinal asand examples, waves of sound and electromagnetic waves. and transverse waves Longitudinal andevidence for theincluding transverse waves; applications e.g. Characteristics transverse alignment forconvergingand receiver. D Polarisation c c Polaroid sunglasses, aerial nature Astronomical telescope consisting of two transmitter lenses Longitudinal and transverse waves transmitter and receiver. Characteristics and of aaerial alignmentn sound and electromagnetic waves. Characteristics andof a substance s, n of=transverse waves; applications e.g. examples,the nature sound and electromagnetic waves. examples, including = Polarisation index the image formation in normal adjustment. Refractive as evidence for including Refractive index Polaroid to show sunglasses, substance s, for Ray diagram coupledexamples, the nature of transverse waves; waves. Charge Polarisation as atevidence surface sound and electromagnetic applications e.g. c ss c Characteristicsevidence for Refraction a device Polarisation as and planefor including Polaroid sunglasses, normalthe nature of transverse waves; applications e.g. Angular magnification in aerial alignment for transmitter and receiver. adjustment. Refraction at a planefor the nature of for Polaroid sunglasses, aerial alignment for transmitter applications e.g. Polaroid sunglasses, Use of CCDarecapture images. recall methods forand receiver. refractive indices. to not surface Polaroid sunglasses, aerial alignment transverse waves; determining refractive indices. Polarisation as are not expected to recall transmitter and receiver. evidenceexpected to c for determining Candidates Candidates methods Refraction andfor transmitter and eye plane Structure at a operation of at = Lawangle subtended bya boundary s, n coupleddifferent substances of refractive Refractive index for surface betweenc two device: aerial of refraction of aaimagethe charge Law alignment plane surface s, n of refraction a substance between c boundary MRefraction atindex offorsubstancereceiver.= = two different substances of refractive Refractiveat a plane surface a Refraction silicon chip divided into eye A CCD is and elements (pixels). angle subtendedn22 object at unaided picture c sc s indices n11 and nbyin the form s, n indices n index of substance Refractivephotonsinathe form to recall=methods for determining refractive indices. cc Candidates the lenses. electrons to be released. are not expected Incident of are not expected to recall methods for determining refractive indices. cause FocalCandidates n 22ofaa 22.. cs n11 sin index nlengths = sin Refractive11 = nofsinsubstance s,s, nn == Refractive index sin substance Law of refraction for a a boundary between cdifferent thesubstances of refractive The number of electrons liberated is proportional tosubstances of refractive c s s different intensity of the Law refraction for boundary between twotwo for determining refractivelight. f o of Candidates and reflectionform not indices. Total n are n2 the including calculations of the critical indiceselectrons inexpected Theseinternal reflection including calculationsfor determiningangle at a boundary M Candidates and notin thetrappedto recall methods ofindetermining refractive indices. = Total internal nnotare form to inrecall methods forthe critical angle at a boundary indices n Candidates 11a substanceboundary between twoand a substance of lesser refractive expected to potential wells a the CCD. of lesser indices. expected Law sin refraction for a .of refractive index n11 and to substance refractive refractive of a substance between = are 2 sin is built uprecall index n different substances of refractive between arepattern of refractive methods f An electron nn sin image formed on the CCD. neof = Lawn11 ofrefraction22for the.2form Law sinrefractionin aa boundarywhich is identical thesubstances of refractive between different substances indices nexposure is complete, the chargetwo different to give anof refractive index n21 or air; for 2boundary between two processed index 12 andair; 1 or n2 Whenntelescopes formincluding calculationsthe the critical angleimage. is of of critical angle at a boundary 10 Total and n2 in the at a boundary Total indices internal reflection including calculations indices internal in the . form Reflecting1 1 andnn2reflection n1 sin n1 = efficiency of pixel > 70%. sin Quantuma substance ofof refractive index andand a substance of lesser refractive between concave mirror. between a n 2sin .2 . refractive index n1 n1 a substance of lesser refractive substance Focal sin 1== n 2 2 sin 2 2 n1 1 point of n sin 1 New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) W W
3.5 Options Waves 3.2.33.2.3 Waves 3.2.3 Waves 3.5 Options Astrophysics GCE Progressive Waves Progressive Waves Unit 5A Physics A Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.4) Progressive Waves Astrophysics Oscillation of the particles Unitthisthe medium; amplitude, frequency, wavelength, Oscillation of the particles 5A option, amplitude, frequency, principles are applied to the study and ofIn of the medium; fundamental physical wavelength, Oscillation of the particles of the medium; amplitude, frequency, wavelength, speed, phase, path path difference. speed, phase, difference. this option, fundamental physical principles are deeper insight into and speed, phase, Ininterpretation of the Universe. Students will gainapplied to the study the behaviour path difference. c= fc= f of objects atof the Universe. from Earth and discover the waysintowhich information interpretation great distances Students will gain deeper insight in the behaviour c= f offrom these great can be gathered. The underlying physical principles of the objects at objects waves Longitudinal and transversetransverse waves Longitudinal and transverse waves distances from Earth and discover the ways in which information Longitudinal and these objects can be gathered. covered and some indication given of the new optical and other devices used are The of the from Characteristics and examples, including sound and electromagnetic underlying physical principles Characteristics and examples, including sound and electromagnetic waves. waves. Characteristicsoptical and other devices used are radio astronomy. Details of particular sources and examples, including sound of covered and somewaves. information gained by the use and electromagnetic indication given of the new Polarisation as evidence for the nature of transverse waves; applications e.g. e.g. Polarisation as evidence for the nature of transverse waves; applications Polarisation as evidence for the nature of transverse waves; applications e.g. and their mechanisms are not required. Polaroid sunglasses, aerial alignment gained by the use of radio astronomy. Details of particular sources Polaroid sunglasses, information for transmitter and receiver. aerial alignment for transmitter and receiver. Polaroid sunglasses, aerial alignment are transmitter and receiver. for not required. and their mechanisms Telescopes Lenses and Optical Refraction at a plane surface at a at aA.1.1 surface plane Refraction Refraction surface surface Refraction plane at a plane A.1.1 Lenses and Optical Telescopes Lenses c c Refractivea substance s, n s, , n = = substance Refractive index of indexaof aPrincipal focus, focal lengthcof converging lens. Refractive index of substance s= Refractive index of a substance s,s n c s= Lenses c c Formation of focal length of sconverging lens. Principal focus,images by a converging lens. CandidatesCandidatesnot not expected to methods for determining refractive indices. Candidatesnot expected to recall recall methods for determining refractive indices. are are are expected to recall methods for determining refractive indices. Ray diagrams. Candidates are not expected to recall methods for determining refractive indices. Formation of images by a converging lens. LawNew GCErefractionspecification for firstbetweendifferent substances of refractive (Julyn2007) n in the of refraction forAa for a boundary teaching 2008:different substances of refractive indices and Law ofLaw of refraction for a boundary between two different substances of to QCA boundary between two two version 0.2, draft refractive Physics 1 diagrams. Law of refraction for a boundary between two differentsubmitted substances of refractive 2 Ray + 1 1 1 indices n1 and 1 and the form form = indices n n2 in n2 in the form indices n1 and n21in the form u 1v1 f n1 sinn1 1sin 1n= sin 2 2sin 2 . + = = n . n1 2sin A= n 2 u for first teaching sin . New GCE Physics 1 specification v2 calculations2008: version 0.2, draftangle boundary (July 2007) QCA TotalTotal internal reflection Astronomical telescope consisting of twoaconverging lenses internal reflection including f calculations of the critical submitted toboundary of critical angle at a n 2 including calculationsthethe criticalthe critical at Total c = reflection including calculations of angle at a boundaryat a boundary angle between a substance of sin internal Total internal reflection including of between a substance of nnAstronomicalnof and1 a refractive index nlesser refractive adjustment. between a substance1andrefractive index n and a image of or air; in normal refractive index 1 showsubstance of a substance of lesser refractive refractive index 1 Raysubstance telescope n1 and a formation of lesser refractive between a substancediagram tolesser the of refractive index consisting of two converging lenses substance 2 index n2 or n2 or air; index air; Angular magnification in normal adjustment. index n2 or air;2 Ray diagram to show the image formation in normal adjustment. n angle subtended by image at eye sin c = Angular magnification in normal adjustment. Simple treatmentM =fibre optics including function of the cladding with lower of n1 angle subtended limited toat unaided only; application to refractive index around angle subtended by image at eye eye central core by object step index Simple treatment of fibre optics including function of the cladding with lower refractive index around M= communications.Focal index only; application toat unaided eye angle lengths of the object central treatment of fibre subtended by lenses.communications. Simple core limited to step optics including function of the cladding with lower fcentral core limited to step index only; application to Superpositionaround o stationary waves of waves, refractive index Focal lengths of the lenses. M= 3 Superposition of waves, stationary waves of the same frequency travelling in The formation of stationary waves by two waves fofe communications. M = no waves by two waves of the same frequency travelling in opposite The formation of stationary mathematical treatment required. opposite directions; f waves, stationary waves Superposition ofReflecting telescopes in terms of tension and mass per unit length is not directions; the formula fore fundamental of stationary waves, nodes and antinodes on Simple graphical representation frequency The formation of stationary telescopes mirror. of the same frequency travelling in required. Focal point of concave strings. Reflecting waves by two waves opposite directions; no mathematical treatment required. Simple graphical representation of arrangement using a and antinodes on strings. of concave Cassegrain stationary waves, nodes parabolic concave primary mirror and convex Interference Focal point mirror, raymirror. to show path of rays through Simple graphical representation of stationary waves, nodes and antinodes on the telescope as far as secondaryarrangement using a parabolic concave primary mirror and convex diagram The concept Cassegrain path eyepiece. and coherence strings. the difference Interference ofsecondary mirror, ray diagram to show path of rays through the telescope as far as The laser as a source of coherent monochromatic light used to demonstrate The concept of path difference and coherence. the eyepiece. Interference and Relative merits of reflectors and refractors including a qualitative treatment of interference diffraction; comparison aberration. spherical and chromaticwith non-laser light; awareness of safety The concept of path difference and coherence used to demonstrate interference and treatment of laser as a source of coherent monochromatic light refractors including a qualitative Relative merits of reflectors and The issues comparison with non-laser light; awareness of safety issues. diffraction; The laser as willsphericalcoherent monochromatic light used to demonstrate Resolving chromatic aberration. not be required to describe how a laser works. Candidates a source of andpower Candidates will not be required to describe how a laser works. interferenceand diffraction;power single with non-laser light; awarenessthe safety Requirements ofAppreciationanddiffraction pattern produced by circular of two source of Resolving comparison source double-slit systems for aperture. Requirements of two source andpowersource double-slit systems for the production of fringes. issues Resolving single of telescope, Rayleigh criterion, production of fringes. Appreciation of diffraction pattern produced by circular aperture. Candidates willof theberequiredfringes produced by a double-slit system, slit system, not interference to describe produced by a double The appearance Resolving power of telescope, Rayleigh works. The appearance the interference fringeshow a laser criterion, of Requirements of two source and single source double-slit systems for the D fringe spacing w = production of fringes. , where s is the slit separation. Ds Charge coupled fringes The appearance of the interferencedevice produced by a double slit system, where s is the slit separation.CCD to capture images. Use of D Diffraction Charge coupled device fringe spacing w =Structure andsoperation of the charge coupled device: , where is the slit separation. Appearance the diffraction pattern images. slit. of s CCD to capture Diffraction of UseCCD is silicon chipfrom a single picture elements (pixels). A The plane transmission diffraction grating thenormal incidence; optical details of the Structure and operationdividedcharge coupled device: of at into Appearance pattern from a single slit. Diffraction of the diffraction required. cause electrons to be elements (pixels). spectrometer willIncident silicon chip divided into picture released. not be A CCD is photons The plane transmission =numberpatternisnormal single slit. proportional the spectrometer will Appearanceof d the diffraction grating atfrom a incidence; optical details ofto the intensity of the light. The photons cause electrons to is Derivation of sin diffraction of electrons order number. Incident n , where n the liberated be released. not plane transmission diffraction are trapped in potential wells in the CCD. The be required. e.g. tonumber of electrons liberated is incidence; optical details of thethe light. These electrons grating at normal proportional to the intensity of Applications; The spectral analysis of light from stars. Derivation of d sin An be required. = spectrometer willnotnelectron patterntrapped up potential identical to the image formed on the CCD. These ,electrons are is built in which is wells in the CCD. Derivationthe d sin When , where n is the orderthe charge is processed to give an image. CCD. of order electron pattern is built up which is identical to the image formed on the where n is number. An = nexposure is complete, number. Applications; e.g. Quantum efficiency of pixel from stars. is processed to give an image. Applications; e.g. When exposure is complete, the charge to to spectral analysis from stars.70%. spectral analysis of light light > Quantum efficiency of pixel > 70%.
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3.3 Unit 3 Investigative and Practical Skills in AS Physics

Candidates should carry out experimental and investigative activities in order to develop their practical skills. Experimental and investigative activities should be set in contexts appropriate to, and reflect the demand of, the AS content. These activities should allow candidates to use their knowledge and understanding of Physics in planning, carrying out, analysing and evaluating their work. The specifications for Units 1 and 2 provide a range of different practical topics which may be used for experimental and investigative skills. The experience of dealing with such activities will develop the skills required for the assessment of these skills in the Unit. Examples of suitable experiments that could be considered throughout the course will be provided in the Teachers Resource Bank. The investigative and practical skills will be internally assessed through two routes; Route T Investigative and Practical skills (Teacher assessed) Route X Investigative and Practical skills (Externally Marked). Route T Investigative and Practical skills (Teacher assessed)
The assessment in this route is through two methods; Practical Skills Assessment (PSA) Investigative Skills Assignment (ISA). The PSA will be based around a centre assessment throughout the AS course of the candidates ability to follow and undertake certain standard practical activities. The ISA will require candidates to undertake practical work, collect and process data and use it to answer questions in a written test (ISA test). See Section 3.8 for PSA and ISA details. It is expected that candidates will be able to use and be familiar with standard laboratory equipment which is deemed suitable at AS level, throughout their experiences of carrying out their practical activities. This equipment might include: Electric meters (analogue or digital), metre rule, set squares, protractors, vernier callipers, micrometer screwgauge (zero errors), an electronic balance, stopclock or stopwatch, thermometer (digital or liquid-inglass), newtonmeters. Candidates will not be expected to recall details of experiments they have undertaken in the written units 1 and 2. However, questions in the ISA may be set in experimental contexts based on the units, in which case full details of the context will be given. Route X Investigative and Practical skills (Externally Marked) The assessment in this route is through a one off opportunity of a practical activity. The first element of this route is that candidates should undertake five short AQA set practical exercises throughout the course, to be timed at the discretion of the centre. Details of the five exercises will be supplied by AQA at the start of the course. The purpose of these set exercises is to ensure that candidates have some competency in using the standard equipment which is deemed suitable at this level. No assessment will be made but centres will have to verify that these exercises will be completed. The formal assessment will be through a longer practical activity. Details of this activity will be provided every March. The activity will require candidates to undertake practical work, collect and process data and use it to answer questions in a written test. The activity will be made up of two tasks, followed by a written test. Only one activity will be provided every year. Across both routes, it is also expected that in their course of study, candidates will develop their ability to use IT skills in data capture, data processing and when writing reports. When using data capture packages, they should appreciate the limitations of the packages that are used. Candidates should be encouraged to use graphics calculators, spreadsheets or other IT packages for data analysis and again be aware of any limitations of the hardware and software. However, they will not be required to use any such software in their assessments through either route. The skills developed in course of their practical activities are elaborated further in the How Science Works section of this specification (see section 3.7).
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In the course of their experimental work candidates should learn to: demonstrate and describe ethical, safe and skilful practical techniques process and select appropriate qualitative and quantitative methods make, record and communicate reliable and valid observations make measurements with appropriate precision and accuracy analyse, interpret, explain and evaluate the methodology, results and impact of their own and others experimental and investigative activities in a variety of ways.
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New GCE Physics A A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics specification forfor first teaching 2008: version 0.2, draft submitted to QCA (July 2007) GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) NewNew GCE Physics specification forfor first teaching 2008: version 0.2, draft submitted to QCA (July 2007) GCE New Physics A specification for first teaching 2008: version 0.2, draft submitted QCA (July 2007) New GCE Physics A A specificationfirst teaching 2008: version 0.2, draft submitted toto QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
3.4 3.4Unit 4 Fields and Further Mechanics 4 Fields and Further Mechanics 3.4 Unit 4 Fields and Further Mechanics 3.4 UnitUnit 4 PHYA4 Fields and Further Mechanics 3.4 Unit 4 Fields and Further Mechanics 4 Fields 3.4 3.4 Unit 44 Fields and Further Mechanics Fields andand Further Mechanics 3.4 This Unitthe first A2 Further Mechanics the key ideas and knowledge covered in AS Unit the first is and AS This is Fields module, building on the key module, building on This is 4first A2 module, building on the key ideas and knowledge covered in AS 3.4 is the firstthetheA2 and Further Mechanics theideasideas knowledge covered insectionAS Unit 4 Fields and Further Mechanics 3.4physics. theThe first module,advances the study key covered knowledge coveredcircular Unit is firstfirst section building on on key of This This is The first section advances the study of ideas andand knowledge covered in knowledge in and introduces circular This A2 on advances and study of momentum and introduces circular physics.theunit, A2 A2 module, building the the keymomentumknowledge coveredAS and introduces physics.isThe first sectionthe key ideas the the keymomentumknowledge covered in in AS This A2the building module, building on ideas andAS Physics. The first in AS This is ideas and advances the studyfirst A2 module, building on the study of momentum and covers gravitation. AS physics. momentum advances the the This the motion module, gravitation. key ideas and knowledge covered the oscillatory motion introduces and This isTheoffirstfirstand and introducesthe studyElectric and magneticintroduces circular oscillatoryThe A2 section buildingcircular key momentum and introduces circular physics.is theThe first section advanceson theand momentum knowledge coveredcircular and oscillatory firstA2 module,advanceson basicof of momentum and introduces in motion and advances study electromagnetic induction. Electric circular and covers and oscillatoryfields section covers gravitation.Electric and magnetic fields arefieldsin AS physics. first section covers gravitation. Electric and andand fields are physics. The motion covered, buildingwith study ideasand magnetic fields are leads of Electric and magnetic are together the physics. The first basic electromagneticstudy ElectricElectricand fields into andand together quicklyandand covers gravitation. of momentum and introduces circular oscillatory motion and covers gravitation. Electric and fields leadleads magnetic lead are covered, oscillatory motion andadvances the study of momentumfieldsintroducesare induction. covered, together motion charge gravitation. induction. and magnetic fields are into covered, together with basiccovers gravitation.Electric andandMagneticlead into circular and oscillatory with basic electromagnetic Electric Electric fieldsfields into physics. how first section electromagnetic through a resistor. magnetic fields and oscillatory with section advances into capacitors and Themotionthey coversand discharge induction.Electricmagnetic fields are the covered, togetherquickly theyelectromagnetic induction. Electric fields leadare together with basiccharge and discharge through magnetic fields into basic electromagnetic Electric and magnetic fields and oscillatory motion and covers gravitation. induction. Electric fields leadare oscillatory withwithand covers gravitation. Electric and a afields lead intointo motion they current. and discharge through a resistor. capacitors together quickly they charge and discharge through fields covered, and how of alternating charge capacitors and how basic capacitorstogether quickly electromagnetic induction. Electric resistor. covered, and generation and transmissionwith basic electromagnetic induction.Electricresistor.lead into covered, and how capacitors resistor. covered, together into the generation and transmission through fields together with basic charge Magnetic fields and how quickly they charge transmission through a resistor. capacitorsfieldshowinto the generation and and discharge ofElectrica resistor. into Magnetic andlead how quickly they charge and induction. through afields lead into Magnetic fields leadquickly theyelectromagnetic discharge of alternating current. capacitors and with basic electromagnetic induction. alternating current. covered, and lead into the generation and discharge through a resistor. lead capacitors how quickly they charge andtransmission Electric discharge of alternating current. Magnetic fields how quickly they charge and transmission of alternating current. lead into the generation transmission of alternating current. capacitorsfieldshow quickly they charge and discharge of alternating current. and lead into the generation transmission through a resistor. discharge through a resistor. Magnetic fields lead into the generation and Magnetic and Further Mechanics Magnetic fields lead 3.4.13.4.1 capacitorsfields lead into the generation and transmission of alternating current. Further Mechanics 3.4.1 Further Mechanics 3.4.1 Further Mechanics into the generation and transmission of alternating current. MagneticMechanicsinto the generation and transmission of alternating current. Further 3.4.1 Magnetic fields lead 3.4.1 Further Mechanics 3.4.1 Further Mechanics 3.4.1Momentum concepts 3.4.1 Further Mechanics Momentum concepts Momentum concepts Momentum concepts Further Mechanics Mechanics 3.4.1Force as theconcepts Momentum of change Further Momentum rate ofchange of momentum Force as the rate concepts of of momentum Momentum concepts Force as the concepts Momentum rate ofchange ofmomentum Force as the rate of change momentum Force Momentum Force )asas the ratechange of of momentum mv Force mv as raterate of change of momentum Force the rate of change Momentum of of change momentum F ( as the theconcepts of momentum F F = (mv ) mv )theconcepts == Force((mv )the rate of change of momentum rate of change of momentum (tmvas mv F (= t ) as FFForce(t ) = = t mv F= ) F Impulse tt(tt= = ((mv ) Impulse mv ) = mv ) Impulse tt mv F = FF F = Ft = (mv ) Impulse tFt (mv( Impulse ttoftofareamv ) a a force-time graph. Impulse = Impulse Significance =areaunder force-time graph. ImpulseFF ) Significance = (mv under Significance of area) under a force-time graph. Impulse F = area under a force-time graph. Significance = mv Impulseconservation)under force-time graph. SignificanceFttarea(under a linear force-time graph. toto problems in one Significanceof area(mv ) ofof linear momentum applied to problems in one of of under force-time graph. Significance of area of a a momentum applied problems in one Principle ofof conservation a linear momentum applied Significance of area under force-time graph. Principle Principle of conservation Significance of area of force-time graph. Principle Significance of area under a linear momentum Principle Principle of of conservation ofalinear momentum applied toinproblems in one dimension.of conservation of linear momentum applied to problems in oneone dimension. of conservation linear momentum toapplied problems in one dimension. conservationunderof momentum appliedapplied to to problems in Principle Principle of conservation linear force-time graph. problems one dimension. of dimension. conservation of linear momentum applied to problems in one Principle Elastic and inelastic collisions;of linear momentum applied to problems in one dimension. inelasticcollisions; explosions. Elastic and Elastic and of conservation explosions. Elastic and inelastic collisions; explosions. dimension. Principle of dimension. inelastic collisions; explosions. Elastic inelastic collisions; explosions. dimension. Elastic andand inelastic collisions; explosions. Elastic and dimension. inelastic collisions; explosions. Elasticmotion Circular and inelastic collisions; explosions. Circular motion Circular motion Elastic and inelastic collisions; explosions. Motion in a and inelastic at constantexplosions. Circular motion Circular motion Elastic a circular path at constant speed implies there an acceleration and Circular a circular path at constant speed implies there is an acceleration and Motion inmotion path collisions; speed implies there isis an acceleration and Motion in circular Circular motion Circular motion path at constant speed implies there is an acceleration and requires a centripetal Motion centripetalpath at constant speed implies there is an acceleration andand Motion a a circular Circular a circular path requires a inmotion path at constant speed implies there is an acceleration Motion a in a circular force. requires ina inmotion force.at at constant speed implies there is an acceleration and Motion circular Circular circular requires in centripetal force. constant speed implies there is an acceleration and Motion a centripetal path force. ina centripetal force. requires Motion centripetal force. requires aa centripetal path at constant speed implies there is an acceleration and v f v force. requires a circular path Motion inaacentripetal requires speed v = = 2 force. Angular speed centripetal ff at constant speed implies there is an acceleration and Angular speed = v 2 v Angular speedcircular 2 force. Angular a = = = 2f requires a centripetal = 2f v requires speed 2 force. Angular Angular speed r=r v==r= 2f Angular speed r v Angular speed = = v 2ff 2 2 r r r = 2f v 2 2 v Angular Angular speed = Centripetal acceleration r a = f v2=222 r2 r 2 Centripetalacceleration 2 acceleration = Centripetal acceleration a = Centripetal speed = r = a = v = 2 r v Centripetal acceleration ar= v 2= r acceleration 2 = = v2 = r Centripetal acceleration a a rarv== = r2 2 r Centripetal Centripetal acceleration r 2 2 mv 2 Centripetal acceleration 2ar2=2vr = 22r acceleration a =r 2 = r mv mv = m r Centripetal Centripetal force Centripetal force F F = 2 mv2m r 2 Centripetal force = = r Centripetal force F = mv 2= m r r = r Centripetal force F r mv =2 Centripetal force FF = 2= mv22 mr2 2 r Centripetal force= F mv = m = m2 r Centripetal forcea =2v r/rmvr= m rbe examined. 2 The derivation ofof = =Fv=will notm2 examined. be The derivation of a 2 r will not r The derivation forcevv/r /r will = be be examined. r not Centripetal a = 2 The derivation of aof a = v2 will examined. Centripetal force=F /r will not m not examined. derivation v /r will not not TheThe derivationaof = 2=2/r2r/r will bebe examined. derivation of a a = v r/r = not r be examined. be examined. The The harmonic motion v Simplederivation of of a = v2 /r will not be examined. Simple harmonic motion harmonic Simplederivationmotion will The derivation of a = v /r will not be examined. Simple harmonic motion The Simple harmonic motion Characteristic features of simple harmonic motion. Characteristic features ofof simple harmonic motion. Simple harmonic motion Characteristic features simple harmonic motion. Simple harmonic motion Simple harmonic motion Characteristic features Simple shm: features of Characteristicfeatures (2of)of2 simple harmonic motion. Characteristic shm: a =of(simplex harmonic motion. Characteristic a a of x Characteristic features f 2 ) 2 Simple harmonic 2simple Condition forharmonicmotionsimple harmonic motion. Condition for shm: = =motionxharmonic motion. Condition for features 2ffsimple harmonic motion. Characteristic features Condition shm: = a 2f 2 ) 2 = Characteristic shm: 2 2fof2xf x2 2x harmonic motion. Condition for shm: a a =a(=(((222)simple harmonic motion. Condition forfor features )2f 2) 2x Condition for Conditionftforandvshm:2 Aofsimple shm:= f 2 x = =Condition for shm: 2ff 2(2x )2 x x = A cos 2 and v = a A cos ft v x A cos 22 ftand = 2 f = A x Condition ft shm:v2= f2222fA222x x22 (A x x = A 2ft 2ft and a = 2ff )x x = Acos 2 for and v = 2f fA 2 cos and v = A x x = A cosrepresentations f linking , xv, va a and .tt .. = A cos 2representations linking x,, v,, a and x Graphical ft and v = 2linking2 xx 2 and t Graphical Graphical representations A x= 2 ft and v = 2 A2 representations linking x Graphical representations Ax, x, , . a t x = A cos representationsff linkingx2xand v, a and Graphical gradient ofof=displacement-time,and and Graphical representations 2linkingv,xa ,vx,,,ata graph. linking Velocity A cos 2gradient vdisplacement-timevgraph.. . tt .. as representations Graphical ft and of displacement-time graph. linking v Velocity as Velocity as gradient Graphical and t Graphical representations linking x,, v, a graph. representations linking v Velocity as gradient Velocity speedgradientdisplacement-time, graph. tt . Velocity asgradient ofdisplacement-timexgraph. graph. Graphicalgradient of of of displacement-timeand Velocityspeed 2fA. of Velocity asas = = 2fA. displacement-timeand gradient Maximum asspeed = 2fA.displacement-timeagraph. . Maximum Maximum as gradient of displacement-time graph. Velocity speed = Maximum Maximum speed 2fA (2f Velocity speed= 2fA.= Maximum speed == 2fA. (2f )2 A. Maximum acceleration = of (2f2A.A. 2 Maximum gradient Maximum acceleration = displacement-time graph. Maximum acceleration2fA. ) )2 Maximum asspeed = 2fA. 2 2 Maximum speed = 2fA. (2f ) A. Maximum speed = 2fA.= (2f )2A. Maximum acceleration Maximum acceleration==(2f) A A. (2f Maximum acceleration = ) 2 Maximum acceleration Maximum acceleration = Simple harmonic systems(2f ) A.A. Simple harmonic systems Simple harmonic systems (2f )22 Maximum acceleration = (2f ) A. acceleration = Simple harmonic system. systems Maximum Simple mass-spring system. Study of harmonic systems Study harmonic systems Simple harmonic systems Simple mass-spring system. Study ofof mass-spring systems Simple harmonic systems Study of mass-spring system. mass-spring system. Simple harmonic system. Study of ofharmonic systems Study m mmass-spring of Study Simplemass-spring system. Study m mass-spring system. T T 2Studyofof mass-spring system. = =Study ofmmass-spring system. 2 T = 2 m k m T = 2 m
k T= k m k Study of2simple pendulum. Study of simple pendulum. Study of ksimple pendulum. T = 2 k Studysimple pendulum. of simple pendulum. Study ofll of simple pendulum. Study k l Study of simple pendulum. T T =Study ofl simple pendulum. = =2 T 22 lof simple pendulum. Study of simple pendulum. Studyl l g2g T= g T T = = 2 lg = T 2 2 k T T = = 2k m = T 2 2
T = 2 lg Variation g gof kEk,, pEp and total energy with displacement, and with time. of Variation E , k p and total energy with displacement, and with time. Variation of E E Eand total energy with displacement, and with time. T = 2 g E total energy with displacement, and with time. VariationEof Epk,,andand total energy with displacement, and with time. Variation of ofk,Ek pEpp and total energy with displacement, and with time. Variation k, Variation g E E and total energy with displacement, and with time. of E total energy with displacement, and with and Variation of ,E k,, andand total energy with displacement,time. with time. of E E p and total energy with displacement, and with time. Variation of Variation Ek Ep p k
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A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) Forced vibrations and resonance New GCE Physics AA specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Forced vibrations and resonance nce and the effects of damping on the sharpness of resonance. Qualitative treatment displacements. Qualitative treatment of free and forced vibrations. difference between driver and driven of free and forced vibrations. 3.4.2 Gravitation effects of (July 2007) the sharpness ification for first Resonance 0.2, the Resonance and systems and stationary es of these teaching 2008:mechanicalthe effects QCAdamping on the sharpness of resonance. effects in versionanddraft submitted toof damping on wave situationsof resonance. Phase version 0.2, draft submitted to QCA (July 2007) difference between driver and driven displacements. Phase difference between driver and driven 0.2, draft submitted to fication for first teaching 2008: Physics A specification for first teaching 2008: versiondisplacements. QCA (July 2007) New tion GCE of these effects inin mechanical systems and stationary wave situations Newton's law Examples of these effects mechanical systems and stationary wave situations Examples tions and resonance ns lawof free and forcedGravity as a universal attractive force acting between all matter. atment 3.4.2 Gravitation vibrations. 3.4.2 Gravitation ions and resonance Forced vibrations and resonance as a effects of attractive force acting between all nd theuniversaldamping Force between point resonance. matter. on the sharpness of masses atment of freeand Newtonsdisplacements. of free and forced vibrations. nce between driverforced vibrations.m 2 and driven law 1 Qualitative Newtons0.2,law treatment Gm tion for first teaching 2008: versionthe draft (July 2007) nd the effects in mechanicalas a sharpnesstheto QCAis of force acting between allof resonance. etween point masses Resonancesubmitted attractivedamping on the sharpness matter. hese effects of damping onsystems2 and, where G wave force acting between all matter. stationary and attractive Gravity F as a universal resonance. situations Gravity = universalof effects the gravitational constant. r nce between driver and driven displacements. Phase difference between driver and driven displacements. Gm m g 2008: version 0.2, draft submitted to QCA and stationary wave Gm1 m 2 hese effects in mechanical betweenof thesemassesFF situations2systemsGG is the gravitational constant. systems (July 2007) == Force betweenispoint masses in mechanical where and stationary wave situations where is the gravitational constant. Forcewhere G the gravitational constant.2 12 tionalresonance field strength Examples point effects ns rr w and t of a free and forced a region in which a body as Gravitation ment of force field3.4.2 acting between all matter. experiences a force. niversal attractive vibrations. force ce Gravitational field strength he effects of gravitational field lines.of strength on Newtons law Gravitational field resonance. entation by damping 1 mGravitational field strength Gm the sharpness 2 where G a the gravitational constant. n point attractive force acting of a ofaisforce field as region in acting a body all matter. forced vibrations. Concept ofbetweenuniversalas region in which abody experiences a force. between driver F = niversalmasses and driven displacements. matter.aaa region inwhich abetweenexperiences aa force. Concept a force allfield attractive force which body experiences force. 2 Concept force as F field as r m Gravityand stationary wave situations mping on in mechanical1 systems g = gravitational fieldGm m e per unit sharpness of resonance. gravitational fieldlines. ceeffects the massRepresentation by by gravitational fieldlines. defined by Gm 2 Representation bythe gravitational constant. 2 Representation lines.where G is the gravitational constant. 1 n field strength F = point masses m Force between and driven displacements. where G is point masses F = r2 r 2 FF hanical systems and in whichper unitexperiences a force. GM force field as a regionstationaryawave situations defined byg = g g force per permass defined by as g as body mass ude of g in a radial as forceforce unitunit mass definedby g = m field given by g field 2strength field strength m Gravitational = on by gravitational fieldlines. r orce attractive force in which a body a matter. ersal field as a regionactingFbetween all force field as force. in whichGM Concept of experiences a a region a body experiences a force. Magnitude of in radial field given lines. GM nunit gravitationalGm1 mlines. of g g ofaain agravitational field by g g = 2 by mass defined by g =Magnitudein gradial field given by field 2 Representation by radial fieldgiven by = Magnitude tional potential m oint massesbetween 2 matter. G is the gravitational constant. rr2 orce acting F = r all where F unit mass defined by g = g of force tanding of the definitiongas GM per unit mass definedincluding zero value at gravitational potential, by g = F gGmam 2 in 1 radial field given by Gravitational potential m = 2 m where the gravitationalpotential is Gravitational constant. and2of gravitational potential potential ld strength GGravitational difference. r GM of the definition ofof gravitational potential, including zero zero value at and r Understandingthethe Vforce. of gravitational potential, including zero value at of of m definition gravitational potential, including value at infinity, Understanding ein radial field moving mass mggiven by of = radial in which a body W g potentiala field given by Magnitude of g in adefinition given by g = GM = 2 oneainas regionUnderstandingexperiences a field r infinity,gravitational potential difference.value at y gravitational field infinity, and of gravitational potential difference. lines. and of gravitational potential difference. r2 GM g of the definition of gravitational potential, including zero on inof V ina body experiencesin force. moving mass mgiven by W == m V which a radial field given moving mass m givenby W m V ainbyin = mass m given by ude F Gravitational potential Work Work done V potential done g= tgravitational potentialdifference. moving mass defined byWork done eld lines. gmovingdefinition given by Understanding of therdefinition value at of the mass m of gravitationalm V m W = potential, including zero of gravitationalGM potential, including zero value at cal representations of variations of g and V field r. by VV== GM F Magnitude of VV of a radial with given by gravitational Magnitude of in a radial field given GM GM infinity, g= by radial field potential difference. and in gravitational potential difference. r a radial field V in a radial fieldgiven by = V = done in moving V in a m given bygiven by V by Work movingm mass given V g W 2 m V potential m given byGravitational =m r r= r g= d to g by GM Graphical representationsmass variations Wg and V with r. of variations of g and V with r. Graphical representations of of GM with r. r resentations ven byradial field given by Magnitude of V in a radial field given by V = GM V g and V in a g = of variations of = V tential 2 V r Vr of gravitationalto g rby g including zero value at VV relatedpotential, = V related the = by gdefinition of planets of variations of g andg by gr.= r esentations and satellites to V representations of variations of gg and Vwith r. Graphical with Graphical representations of variations of and V with r. r avitationalr potential difference. period and speed related to radius of circular orbit. V gravitational potential, including zero value = = mplanets by g V ving = satellites by g mass m given by WV related to g andat V nets andr Orbits orbiting satellite. satellites Orbits of planets and satellites considerations for an of GM tial difference. r and related to radiusperiod and speed related to radius of circular orbit. of Orbital=period and speed a by V ancespeed geosynchronous circular orbit. related to radius of circular orbit. W enradial field givenOrbital r orbit. netsby of satellites satellite. of planets and satellites and a= m V derations for an orbiting Orbits of planets and satellites EnergyOrbits considerations for an orbiting satellite. and speed GM Energy considerations entations ofrelated to of gOrbital with orbit. for an orbiting satellite. and V period of Fields = variationsradius of circularr. and speed related to radius of circular orbit. c a geosynchronous orbit.Orbital of a geosynchronous orbit. of circular orbit. ven by V Significance period geosynchronous orbit. Significanceconsiderations for an orbiting satellite. erations for anrorbiting satellite. of a and speed related to radius V Energy ds =geosynchronous orbit. Energy considerations for an orbiting satellite. fga law and V with r. Significance of a geosynchronous orbit. mbs r g ations of 3.4.3 Electric Fields 3.4.3 Electric Fields aw 1 Q1Q 2 s and satellites 3.4.3 Significance of a geosynchronous orbit. Fields s where 0 is the etween pointcharges Electriclaw Q1Q 2 = in a law Coulombsvacuum F Coulombs 1 4 0 r 2 n d speedcharges to radius of circular orbit. 2 where 0 is the w point related in a vacuum F = Coulombs law Electric Fields 1 1 QQ Q 4 0 r 1Q 2 3.4.3 ations for an orbiting satellite. Q1Q vity of charges in Force between1 point 2charges 0in aa vacuumFF = 1 Q1Q 21 2 2 where 0isis the free space. where 0 the Force between point charges is the in vacuum = 2 where nfree space. circular orbit. Force between 2point charges in a vacuum F = 4 point a vacuum F = to radius of geosynchronous orbit. 4 0 r r where 0 is the 0 2 4 0 r 4 0 r cting satellite. field strength Coulomb's law strength permittivity of free space. permittivity of freefree space. space. ree space. permittivity of s orbit. F Force betweenF point charges in a vacuum unit charge charge defined by field strength = ce per unit defined by EElectric strength strength Electric field E = ElectricQfield strength F 1 Q1Q Q F oint charges in a vacuum E = per per2 unit charge defined by E F F unit electric field E by force force 2 ,where defined by = on bycharge defined asfield as4 unit charge 0defined byEE = F lines. Eforce per unit charge is the == entation by electricas Q 4 00 r lines. E Q QQ 1 Q 1 Q1Q 2 1 Q in electric E= e space. aEvacuum F = n by a radial field given bywhere 0 is the permittivity field lines. lines. Representation by electric of free space. is 2the 2 radialrfield given 0by Eelectric field lines. ude of E in a 4 0 Representation by = 4 rby electric field lines. RepresentationQ 2 1 1 ength E in a radial field given by Magnitude 2of E in 4 0 r field given by E = 1 Q E= V a radial Q E in a uniform field Magnitude 0 E in a radial field given byEE =41 r 2 Q given F E of E by Magnitude 4= of rin a radial field given by = 0 it charge defined by E = d by E = V 4 0 0r 2 2 ude of E in a uniform field given 4 r V Q V E in a uniform field given by E = d Magnitude of E in a uniform field given by E = F d VV y electric d by E = field lines. Magnitude ofQ E in a uniform field given byEE =d E Q Magnitude of in a uniform field given by = 1 dd a radial field given by E =
1 Q 4 0 r 2
Qualitative treatment of free and forced vibrations. Resonance and the effects of damping on the sharpness of resonance. vibrations and resonancedifference between driver and driven displacements. Phase ive treatment of free and forced vibrations. Examples of these effects in mechanical systems and stationary wave situations. Forced vibrations and resonance
nes.
15
by g = sentations of variations of g and V with r. r Orbits of planets and satellites V g = and satellites Physics A Specification for AS exams 2009 onwards and A2 examscircular orbit. Orbital period and speed related to radius of 2010 onwards (version 1.4) GCE nets r Energy considerations for an orbiting satellite. and speed related to radius of circular orbit. s and satellites Significance of a geosynchronous orbit. erations for an orbiting satellite. fd speed related to radiusElectric Fields a geosynchronous orbit. of circular orbit. 3.4.3 ations for an orbiting satellite. sgeosynchronous orbit. Coulombs law 1 Q1Q 2 w where 0 is the Force between point charges in a vacuum F = 1 Q1Q 2 4 0 r 2 where 0 is the n point charges in a vacuum F = permittivity 0of free space. 4 r2 1 Q1Q 2 where pointspace. in a vacuumElectric field2strength 0 is the F= ree charges 4 0 r Electric field strength F strength e space. E as force per unit charge defined by E = E as force per unit charge F Q unit charge defined by E = Representation by electric field lines. rength Representation by electric field lines. Q F nitby electric field lines. = Magnitude of E in a radial field given by n charge defined by E Magnitude of E in a radial field given by E = 1 Q Q 1 Q 4 0 r 2 E in a radial field given by E = by electric field lines. 40 r 2 4 V Q 1 0 Magnitude of E in a uniform field given by E = n a radial field given by E Magnitude of E in a uniform field given by = d V 2 E= E in a uniform field given by 4 0 r d V n a uniform field given by E = d on for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
on for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) Electric potential
definition of absolute electric potential, including zero value at ng 3 charge Q given by W = Q V ctric potential difference. Electric potential 1 of Electric Q Q W = potential ing charge given by VUnderstanding radial field given by a radial fieldQ given byMagnitudeV V in aof definition of absolute electric potential, including zero value at = Understanding of electric potential difference. potential, including zero value at 4 0 r 1 infinity, and of definition of absolute electric on of absolute electricV = and Q electric zero value at including potential a radial of variationsinfinity, V with r. field given by potential,of E and ntations ofWork r in moving charge difference. W = Q V Q given 40 4 done otential difference. Work done in moving charge Q given by by = Q V 0 W ectric and variations of Efields withV in a radial field givenand V with r1Q Q Q and arge Q given by W = Graphical V of r. ntations of gravitationalV representations of variations of E by V =1 . Magnitude 4 0 r Magnitude of V in a radial field given by e square law fields having many characteristics in common. V = Q lectric and by V = 1 al field givengravitational fields attract or repel. 4 0 r0 Comparison of electric and gravitational fields with r. es always attract but4 r may charges Graphical characteristics of variations of E and V e square law fields having many representationsin common. E and V with r. 0 Graphical representations offields having many characteristics in common. Similarities; inverse square law variations of es always attract but Comparison of electric and and V with r. ns of variations of E charges may attract or repel. gravitational fields Differences; masses always attract but charges may attract repel. Comparison of electric and gravitational fields orcharacteristics in common. Similarities; inverse square law fields having many and gravitational fields Similarities; inverse square law attracthaving many may attract or repel. characteristics in common. Differences; masses always fields itance; are law fields havingDifferences; masses always attract butbut charges attract or repel. 3.4.4 many characteristics in common. Capacitance charges may ays attract but charges may attract or repel. 3.4.4 Capacitance citance; 3.4.4 Capacitance Capacitance Capacitance Definition of capacitance; Capacitance capacitance; Definition of a capacitor Definition of capacitance; of charge against Q Q V and interpretation of area under a graph e; a capacitor CQ = y V C= Q V and interpretation of area under a graph of charge against 2 V = Q2/ C Energy stored by a capacitor 2 Energy stored by a Q V and interpretation of area under a graph of charge against Energy stored by a capacitor rge Q2/ C = Derivation of E 1 capacitor = pacitor Derivation of E = Q V and interpretation of area under a graph graph of against pd and through Derivation 2 ntation of charging and p.d. discharging of capacitorsinterpretation of area under a of charge charge against rge and interpretation of p.d. under a graph of charge against area 1 2 1 1 2 2 E = Q V = 2ofC V22 = 2 C C 2 2 ntation of charging and dischargingV2 = Q2/Q /through capacitors E=QV=C C C, Q2/ C Capacitor discharge constants includingCapacitor discharge Capacitor discharge their determination from graphical data,and discharging of capacitors through C, Graphical representation of charging ment of capacitor discharge, Q = Qo e- t/RC Graphical representation of graphical data, Graphical representation of charging and discharging of capacitors through e constants including their determination fromcharging and discharging of capacitors through resistors resistors, the use n have experiencedischargingof acapacitors through datalogger of charging and ofresistors, of voltage sensor and Time constant o= - = Q = Q e RC ment of capacitor discharge, constant t/RCRC, urves for a capacitor. Time Timeuse of a voltage sensor and datalogger determination from graphical data, constanttime constants including their determination from graphical data. Calculation of of RC, constants including their d have experience of the Calculation = time Calculation of time constants including their determinationt/RC - from graphical data, curves for a capacitor. Quantitative treatment of capacitor discharge Quantitative treatment of capacitor discharge, Q = - o - t/RC t/RC tants including their Quantitative treatment of capacitor discharge, Q = Qo Qo e determination from graphical data, e voltage sensor and datalogger Candidates of the use of a nsity f capacitor discharge, Q = Qo e- t/RC should have experience the use of a voltage sensor and datalogger Candidates should have experience of to plot discharge curves for a -carrying wire in a magneticvoltage sensor and dataloggeruse of a voltage sensor and datalogger to plot discharge experience of the useCandidates should have experience capacitor. of a field. of the to plot discharge curves for a capacitor. nsity dfor perpendicular to current. for a capacitor. is a capacitor. 3.4.5 curves Magnetic Fields t-carrying wire in a magnetic field. 3.4.5 Magnetic Fields d rule. d is perpendicular to current. Magnetic flux density ity B and definition Magnetic flux density of the tesla a current-carrying wire in a magnetic field. d rule. Force on n a magnetic field of the on a when field is perpendicular to current. sity B and definition Force tesla current-carrying wire in a magnetic field. F = B I l, ing wire in a magnetic= B I l, when field is F field. particles moving in a magnetic field. hand perpendicular to current. rule. in a magnetic current. Flemings left rpendicular to field Flemings left hand rule. field is perpendicular to velocity. Magneticfield. density B and definition of the tesla flux particles moving in a magnetic Magnetic flux as the B and definition of the tesla rticles; application in devices suchdensity cyclotron. e field is perpendicular Moving charges in a magnetic field to and definition of thetesla velocity. 16 d flux linkage in deviceson chargeda cyclotron. field in a magnetic field. articles; application Moving charges in particles moving Force such as the magnetic agnetic field Force on charged particles moving in a magnetic field.
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) potential definition of absolute electric A difference.includingteaching 2008:at New GCE Physics potential, specification for first zero value version 0.2, draft submitted to QCA (July 2007) Work done in moving charge Q 2007) rst potential difference. tricteaching 2008: version 0.2, draft submitted to QCA (Julygiven by
Understanding of definition of absolute electric potential, including zero value at infinity, and of electric
3.4.5 Magnetic Fields Magnetic flux density

Force on a current-carrying wire in a magnetic field. F = B I l, when field is perpendicular to current. Fleming's left hand rule. Magnetic flux density B and definition of the tesla.
Moving charges in a magnetic field

Force on charged particles moving in a magnetic field. F = B Q v, when the field is perpendicular to velocity. Circular path of particles; application in devices such as the cyclotron.
Magnetic flux and flux linkage

Magnetic flux defined by F = BA, where B is normal to A. Flux linkage as NF, where N is the number of turns cutting the flux. Flux and flux linkage passing through a rectangular coil rotated in a magnetic field: flux linkage NF = BAN cos where is the angle between the normal to the plane of the coil and the magnetic field.
Electromagnetic induction
Simple experimental phenomena. Faraday's and Lenz's laws. Magnitude of induced emf = rate of change of flux linkage = Applications such as a moving straight conductor. Emf induced in a coil rotating uniformly in a magnetic field:
New GCE Physics specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A A specification for first teaching 2008: version 0.2, draftsubmitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
BAN sin t = = BAN sin t E = BAN sin tt The operation of a transformer; of a transformer; The operation The operation of a transformer; The operation of a transformer; N V The transformer equation = N s s==V s s V s The transformer equation Ns The transformer equation The transformer equationp VVp = NN p p N pp V p p Transformer efficiency I Vs / /p Vp Transformer efficiency = Transformer efficiency = =sIs Vs IpIp Vp p Transformer efficiency Is Vs / Ip V Causes inefficiency of a a=transformer. Causes ofof inefficiency of transformer. p Causes of inefficiency of a transformer. Causes of inefficiency of a transformer. Transmission of electrical power at high voltage. Transmission electrical power at high voltage. Transmission ofof electrical power at highvoltage. Transmission of electrical power at high voltage.
17
New GCE Physics A specification for firstfirst teaching 2008: version 0.2, draft submittedQCA (July 2007) New GCE Physics AA specification for teaching 2008: version 0.2, draft submitted to to QCA (July 2007) New GCE Physics specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Unit 5 55Nuclear Physics ,Thermal Physics and an Optional Topic Unit Nuclear Physics ,Thermal Physics and an an Optional Topic Unit Nuclear Physics ,Thermal Physics and Optional Topic Unit 5 Nuclear Physics ,Thermal Physics and an Optional Topic Optional Topic Unit3.53.5 This Physicsconsists ofof two sections. The first part of Section A Nuclear and 53.5 Nuclear module ,Thermal Physics and an Optionalpart Section A Nuclear and This module consists two sections. The first partTopic Section A Nuclear and This module consists of two sections. The first of of 3.5 This module consists of two sections. The first part of Section A Nuclear and Thermal Physics looks at characteristics ofof nucleus, Thermal of two sections. Thismodule Physics looks atat the characteristics ofthe nucleus,the properties of unit consistsPhysics two The first part of Section A of Section A thethe Physics' of of 'Nuclear and Thermal properties 3.5 ThisThermal consists of looksatthethecharacteristicsofthethenucleus,thepropertieslooks at the Thermal Physics looks sections. The first part the nucleus,Nuclear and of the characteristics properties characteristicsnuclei nucleus, the propertiesis obtainednuclei and how energy isIn the secondpart of unstable of nucleiand howcharacteristics of the fromthe nucleus. Inobtained from the of of how energy is obtained nucleus, the properties of unstable nuclei andtheenergy is obtained from thethe nucleus. the second part nucleus. unstable the and at howenergy of unstable from nucleus. In the second part Thermal Physicsof Section A, the thermal properties offrom the and the properties and nature of gases are unstablepart looks how energy is obtained materials nucleus. In the second part of nuclei and In thesection A, the thermalproperties materials and the properties andnature of second section A, A, thermal properties section properties ofmaterials and properties and materials and nature unstableinnucleithethethermalpropertiesofofmaterialsand thethepropertiesandnature ofof section A, and how energy is obtained from the nucleus. In the second part of of and the properties nature of studied depth. the thermal gases thearestudied in depth. of materials and the properties and nature of are thermal properties studied in depth. gases studied sectiongasesarestudied inin depth. A, gases are an opportunity to study one of the following optional topics to gain deeper understanding and depth. Section B offersoffers an opportunity to study one thethe followingoptional topics gain Section B Boffers opportunity toto study one ofthe following optional topics togain Section offers gain gasesSectionaBoffersan anopportunitytostudy one ofofthefollowing optional topics totogain are Section Bselectedan opportunity study one following optional topics to awareness studied in depth. and awareness of aa of branch deeperof understanding of physics: one of theselectedbranch of physics; gain understanding and to study deeper understanding and awareness a selected branch of physics; to deeper an opportunity awareness of of selected branch of topics physics; Section B offers following optional deeper understanding and awareness of a selected branch of physics; A AA Astronomy and Astronomy andcosmology, cosmology Astronomy awareness of a Astronomy and cosmology, deeperA understanding andand cosmology, selected branch of physics; A Astronomy and cosmology, Medical Physics, Medical Physics B. Medical Physics, Medical cosmology, AB B.B. Astronomy and Physics, B. Medical Physics, C C Medical Physics, Applied Physics, C PhysicsAppliedPhysics, Applied Physics, C C B. Applied Applied Physics, Turning Points Physics. D Turning Points inPhysics. Turning Points Physics. CD D D Applied Physics, ininPhysics. D Turning Points in Turning Points in Physics. D Turning Points in Physics. Nuclear and Thermal Physics Nuclear and Thermal Physics Nuclear and Thermal Physics Nuclear and Thermal Physics 3 Nuclear and Thermal Physics Nuclear and Radioactivity 3.5.1 Radioactivity 3.5.1 Thermal Physics 3.5.1 Radioactivity 3.5.1 3.5.1 Radioactivity Radioactivity 3.5.1 Radioactivity forforthe nucleus Evidence for the nucleus Evidence Evidence forthe nucleus Evidence the nucleus Qualitative study Rutherford scattering. Qualitative nucleusRutherford Qualitative study ofofRutherfordscattering. Evidence for the nucleus scattering. Evidence for the study ofRutherford scattering. Qualitative study of Qualitative radiation Qualitativeand radiation study of of Rutherford scattering. ,,and studyRutherford scattering. , and radiation , and radiation Theirproperties and experimental identification using simple absorption Theirradiation and experimental identification using simple absorption Theirproperties and experimental identification using simple absorption properties and properties and experimental identification using simple absorption Their and radiation , experiments; applications e.g. toto relative hazards of exposure to humans. , experiments; applications e.g. relative hazards simple absorption humans. experiments; applications e.g. to relative using of exposure to humans. Theirexperiments; applications e.g.identification using simple of exposure to properties andand experimental identification hazards absorption experiments; applications e.g. experimental to relative hazards of exposure to humans. Their properties k k experiments; applications law forto radiation, = I==kkof,exposure to humans. The relative hazards of law forto radiation, I I 2 , 2 ,including its experimental The inverse square e.g. for humans. The inverse square law radiation, including experimental to inverse square exposure relative hazards 2 including its its experimental The inverse square law for radiation,kI = x xx , including its experimental 2 x The inverse square law for radiation, I = 2 , including its experimental The inverse square law for radiation, verification; applications, e.g. toto safe x handlingof radioactive sources. verification; applications, e.g. safe handling of radioactive sources. verification; applications, e.g. to safehandling of radioactive sources. verification; applications, e.g. to safe handling of radioactive sources. Background experimental verification;of its itsorigins andsafe handling of radioactive sources. and experimental elimination including its radiation; examples Background radiation; examplesapplications, e.g. andexperimental elimination from Background radiation; to safe ofits origins toexperimental elimination from verification; applications, e.g. examplesofitsoriginsradioactive sources.eliminationfrom Background radiation; exampleshandling of and experimental of origins from calculations. radiation; examples ofits originsand experimental elimination from calculations. calculations. calculations. Background Background radiation; examples of its origins and experimental elimination from calculations. Radioactive decay Radioactive decay calculations. Radioactive decay Radioactive decay Random nature ofof radioactive decay; constant decay probability of aagiven Radioactive decay Random nature radioactive decay; constant decay probability of a given Random nature given Radioactive decay ofofof radioactive decay; constant decay probability of given Random nature radioactive decay; constantprobability of a of a Random constant decay decay probability nucleus; nucleus; nature radioactive decay; constant decay probability given given nucleus; nucleus; Random nature of radioactive decay; of a nucleus; NN N nucleus;= ==- -N,N, N = o N-t- t N - N = N No-o t- t e 0ee N, N = tt = N tt - N, N = No e = Use ofactivity e- AA N -Use ofactivity t = UseN, N = No activity t Use ofofactivity AA= =N N Use of activity = N 2 Use Half life, T1/2T= ==Nln 2; ;determination from graphical decay data of Halflife, T1/2 ln 22 determination from graphical decay data activity 1/2 lnln ; determination from graphical decay data Half life,A = determination from graphical decay data Half life, T1/2 2 ;; determination from Half life, ln = Half including=decay curves and logfrom graphical decay data relevance toto storage of life, T1/2 including decay curves and log graphs; applications e.g. relevance storage of of including ; determination log graphs; applications e.g. relevance to storage decay curves and graphs; applications e.g. including decay data including decay curves and log graphs; e.g. relevance relevance to storage of graphical decay curves and log graphs; applications applications e.g. to storage of radioactive curvesradioactive dating. radioactive waste, radioactive dating. radioactive waste, radioactive dating. including decay waste,radioactive graphs; applications e.g. relevance to storage of radioactive waste, radioactive dating. radioactivewaste, and log dating. Nuclear instability Nuclear instability radioactive waste, radioactive dating. Nuclear instability Nuclear instability Graph ofof N against ZZfor stable nuclei. Graph N against Z for for stable nuclei. Graph of N against Nuclear instability stable nuclei. Nuclear instability Graph of N against Z for stable nuclei. Possible decay Z for for stable unstablenuclei including ++ +-, -and electron capture. Possibledecay Z stable unstable nuclei including , - and electron capture. Graphagainst modes ofof nuclei. GraphPossibleN decaymodesofunstable nuclei including ,,,+,-and electron capture. of N of against modes of nuclei. Possible decay modes unstable nuclei including, , and electron capture. Changes ofof Nmodes Zcaused by radioactive , ,+, , andrepresentation in simple Changes modes Z Zunstable nuclei including decay+andand electron capture. Changes N and of of caused nuclei including and electron capture. in simple and unstable representation Possible decay NandZcaused by by radioactive decay -representation in simple Possible decayofof and caused byradioactive decay and representation in simple Changes N radioactive decay and decay equations. Z caused by radioactive decay and representation in simplesimpleequations. decay Nequations. decayequations. Changes of N Z caused by radioactive decay and representation in decay Changes of equations. decay and and decay Existence of nuclear excited states; ray emission; application e.g. use of technetium-99m as a equations. Existence medical diagnosis. states; rayrayemission; application e.g. use of Existence of nuclear excited states; ray emission; application e.g. use of Existence of nuclear excited states; emission; application e.g. use of source in of nuclear excited Existence of nuclear excited states; ray emission; application e.g. use of technetium-99m as asaa source in medical diagnosis. technetium-99m as source in medical diagnosis. technetium-99m a source in medical diagnosis. Existence of nuclear excited source inray emission; application e.g. use of technetium-99m as a states; medical diagnosis. technetium-99m as a source in medical diagnosis.
3.5 Unit 5 PHA5A-5D Nuclear Physics,Thermal Physics and an
18
Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Nuclear radius Estimate of radius from closest approach of alpha particles and determination of radius from electron Estimate of radius from closest knowledge of typical values. approach of alpha particles and determination of diffraction; radius from electron diffraction; knowledge of typical values. Dependence of radius on nucleon number Dependence of radius on nucleon number rom closest approach of = ro A1/3 R alpha particles and determination of 0 nderived from experimentaltypical experimental data. diffraction; knowledge of data. values. derived from us on nucleon numberdensity. Calculation of nuclearCalculation of nuclear density. R = ro A1/3 Nuclear Energy mental data. 3.5.2 Nuclear Energy ar density. Mass and energy Appreciation that E = mc2 applies to all energy changes. Mass and energy Simple calculations on mass difference and applies toenergy. changes. Appreciation that E = mc2 binding all energy Atomic mass unit, u; Conversion of units; 1 u = 931.3 MeV. Simple calculations on mass difference and binding energy. = mc2 applies to allbinding energy per nucleon against nucleon number. Graph of average energy changes. Atomic mass on mass difference and binding unit, u; conversion of units; Fission and fusion processes. energy. ; Conversion of units; 1 u nuclear MeV. Simple calculations from = 931.3 masses of energy released in fission and fusion inding energy per nucleon against nucleon number. nucleon against nucleon number. reactions. Graph of average binding energy per processes. Fission and fusion processes. Induced fission from nuclear masses Simple calculations from nuclear masses of energy released in fission and fusion reactions. of energy released in fission and fusion Induced fission by thermal neutrons; possibility of a chain reaction; critical mass. The functions of the moderator, the control rods and the coolant in a thermal Induced fission nuclear reactor; factors affecting the choice of materials for the moderator, the hermal neutrons; the coolantof a chainthermal neutrons; possibility of a chain reaction; critical mass. Induced fission by reaction; critical used; control rods and possibility and examples of materialsmass. details of particular moderator, not required. functions of coolant in a thermal The reactors are the control rods and thethe moderator, the control rods and the coolant in a thermal nuclear reactor; factors affecting the choice of materials for the the tors affecting the choice of materials for the moderator, moderator, the control rods and the coolant and examples of materials used; used; details of particular eSafety aspects coolant and examples of materialsdetails of particular reactors are not required. Fuel used, shielding, emergency shut-down. uired. Production, handling and storage of radioactive waste materials. Safety aspects
Nuclear radius or first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Fuel used, shielding, emergency shut-down. Thermal Physics g, emergency shut-down. Production, handling and storage of radioactive waste materials. g and storage of radioactive waste materials. Thermal energy Calculations involving change of energy. 3.5.3 Thermal Physics For a change of temperature; Q = m c where c is specific heat capacity. For a change of state; Q = m l where l is specific latent heat. ng change of energy. Thermal energy Ideal gases = m c Calculations specific change of energy. mperature; Q where c is involving heat capacity. Gas lawsl as experimental relationships between = mcT,and mass. For a change ofheat. te; Q = m where l is specific latent temperature; Q p, V, T where c is specific heat capacity. Concept of absolute zeroaof temperature.Q = m l, where l is specific latent heat. For change of state; Ideal gas equation as pV = nRT for n moles and as pV = NkT mental relationships between p, V, T and mass. for N molecules. Ideal gases e zero of temperature.A, molar gas constant R, Boltzmann constant k. Avogadro constant N Gas laws as experimental relationships between p, V, T and mass. as pV = nRT for n molecular mass. = NkT Molar mass and moles and as pV Concept of absolute zero of temperature.
Molecular kinetic theory gas equation as pV = nRT Ideal model NA, molar gas constant R, Boltzmann constant k. for n moles and as pV = NkT for N molecules. Explanation of relationships between pNA, molarT in constant RaBoltzmann constant k. Avogadro constant , V and gas terms of , simple molecular lecular mass. model. Molar mass and molecular mass. heory model 1 Assumptions leading and T in terms of a simple N m c2rms ionships between p, Vto and derivation of pV = molecular 3
2 Average molecular kinetic 1 N m 2rms g to and derivation of pV = energy c2 m c rms = 2 kT = 2 N . A 3
3RT
kinetic energy
1 3 3RT 2 m c rms = kT = . 2 2 2 NA
19
Molecular kinetic theory model

Explanation of relationships between p, V and T in terms of a simple molecular model. Assumptions leading to and derivation of
Average molecular kinetic energy
20
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
3.5 3.5 3.5 3.5 3.5
Options Options Astrophysics Options Unit 5A Unit 5A Astrophysics Unit 5A Astrophysics Unit 5A Astrophysics Unit 5A Astrophysics In this option, fundamental physical principles are applied to the study and In this option, fundamental physical principles are applied to the study and interpretation fundamental physical principles are applied to the into the Universe. In this option, fundamental physical principles are deeper insight studythe behaviour In this option, fundamental physical principles Students willthe study and interpretation of and In this option, of the Universe. are applied to gain applied to the study and interpretationgreat distances from Earth objects at deeper insightin which and discover the of will gain at of the Universe. Students will gain deeper ways into the behaviour interpretation of the Universe. Students will gain deeper insight into the information Candidates objects deeper the Universe.behaviour of and gain great theinsight into the behaviour interpretation of insight into the Students will discover distances from Earth behaviour of objects objects these objects can be The underlying the ways in principles of the ways in which information fromdistances from Earth and discover physical principles information from theseat great distances from Earth and discover the ways in which information of objects at great distances from Earth and discover the ways in which information of objects at great can be gathered. gathered. The underlying physicalwhich of the optical from these objects can be gathered. The underlying physical principles of the and other devices used are covered be used are covered andof the physical principlesof by the use of optical and other devices some indication given some indication given of the from these objects can be gathered. Theisunderlying physical principles ofthe new from these objects can andgathered. The underlying new information gained the radio astronomy. and other devices used of radio astronomy. are not required. given of the new optical Details of particular sources and covered and some indication given of the new and gained by the use are covered and some indication information other devices used are covered and some indication given sources optical and other devices used are their mechanisms Details of particularof the new optical information gained by the use of radio astronomy. Details of particular sources gained by and their mechanisms are not of radio astronomy. Details of particular sources required. information gained by the use of radio astronomy. Details of particular sources information A.1.1 and their mechanisms the use required. Lenses and Optical Telescopes and their mechanisms are not required. are not Lenses mechanisms are not required. A.1.1 and theirand Optical Telescopes Lenses and Optical Telescopes A.1.1 Lenses and Optical Telescopes A.1.1 Lenses and Optical Telescopes A.1.1 Lenses Lenses Principal Principal Lensesfocus, focal length of converging lens. lens. Lenses focus, focal length of converging Principal focus, focal converging lens. Formation of images by alength of converging lens. Formation of images length of converging lens. Principal focus, focal length of converging lens. Principal focus, focal by a converging lens. Formation of images by a converging lens. Ray diagrams. Ray diagrams. images by a converging lens. Formation of images by a converging lens. Formation of Ray 1 1 Ray diagrams. 1 diagrams. Ray diagrams. 1 +1= 1 1 +1 = 1 1 v f u + 1= 1 u + v= u v ff u v f Astronomical telescope consisting of two converging lenses Astronomical telescope consisting of two converging lenses Astronomical telescope consisting of two converging lenses Astronomical telescope consisting of two converging lenses Ray diagram to show the Astronomical telescope image formation in normal adjustment. Ray diagram to show the imageconsisting normal adjustment. formation in of two converging lenses Ray diagram to show the image adjustment. normal adjustment. Angular magnification in image formation in Ray diagram to show the normal formation in normal adjustment. Ray diagram to show the image formation in normal adjustment. Angular magnification in normal adjustment. Angular magnification in normal adjustment. Angular magnification inby image adjustment. angle subtended normal adjustment. Angular magnification in normal at eye M= angle subtended by image at eye angle subtendedobject at unaided eye angle subtended by image at eye by image at eye M= M = angle subtended by object at unaided eye M = angle subtended by angle subtended by object at unaided eye angle subtended lenses. Focal lengths of theby object at unaided eye Focal lengths of lenses. Focal flengths of the lenses. Focallengths of the the lenses. Focal lengths of the lenses. M = fo M=fo M = ffoe M = foe fe fe Reflecting telescopes Reflecting telescopes Reflecting telescopes Focal point of concave Reflecting telescopes Reflecting telescopes mirror. Focal point of concave mirror. Cassegrain arrangement Focalpoint of of concave mirror. a parabolic concave primary mirror and convex Focal point concave mirror. using Focal point of concave mirror. a parabolic concave primary mirror and convex Cassegrain arrangement using secondary arrangement of rays primary mirror and convex Cassegrainmirror, ray diagram to parabolic concave through the telescope as far as Cassegrain arrangement using a show pathprimary mirror and mirror and convex ray a primary Cassegrain arrangement usingusing to parabolic concave throughconvex secondary mirror,as a parabolic concave secondary mirror, ray diagram to show path of rays through the telescope as far mirror, diagram show path of rays the the eyepiece. pathrayrays through the telescope as far as the eyepiece. telescope as far as secondary mirror, ray diagram to show path of rays through the telescope as far as secondary diagram to show of the eyepiece. of reflectors and refractors including a qualitative treatment of eyepiece. Relative merits the eyepiece. the Relative merits of reflectors and refractors including including atreatment of spherical andof Relative merits of reflectors and refractors a qualitative qualitative treatment chromatic spherical and chromatic aberration. Relative merits of reflectors and refractors including a qualitative treatment of Relative merits of reflectors and refractors including a qualitative treatment of aberration. and chromatic aberration. spherical spherical and chromatic aberration. Resolving power spherical and chromatic aberration. Resolving power Resolving power Resolving power Appreciation of diffraction pattern produced by circular aperture. Resolving power Appreciation of diffraction pattern produced by circular aperture. Resolving of of diffraction pattern produced by circular Appreciation power of telescope, Rayleighcircular circular aperture. Appreciation of diffraction pattern produced byaperture. aperture. Appreciation diffraction pattern produced by criterion, Resolving power of telescope, Rayleigh criterion, Resolving powertelescope, Rayleigh criterion,criterion, Resolving power of of telescope, Rayleigh criterion, Resolving power of telescope, Rayleigh D D D D Charge coupled device Charge coupled device ChargeCCD to capture images. Use of coupled device Charge coupled device Use of CCD tooperationimages. Charge coupled device the charge coupled device: Use of CCD to capture of Structure and capture images. Use of CCD to capture images. Structure and operation of the charge coupled device: Use of CCDand operation of theinto picture elements (pixels). A CCD is to capture images. Structure and operation of the charge coupled device: Structure silicon chip divided charge coupled device: A CCD is silicon chip divided into to be released. (pixels). Structure is silicon chip divided into picture elements (pixels). Incident silicon cause electrons picture elements A CCD isphotonschip divided into picture elements (pixels). A CCD and operation of the charge coupled device: Incident silicon electrons into picture be released. cause electrons to proportional A CCD is photons cause electrons to be released. to The number of chip Incident aphotons cause electrons to elements (pixels). the intensity of the light. Incident photons dividedliberated isbe released. The number ofcause electrons to be released. wells into the intensity of the light. number of electrons liberated is proportional to the intensity of the light. electrons liberated is proportional the CCD. These The number of electrons liberated is proportional to the intensity of the light. Incident photons The electrons are trapped in potential These electrons are trapped potential to the in the CCD. An electron electrons liberated in potential wells to the image These electrons are is built upinproportional wells intensityCCD. light. The number of pattern trapped is which is identicalin the CCD. formed on the CCD. These electrons are trapped in potential wells in the of the An electron pattern is built up which is identical to the image formed on the CCD. When exposure trapped in up which is in the CCD. An electron patterncomplete, the charge is processed image formed on the CCD. An electron pattern is built up which is identical to the to give an image. These electrons are is is built'potential wells'identical to the image formed on the CCD. When exposure is complete, the charge is processed to give an image. Quantum efficiency of pixel is charge is processed to give an image. When exposure is built up which70%. When exposure is complete, the charge is processed to give an image. An electron pattern is complete,>the identical to the image formed on the CCD. Quantum efficiency of pixel > 70%. Quantum efficiency of pixel > 70%. Quantum efficiency of pixel > 70%.
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Options Options
When exposure is complete, the charge is processed to give an image. Quantum efficiency of pixel > 70%.
New GCE Physics A.1.2 Physics AA specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCENon-optical Telescopes teaching 2008: version 0.2, draft submitted to QCA (July 2007) specification for first New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Non-optical Telescopes Similarities and differences compared to optical telescopes including structure, positioning and use, Non-optical Telescopes including comparisons of resolving and collecting powers. Non-optical Telescopes Single dish radio telescopes, I-R, U-V and X-ray telescopes Single dish radio telescopes, I-R, U-V and X-ray telescopes Single dishand differences compared toand X-ray telescopes Similarities radio telescopes, I-R, U-V optical telescopes including structure, A.1.3 Similarities and differences compared to optical telescopes including structure, Classification of Stars Similarities and differences compared to optical telescopes including structure, positioning and use, including comparisons of resolving and collecting powers. positioning and use, including comparisons of resolving and collecting powers. positioning and use, including comparisons of resolving and collecting powers. Classification of Stars A.1.3 Classification by luminosity A.1.3 Classification of Stars Classification of Stars A.1.3 Relation between brightness and apparent magnitude. Classification by luminosity Classification by luminosity and apparent magnitude. Classification by brightness Relation between luminosity Relation between brightness and apparent magnitude. Apparent magnitude, m Relation between brightness and apparent magnitude. Apparent magnitude, m Relation between intensity and apparent magnitude. Apparent between intensity and apparent magnitude. Apparentmagnitude, m Relation magnitude, m Measurement of m from photographic plates distinction between photographic and visual Relation between m from photographicandmagnitude. Relation betweenintensity and apparent magnitude. Measurement of intensity and apparent plates and distinction between photographic magnitude not required. Measurement of m from photographic plates and distinction between photographic Measurement of m from photographic plates and distinction between photographic and visual magnitude not required. and visual magnitude not required. and visual magnitude not required. Absolute magnitude, M Absolute magnitude, M Absolute magnitude, M Parsec and light year.year. M Absolute magnitude, Parsec and light Parsec andoflightrelation to m Definition and relation to m Definition light year. Parsec of M, M, year. Definition of M,,relation to m Definition of M drelation to m m M = 5 log dd m M = 5 log 10 m M = 5 log 10 10 Classification by temperature, black body radiation Classification by temperature, black body radiation Classification by temperature, black body radiation Classification by temperature, black body Stefans law Stefan's law andand Wiens displacement law. radiation Wien's displacement law. Stefans law and Wiens displacement law. Stefans law and Wiens body curves, experimental verification is not required. General shape of black displacement law. General shape of of black body experimental verification is not required. curves, General shape black body bodycurves, experimental verification is not required. General shape displacement law to estimate black-body temperaturerequired. curves, experimental verification is not of sources Use of Wiens of black Use ofofWiens displacementtolawto estimate black-body temperature of sources Use ofWien's displacement law-3 law to estimate black-body temperature of sources estimate black-body temperature of sources UseT =Wiens displacement mK. max constant = 2.9 10 maxT = constant = 2.9 10-3 mK. -3 maxT = constantlaw, assumptions in its application. Inverse square = 2.9 10 mK. Inverse square law, assumptions in its application. Inverse Stefans assumptions in its application. Use of square law to estimate area needed for sources to have same power Inverse Stefans law, assumptions in its application. Use of square law,law to estimate area needed for sources to have same power Use of Stefans law to estimate area needed forto have same power output as the Sun. sources to have same power output as the sun. Use of as the sun. outputStefan's law to estimate area needed for sources 4 output as the sun. P = AT P = AT 44 P = AT Assumption that a star is a black body. Assumption thatstar staris a black body. Assumption that a a star black black body. Assumption that a is a is a body. Principles of the use of stellar spectral classes Principles of the use ofclasses:spectral classes Principles of the use stellar Description of the main Description of the main of stellar spectral classes Principles of the use of stellar spectral classes Description of the mainclasses: classes: Spectral Intrinsic Prominent Description of the main classes: Temperature (K) Spectral Intrinsic Temperature (K) Prominent Spectral Intrinsic Temperature (K) Prominent Class Colour Absorption Lines Class Colour Absorption Lines Class Colour Intrinsic Colour Absorption Lines Spectral Class Temperature (K) Prominent Absorption Lines O blue 25 000 50 000 He+, He, H O blue 25 000 50 000 He+, He, H O blue 25 He+, blue000 50 000 000 50 000 He, H 25 He+, He, H B O blue 11 000 25 000 He, H B blue 11 000 25 000 000 25 000 H He, H B blue000 25 000 11 He, H B blue 11 He, A blue-white 7 500 11 000 H (strongest) A blue-white blue-white 11 0007 500 11 (strongest)(strongest) ionised metals 7 500 11 000 H 000 A blue-white H A 7 500 H (strongest) ionized metals ionized metals F White 6 000 ionizedmetals ionised metals 7 500 F White 6 000 7 500 ionized metals F White 6 000 7 500 ionized metals G yellow-white 7 500 5 000 6 000 metals ionised & neutral metals F White 6 000 ionized G K yellow-white orange 6 0003 500 5 000 & neutral neutral metals 5 000 ionized G yellow-white 5 000 6 000 ionized & neutral G yellow-white 5 000 6 000 ionized & neutral metals M red < 3 500 metals neutral atoms, TiO metals K orange 3 500 limited to Hydrogen Balmermetals 5 000 neutral absorption lines: need for atoms Temperature related to absorption spectra K orange 3 500 5 000 neutral metals in n = 2 state. K orange 3 500 5 000 neutral metals M red < 3 500 neutral atoms, TiO M red < 3 500 neutral atoms, TiO M red < 3 500 neutral atoms, TiO Temperature related to absorption spectra limited to Hydrogen Balmer absorption 22 Temperature related to absorption spectra limited to Hydrogen Balmer absorption Temperature related to absorption spectra limited to Hydrogen Balmer absorption lines: need for atoms in n = 2 state. lines: need for atoms in nn = 2 state. lines: need for atoms in = 2 state. A.1.2 A.1.2 A.1.2
Single dish radio telescopes, I-R, U-V and X-ray telescopes
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted New GCE Physics A specification for first teach to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
The Hertzsprung-Russell diag General shape: main sequence General shape: main sequence, dwarfs and giants. The scales main from 15 to 10 (absolute Hertzsprung-Russell diagram General shape:rangesequence, dwarfs and giants. magnitude) and Axis scales range from 15 to 1 Axis Axis scales shape: main sequence, dwarfs and giants. 000 K to 2 500 K (temperature) or 50 General range from 10 to 15 (absolute magnitude) and(spectral class). 50 000 K to 2 500 K (temperatu 50 000 K to 2 500class). K (temperature) or OBAFGKM OBAFGKM (spectral from 15 to 10 (absolute magnitude) and Axis scales range Stellar Stellar evolution: path of a star similar to our Sun on the Hertzsprung-Russellevolution: path of a star Stellar evolution: path of a star similar to our Sun on the Hertzsprung-Russell diagram from formation 50 000 from 500 K (temperature) or OBAFGKM (spectral class). diagram from formation to white diagramK to 2 formation to white dwarf. to white dwarf. Stellar evolution: path of a star similar to our Sun on the Hertzsprung-Russell Supernovae, neutron stars an Supernovae, neutron stars anddwarf. holes diagram from formation to white black Supernovae, neutron stars and black holesmagnitude of supernovae; Defining properties: rapid increa Defining properties: rapid increase in absolute Supernovae, neutron stars absolute magnitude Defining properties: rapid increase inand black holes of velocity > ccompositionholes. composition and composition and density of neutron stars; escape supernovae; for black and density of density of neu Defining properties: rapid c for candles to neutron stars; escape velocity > increase in absolute magnitude of supernovae; of supernovae as standard Use Use of supernovae as standardblack holes. determine distances. Controversy composition and standard candles and dark energy. concerning accelerating Univer Use of supernovae asdensityUniverse to determine distances. Controversy concerning accelerating concerning accelerating of neutron stars; escape velocity > c for black holes. Use of supernovae holes at the centre to determine Universe and dark blackas standard candlesof galaxies. distances. Controversy energy. Supermassive black holes at th Supermassive concerning of the radiusthe centre ofand dark energy. accelerating of the event horizon for a black hole Schwarzschild radius the radius of the Universe galaxies. Supermassive black holes at Calculation of Calculation (Supermassive black holes at the centre of galaxies. Rs ) Calculation of the radius of the event horizon for a black hole Schwarzschild radius ( Rs ) Calculation of the radius of the event horizon for a black hole Schwarzschild radius 2GM ( s 2GM Rs 2 RR=) 2 s c 3 2c GM Rs 2 A.1.4 Cosmology A.1.4 Cosmology c The Hertzsprung-Russell diagram The Hertzsprung-Russell diagram
A.1.4 Cosmology
Doppler effect Cosmology A.1.4 Doppler effect f v v f v v Doppler effect z= = = and = = = and zDoppler effect c f c cv f f cv z = v = applied to = and For v c applied to optical and For f c c optical and radio frequencies. c Calculations on binary stars viewed in the plane of orbit, galaxies and Calculations on binary stars vie quasars. For v << applied to optical and radio frequencies. c c applied to optical and radio frequencies. For v Hubbles on binary stars stars in the plane of plane of orbit, quasars. and quasars. Calculations lawon binary viewedviewed in theorbit, galaxies andgalaxies Hubbles law Calculations Red shift Red shift Hubbles law v = Hd v = Hd Hubble's law Red shift Simple Simple interpretation as expansion of universe; estimation of age of universe,interpretation as expans
Red shift v = Hd
assuming assuming H is constant. vSimple interpretation as expansion of universe; estimation of age of universe, H is constant. = Hd Qualitative treatment of Big Ban Qualitative treatment of Big Bang theory including age of universe, cosmological Simple interpretation as expansion of universe; estimation of evidence fromassuming H is constant. assuming H is constant.
Qualitative treatment of Bigof Bigtheory including including evidence from microwave background Qualitative treatment Bang Bang theory evidence from cosmological cosmological radiation, and relative abundance of H and He. relative abundance of H and He. Quasars background radiation, and Quasars microwave
. microwave background radiation, and relative abundance of H and Hemicrowave background radiatio
Quasars Quasars as bright radio sources. Discovery
Quasars as the most distant measurable objects.
Quasars as most distant measurable objects. Quasars asshow large optical red shifts; estimation of distance. Quasars the the most distant measurable objects. Discovery as bright radio sources. Discovery as bright radio sources. Quasars show large optical red shifts; estimation of distance. Quasars show large optical red shifts; estimation of distance.
Quasars as the most distant me Discovery as bright radio sourc Quasars show large optical red
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Unit 5B Medical Physics
This option offers an opportunity for students with an interest in biological and medical topics to study some of the applications of physical principles and techniques in medicine. an interest in biological and This option offers an opportunity for students with
Unit 5B Medical Physics
B.2.1 techniques in medicine. Physics of the Eye

B.2.1 Physics of the Eye Physics of vision
medical topics to study some of the applications of physical principles and
Physics of vision eye. Simple structure of the Simple as an optical refracting system, including ray diagrams of image formation. The eye structure of the eye. The eye as an optical refracting system; including ray diagrams of image formation. Sensitivity of the eye
Spectral response as eye Sensitivity of the a photodetector. Spectral response as a photodetector.
Spatial resolution the behaviour of rods and cones. Explanation in terms of Explanation in terms if the behaviour of rods and cones.
Spatial resolution
Persistence of vision Persistence of vision Excluding physiological explanation. Excluding a a physiological explanation.
Lenses Lenses Properties of converging and diverging lenses; principal focus, focal length and Properties power, of converging and diverging lenses; principal focus, focal length and power, 1 1 1 1 v , power = + = and m = f u v f u Ray diagrams Ray diagrams Image formation. Defects of vision Myopia, hypermetropia and astigmatism. Defects of vision
Myopia, hypermetropia and astigmatism. Correction of defects of vision using lenses Ray diagrams and calculations of powers (in dioptres) of correcting lenses for Correction of defects of vision using lenses myopia and hypermetropia. Ray format and calculations of powers (in dioptres) Thediagramsof prescriptions for astigmatism. of correcting lenses for myopia and hypermetropia. Image formation.
B.2.2 Physics of prescriptions for astigmatism. The format of the Ear The ear as a sound detection system B.2.2 Simple structure of the ear, transmission processes. Physics of the Ear
Sensitivity and frequency response The ear as a sound detection system Production and interception of equal loudness curves. Simple structure of the ear, transmission processes. Human perception of relative intensity levels and the need for a logarithmic scale to reflect this. Sensitivity and frequency response Relative intensity levels equal loudness curves. Production and interception of of sounds Measurement ofof relativeintensitylevels and thethe use oflogarithmic scalescales. this. Human perception sound intensity levels and need for a dB and dBA to reflect Definition of intensity.
Relative intensity levels of sounds The threshold of hearing Measurement of sound 2 intensity levels and the use of dB and dBA scales. I 0 = 1.0 10 12 Wm Definition of intensity. I intensity level = 10 log I0
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The ear as a sound detection system Simple structure of the ear,Physics A Specificationprocesses. onwards and A2 exams 2010 onwards (version 1.4) GCE transmission for AS exams 2009 Sensitivity and frequency response Production and interception of equal loudness curves. Human perception of relative intensity levels and the need for a logarithmic scale to reflect this. Relative intensity levels of sounds Measurement of sound intensity levels and the use of dB and dBA scales. Definition of intensity. The threshold of hearing I 0 = 1.0 10 12 Wm 2 I intensity level = 10 log I0
The threshold of hearing
Defects of hearing
The effect on equal loudness curves and the changes experienced in terms of hearing loss of: injury resulting from exposure to excessive noise; deterioration with age (excluding physiological changes).
B.2.3 Biological Measurement Basic structure of the heart

The heart as a double pump with identified valves.
Electrical signals and their detection; action potentials

The biological generation and conduction of electrical signals; action potential of a nerve cell; methods of detection of electrical signals at the skin surface. The response of the heart to the action potential originating at the sino-atrial node; action potential of heart muscle.
Simple ECG machines and the normal ECG waveform

Principles of operation for obtaining the ECG waveform; explanation of the characteristic shape of a normal ECG waveform.
B.2.4 Non-Ionising Imaging Ultrasound imaging

Reflection and transmission characteristics of sound waves at tissue boundaries, acoustic impedance, attenuation. Advantages and disadvantages of ultrasound imaging in comparison with alternatives including safety issues and resolution. Piezoelectric devices Principles of generation and detection of ultrasound pulses. A-scan and B-scan Examples of applications.
Fibre optics and Endoscopy

Properties of fibre optics and applications in medical physics; including total internal reflection at the core-cladding interface; physical principles of the optical system of a flexible endoscope; the use of coherent and non-coherent fibre bundles; examples of use for internal imaging and related advantages.
MR Scanner
Basic principles of MR scanner; cross-section of patient scanned using magnetic fields: hydrogen nuclei excited during the scan emit radio frequency (RF) signals as they de-excite: RF signals detected and processed by a computer to produce a visual image. Candidates will not be asked about the magnetic fields used in an MR scanner, or about de-excitation relaxation times.
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B.2.5 X-ray Imaging X-rays

The physics of diagnostic X-rays.
Physical principles of the production of X-rays

Rotating-anode X-ray tube; methods of controlling the beam intensity, the photon energy, the image sharpness and contrast and the patient dose.
Differential tissue absorption of X-rays New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Excluding details of the absorption processes.
Linear coefficient , mass attenuation coefficient m, half-valueand half-value thickness Linear coefficient , mass attenuation coefficient m thickness
Exponential attenuation Exponential attenuation

I = I 0 e x
m =
Use of X-ray opaque material as illustrated by the barium meal Use of X-ray opaque material as illustrated by the barium meal technique. technique.
Image contrast enhancement Image contrast enhancement
Photographic detection withfor using these. and fluoroscopic image intensification; reasons for intensification; reasons intensifying screen using these.
Radiographic image detection Photographic detection with intensifying screen and fluoroscopic image
CT scanner
Radiographic image detection
X-ray beam: of CT scanner; movement of X-ray tube; narrow, monochromatic X-ray produce Basic principlesarray of detectors: computer used to process the signals andbeam; array of a visual computer used to process not be asked about a visual image. Candidates will not detectors;image. Candidates will the signals and producethe construction or operation be of the detectors. asked about the construction or operation of the detectors. Comparisons of ultrasound, CT and MRI scans; advantages and disadvantages Comparisons of ultrasound, CT and MR scans; advantages and disadvantages limited to image resolution, cost andresolution, cost and safety issues. limited to image safety issues.
Basic principles of CT scanner: movement of X-ray tube: narrow, monochromatic CT scanner
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The 5C The option offers opportunities reinforce and to reinforce and extend the work of Unitoption offers opportunities for students tofor students extend the work of units PHYA1, PHYA2, PHYA4 Applied Physics The 5C Applied opportunities for students to reinforce and extend to QCA technology. and PHYA5 section A offersspecification by considering applications in areas ofspecification by of 2007) It New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted the and (July units PHYA1, PHYA2, PHYA4 and PHYA5 section A of the engineering work Unit option of the Physics Unitunitsoffers opportunities in areas of to 5C PHYA1, PHYA2, The option Appliedapplicationsfor students engineering and extendspecification by embraces rotational dynamics and thermodynamics. reinforce and of the the work of considering Physics PHYA4 and PHYA5 section A technology. It embraces Unit 5C Applied Physics areas of engineering and specification byembraces The option offersan understandingfor the concepts reinforce opportunities of students units PHYA1, PHYA2, PHYA4 andfor students to reinforce and and extend workQuestions may consideringbe on Physicsthermodynamics. A of the technology.Physics. of Unit 5C offers opportunities PHYA5 section toandthe application ofthe the work of The The rotational dynamics and in emphasis should applications option Applied extend It unitsemphasisPHYA2, bebut anandstudents section A of and and all relevant information PHYA1, should PHYA4 understanding of the bethe extend consideringoptionPHYA2, PHYA4ofinengineering and scene willconcepts and the application will in areas and such cases be set inrotational dynamics and thermodynamics. the technology. Itspecification by of novel applications opportunities for PHYA5 to reinforce specification bywork or unfamiliar contexts, on allPHYA5 section A of the set embraces The Unit The option offers opportunities units PHYA1, 5C Applied Physics for The emphasis should be on an understanding reinforce and extend the application to considering Questions may beand PHYA5 or unfamiliar contexts, but work embraces be given.of dynamicsapplications in areas of engineering and technology. Itthein all of rotational Physics.offers thermodynamics.students section A concepts It embraces such The PHYA1,and units PHYA1, PHYA2, PHYA4ofset in novel section A of the specification by considering applications inPHYA4 and PHYA5 and the of the specification by areas engineering of technology. and units The option offers may be set in for of the unfamiliarand the application such of PHYA2, opportunities novel or concepts contexts, extendall work rotational Questions understanding The emphasisthe dynamics andsetareas ofrelevant information will be given. in the should bewill be in and all engineering to technology. but on an thermodynamics. of Physics.sceneand thermodynamics. studentsandreinforce and It embraces cases considering applications in rotational dynamics It The Questions will an all relevant C.3.1 consideringshould bebe thermodynamics. of the section A of the specification Rotational dynamicsbe onunderstanding information will be and embraces of Physics. emphasis shouldonset areas of engineering and technology. allapplication by PHYA4 and PHYA5 the concepts the casesunitsscenemayand an in novel or unfamiliar contexts, but given.such the applications rotational dynamics PHYA2,and understanding of concepts andin the application Therotational dynamics and thermodynamics. emphasis PHYA1, Rotational Questions C.3.1 the Physics. dynamics may relevant information will be given. of scene will be set and on cases The emphasis should bebe bein areas of engineering and technology.insuch considering applications set in novel or unfamiliar contexts, but Itall such embraces of Rotational dynamicsbe all an understanding of the concepts and the application C.3.1 Physics. Questions may set set in novel or unfamiliar contexts, but in allapplication The emphasis should an cases the ofQuestionsof inertiaunderstandingunfamiliar will be andbut in all such will be and cases Physics.scene be setmay andrelevant information will be given. the Concept of moment of inertiaall in novel or of the concepts given. rotational dynamics on all set relevant information contexts, Concept Questions may bethermodynamics. moment and be set in novel or unfamiliar contexts, but in all such of Physics. will the scene C.3.1 Rotational dynamics of = The emphasis should be all relevant information will be given. cases mr scene will be set and all relevant information will be given. Rotational moment of inertia C.3.1 Concept2of dynamics set andon an understanding of the concepts and the application I the scene will be casesof Physics. Questions may be set in novel or unfamiliar contexts, but in all such the C.3.1 Rotational dynamics Concept= moment of inertia I of mr 2 for for moment of will Expressionsofdynamicsof inertiabe given where necessary. necessary. Expressions moment inertiainertia will be given where C.3.1 mr 2 cases dynamics will be set and all relevant information will be given. Concept Rotational moment of C.3.1 Expressionsthe scene of inertia will be given where necessary. Rotational for moment I = Concept of moment of inertia Rotational kinetic energy I = mr 2 Rotational kinetic energy Expressions2Rotational dynamicswill be given where necessary. I C.3.1 for moment ofenergy Concept of moment of inertia = Concept2 ofkinetic inertia mr 1 2 Rotational moment of inertia will be given where necessary. Expressions for moment of inertia IE= mr k = I Expressions2 2 moment I = Concept mr Rotational 12 Ifor energy of inertia inertia given where necessary. E =kinetic of moment of will be k 2 Factors affecting the energy storage be given where necessary. 2 Rotational for moment of inertia will be given where necessary. 1 Expressionskinetic energy inertia willcapacity of a flywheel. 2 = 2 Expressions for energy storage capacity of a flywheel. I kinetic moment of E k Rotational flywheels the energy storage capacity of a flywheel. Factors = mr the in machines. FactorsI affecting Use of I 2 1 affecting energy =2 E Rotational kinetic machines. of inertia will be given Factors E1k Iof Expressions for storage capacity of a flywheel. where necessary. Use 2 flywheelsmachines. =affecting the in in energy Use of flywheels energy moment k Rotational kinetic energy 2 1 Angularaffecting the energy storage capacity of a flywheel. displacement, of flywheels2in machines. velocity and acceleration Use Factors 2 E k =affecting the energy storage capacity of a flywheel. 1 I E 2 Factors= 2 I for uniformly velocity and acceleration Rotational kinetic energy k Angular displacement,accelerated motion: Equations Use of affecting in machines. UseEquations for in2machines. and acceleration of a flywheel. Angular displacement, velocity and acceleration Factorsflywheels the energy storage capacity of flywheels uniformly accelerated capacity Angular displacement,the energy storagemotion: of a flywheel. Factorsk2 1 I1 + t E affecting velocity =2 = Equations for= + in accelerated Angular displacement, velocity Use of flywheels 1 tmachines. motion: Equations for uniformly accelerated motion: acceleration 2 uniformly Use of flywheels in machines. andand acceleration Angular displacement, velocity Factors1tuniformly = 1+ t Equations for affecting the energy storage capacity of a flywheel. 2 = 1 displacement,accelerated motion: Angular +=oft 1t + 12 t accelerated motion: Equations for 2flywheels in velocity and acceleration uniformly Use = 2 2 2 machines. Angular displacement, velocity and acceleration 1 Equations2 for1t + t accelerated motion: uniformly = 2 t = 1 =t 1 + 2 1 + 2 + Equations2 for 2 + 2 accelerated motion: acceleration uniformly 2 2==1 + 1 t 2 Angulart1displacement, velocity and 2== 1 +2 t 2 Equations1++ uniformly accelerated motion: = = 121= 22 t+2))tt + =((1 fort 2t + 2 1 1 2 1 1 2 2 = t 12 2 2 t = t = 1 2 = 2 1+ + t 2 1angular and++ 1 t1 +acceleration (=2 1 2 = 2 + t Torque1 1 2 )222 2 Torque 2= = 12=+ 22+ acceleration ( 2 angular) T = (2= +1 +)2 t t I = 1and + t1t 1 2 2 =I 2 2 1 TorqueTandangular 1acceleration Torque and angular acceleration and (angular tacceleration = 1 (1 + 22) t 2 1 2 Angular = 2 1 + momentum T =I Torque angular ) + 2 = acceleration 2 Torque and momentum Angularmomentum21= I angular T = I and angular acceleration 1 =Torque momentum1 acceleration T Torque I momentum = 2 ( = I ) t Angular angular and angular + momentum. Conservation of angular 2 Angular Conservation of angular angularTmomentum = I T = I momentum = I Torque and Angular momentum Angular momentum = I momentum. momentum Power Angular momentum angular angular angular acceleration Conservation momentum = momentum. Power of momentum angularT angular momentumP = Angular= I of = IT momentum. W = T Conservation angular Conservation ofthat, = Tmomentum. Conservation ofangular= I W = T P Power angular momentum rotating machinery, frictional couples have to be taken into angular momentum = I Awareness angular momentum. Angular in Power P = T momentum machinery, Conservation of angular momentum. W = TConservation of angular momentum. frictional couples have to be taken into Awareness that, in rotating I account. Power= T W angular momentum = P =Power Awareness that, inP = T= T rotating machinery, frictional couples have to be taken into account. Power W Power T Conservation and Engines Thermodynamics of angular momentum. C.3.2 Awareness that, in rotating machinery, frictional couples have to be taken into account. = T that, in P = W = T Awareness rotating and C.3.2 ThermodynamicsT machinery, frictional couples have to be taken into W P = T Engines account. of thermodynamics Awareness that, in Engines First law Awareness that, in rotating machinery, couples couples have to account. account. Powerand in rotating machinery, frictional couples have to be taken into C.3.2 Thermodynamicsthat,rotating machinery, frictionalfrictionalhave to be taken intobe taken into P = T FirstW = W Awareness Q = law T U Thermodynamics and Engines C.3.2 account.+ of thermodynamics account. W C.3.2 Thermodynamics and Engines Q of thermodynamics U+ First law = Awareness that, in rotating machinery, frictional couples have to be taken into C.3.2 Thermodynamics and Engines where Q is heat C.3.2UFirst account. entering the system, U is increase in internal energy and W is Thermodynamics and Engines Q = wherelawis thermodynamics + W of thermodynamics C.3.2 Thermodynamics and Engines Q of First law done heat entering the system, U is increase in internal energy and W is work U + Wby the system. Qis heat entering the system, U is increase in internal energy and W is = QC.3.2 law of thermodynamics First law of thermodynamics where=Q U +done by the system. First Thermodynamics and Engines First W work law of thermodynamics Non-flow heat entering the system, U is increase in internal energy where the system. work doneQisQ isprocessesthe system, U is increase in internal energy and and W is Q = by heat, entering U +W Q U + adiabatic, where= Firstprocesses constant pressure and constant volume changesW is Non-flowWlawthe system. Isothermal,by work Q is heatof thermodynamics U is increase in internal energy wheredonethe system. constant pressure and constant volume changesand W is work doneQ=isheat+ W Isothermal, heat entering the system, U is increase energy and W is work done is Non-flow processesentering the system, U is increase in internalin internal energy and W by the whereQby U entering the system, pV = is where nRT adiabatic, Non-flow by constant work nRT processes pressure and constant volume changes Isothermal, adiabatic, = constant pV = done pV the system. system. processessystem. work done by theheat entering the system, U is increase in internal energy and W is adiabatic: Q is Non-flowwhere adiabatic, constant pressure and constant volume changes Isothermal, pV= constant pV nRT = adiabatic: processes pV = constant Non-flow processes system. isothermal:done by Isothermal, adiabatic, constant pressure and constant volume changes work Non-flowconstant the isothermal: pV = nRT adiabatic: constant pV = constant = pV pressure and constant volume changes Isothermal, adiabatic, constant pressure and constant volume changes at pV pV = nRT = adiabatic,W Isothermal, pressure constant adiabatic: pressure Non-flow constant isothermal: pV =constant law of = pV atconstantpVconstantW thermodynamics to the above processes. pV = nRT Application =processes adiabatic: pV =of first pV = nRT pV constant isothermal: of Isothermal, law at constant pressureconstant of thermodynamics to the above processes. changes Application = =constant adiabatic: pV firstadiabatic, constant pressure and constant volume isothermal: pVpV W = pV adiabatic: nRT=of thermodynamics to the above processes. at constant pV = constant pV = pressure W Application of first law= constant = pV isothermal: pV = W = pV at constant pressureconstant isothermal: of pV = of thermodynamics to the above processes. Application adiabatic:law of at constantfirst first lawconstant Application of pressure W = pV at constant pressure=thermodynamics to the above processes. isothermal: pV W = pV Application of first law constant 27 Application of first law of thermodynamics to the above processes. of thermodynamics to the above processes. at constant pressure W = pV Application of first law of thermodynamics to the above processes.
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) Unit 5C Applied Physics Unit 5C Applied Physics New GCE Physics Applied Physics teaching 2008: version 0.2, draft submitted to QCA (July 2007) Unit 5C A specification for first New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Non-flow processes
Isothermal, adiabatic, constant pressure and constant volume changes
adiabatic: pV = constant New GCE Physics A specification=for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) isothermal: pV constant New GCE Physics specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) submitted to QCA New GCE Physics AA specification for first teaching 2008: version 0.2, draft draft submitted to(July 2007) 2007) New GCE Physics A specificationW = pV QCA (July at constant pressure for first teaching 2008: version 0.2, Application of first law of thermodynamics to the above processes.
pV = nRT
The p - V diagram The -V diagram V diagram The pp-The p V diagram on p V diagram. Representationdiagram The p - V of processes Representationof processes on pparea below the graph. Representation of done in terms of Vp diagram. Estimation of work processes on on Vdiagram. Representation of processes V diagram. Representation of processes V diagram. Estimation work done in are on p areabelow the for the below the Estimation of for of work done innotofarea area below graph.constant pressure case, Expressionsofwork done in terms ofrequired except graph. work done terms Estimation of work done in terms of area below the the graph. Estimation work done are terms of Expressionsfor work work done notrequired except graph. for constantpressure case,case, for for done are not required exceptfor the constant pressure case, Expressions W = pV Expressions for work done are not not required exceptthe the constantcase, W = pV are required except forfor constant pressure pressure Expressions the W =W = pV W = pV pVcyclic processes: Extension to Extension to cyclic processes: Extension to done processes: area Extension to cycliccyclic processes: of loop. work cyclic processes: Extension to per cycle = workdone per cycle area of loop. done workdone per cycle area of loop. work work per cycle===area of loop. Engine cycles done per cycle = area of loop. Enginecycles cycles EngineEngine cycles Understanding of a four-stroke petrol cycle and a Diesel engine cycle, and of the Engine cycles Understandingof aafour-stroke petrol cyclecycleaaDieseltheoretical diagramsofthe four-stroke petrol and Diesel engine cycle, the Understanding indicator four-stroke petrol cycleand with theDieselcycle, andcycle,of for of the corresponding of of aa diagrams; comparison aand a engine engine ofandcorresponding Understanding of four-stroke petrol and Diesel engine cycle, and and Understanding cycle the correspondingindicator comparison with the theoretical diagrams istheoretical diagrams for of indicatordiagrams; comparison with the theoretical diagrams for diagrams; comparison withdetails fornot required; where the theoretical cycles; a knowledge diagrams for correspondingadiagrams; these cycles; knowledge of diagrams; comparison with the these corresponding indicator engine constructional indicator thesecycles; aaknowledge of engine constructional details isnot all other cycles, where cycles; set a other cycles, engine constructional details required; where knowledge of engine constructional details set not required; thesetheseareconstructional details is not required; where questions isandisonessential they will be questions cycles;onknowledge of they will be interpretativeare notrequired; where engine questionsare set on otherindicatorthey will willpredicting and measuring power and measuring are set andothercycles, diagramsbeinterpretative and all essential and questions will are on all essentialcycles, they willinterpretative and and all essential interpretative set on cycles, they will given; indicator diagrams predicting information questions be given; other information bebe be interpretative all essential information and efficiency power information will be given; indicator diagrams predicting and measuring power and and efficiency will be given; indicator diagrams predicting and and measuring power information will be given; indicator diagrams predicting measuring power and efficiency power = calorific value fuel rate. efficiency input power= calorificvalue x fuel flowflow rate. input efficiency inputpower power calorific value fuel flow rate. input input power = calorific fuel fuel flow Indicated power as Indicated power as ==calorific valuevalue flow rate. rate. Indicatedpower ppV as x (no. cycles/s) x (no. of cylinders). poweras V loop) (no. of of cycles/s) (no. of cylinders). Indicated (area power loop) (area of Indicated of as (area or power V of (no. (no. of cycles/s) of cylinders). Output (area(areaVp loop)(no. Tofcycles/s) (no. of cylinders). or brakebrake power P Output of pp of Vloop) loop) = of cycles/s) (no. (no. of cylinders). Outputor brake power indicated= brake brake or brake power Output frictionor powerindicated powerT= T power. power. PP= power T friction brake = Output power = power P frictionpower ==indicated powermechanical efficiencies. power overall, indicated power brake power. indicated powerbrake power. brake efficiencies. Engine frictionefficiency; efficiency; overall, thermal and mechanicalpower. friction power = thermal and Engine Engineefficiency; =overall,thermal and power. efficiency;overall, power/input mechanical efficiencies. thermal and and mechanical efficiencies. mechanical efficiencies. Engine Overallefficiency; overall, thermal power. Overall efficiency brake power/input Engine efficiency = brake Overall efficiency indicated power/input power. Overall efficiency ==brake power/input power. Thermal efficiency = brake power/input power. Overall efficiency = indicated power/input power. Thermal efficiency = brake power/input power. Thermal efficiency = = indicated power/input power. Thermal efficiency ==indicated power/indicated power. Mechanical efficiency indicatedpower/input power. Thermal efficiency brake power/input power. Mechanical efficiency = brake power/indicated power. Mechanical efficiency brake power/indicatedpower. Mechanical efficiency ==brake power/indicated power. Mechanical efficiency Second Law and engines= brake power/indicated power. Second Law and to engines Second Lawengineengines between a source and a sink Second Law andoperate Second Law and engines Need for an and engines Needfor an foran engineto operate between a source and sink a for forengineto Q operate between a source and NeedNeedanengineQ tooperate between aasource and a aasink sink Need W an engineoperate between source and sink toout in efficiency = W = Q in Q out W WQ Q out Q in Q Qin out efficiency efficiency == Q in=== = in efficiency = efficiency in Q Q Q in Q in Q inin Q TH TC in maximum theoretical efficiency = TTH TC T maximum theoretical efficiency maximum theoretical efficiency maximum theoretical efficiency == H TH TC TC maximum theoretical efficiency = H TTH T H H source at TH source at H at source at TTH TH source Qin Q Qinin Qin W W W W Qout Qout Qout Qout at TC sink at C at sink sinkat TTC TC sink
Reasons for the lower efficiencies of practical engines. Reasons for the lower efficiencies of practical engines. Reasons for the use andand in in combinedheatengines. Maximising W efficiencies of practical and power Reasons foruse oftheof efficiencies of practical engines. schemes. Maximising the lowerlower outQout combinedpractical engines. Reasons for lower W Q efficiencies of heat and power schemes. Maximising use use of W and in combined heatheat and power schemes. Maximising use of W and Qout in combined heat and power schemes. Maximising of W and Qout Qout in combined and power schemes.
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New GCE Physics A specification for first teaching 2008: version 0.2, version 0.2, draft submitted to2007) (July 2007) draft submitted to QCA (July New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: QCA
Reversed heat engines engines Reversed heat Reversed heat engines Reversed heat engines Basic principles principles of heat pumps and refrigerators. A knowledge ofheat Basic of heat pumps pumps and refrigerators. A knowledge of practical practical heat Basic principles of heatand refrigerators. A knowledge of practical heat pumpsheat Basic principles of heat pumps and refrigerators. A knowledge of practical or refrigerator pumps or pumps or refrigerator cycles and devices is not required. refrigerator cycles and devices is not required. pumps or refrigerator cycles and devices is not required. cycles and devices is not required. at TH hot spacehot space hot space Qin Qin Qin Qout Qout W W W at TC at TC at TH at TH
Qout
cold space cold at TC cold space space
Qout Qout Qout Qout For a refrigerator: COPref = COP= = Qout = For a a refrigerator: COPref = out = For refrigerator: For a refrigerator: W ref Qin Qout W Qin Qout W Qin Qout
Qin Q Qin Qin For a heat pump:heat pump: COPhp = Qin = For a a COPhp = COPhp = Qin = For a heat pump: W = Q in For heat pump: Qout Qin Qout in W W Qin Qout
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New GCEThis option specificationto enable key developments in 0.2, draftto be studied QCA (July 2007) students can Physics A is intended for first teaching 2008: version Physics submitted to in depth so that New GCE Physics A specification for first teaching 2008: version 0.2, draft submittedPhysics to be studied in This option is intended to enable key developments in to QCA (July 2007)
Unit 5D Turning Points in Physics Unit 5D Turning Points in Physics
D.4.1 D.4.1

D.4.2 D.4.2
This option is intended to consequence of such key developmentsbe studied in illustrate industries are the enable key developments in Physics to and the topics This so that intended to appreciate, from a historicalPhysics to the significance D.4.1 The discovery of the Electron depthoption isstudents canenable key develop from new viewpoint, be studied in how unforeseen technologies developments in discoveries. depth soconceptual shifts in the subjectfrom ain terms of viewpoint, the significance of major that students can appreciate, both historical the understanding of the D.4.1 Cathode rays of thethe subjectbasis.inMany presentunderstanding of the of major conceptual shifts in Electron subject The discovery its experimental both terms of the day technological and in terms of subjectProduction rays its rays inof discharge tube. Many present day topics illustrate and in terms of basis. industries are theof cathode experimental key developments and thetechnological Cathode consequence a such industries are the consequence of suchdischarge tube. how unforeseen technologies develop from new discoveries. the topics illustrate Production of cathode rays in a key developments and how unforeseen technologies develop from new discoveries. Thermionic emission of electrons The discovery of the Electron electrons Thermionic emission of The principle the Electron The discovery of of thermionic emission. The principle of thermionic emission. Cathode rays on an electron accelerated through a pd Work done on an electron accelerated through a p.d. Work cathode rays in a discharge tube. Cathode rays Production ofdone 1 Production of = eV mv 2 cathode rays in a discharge tube. 2 Thermionic emission of electrons Thermionic of thermionicelectrons Theprinciple emission of the specific charge of an electron, e/m, by any one method Determination of emission. Determination of the specific charge of an electron, e/m, by any one method The principle of thermionicaccelerated through a of e/m. Work done on an electron emission. Significance of Thomsons determination p.d. Work done on an of Thomson's determination of e/mthe hydrogen ion. 2 Significance electron accelerated through .a p.d. 1 mv 2 =Comparison with the specific charge of eV 2 1 Comparison with the specific charge of the hydrogen ion. mv = eV 2 Principle the specific charge of an of Q The use of equations Determination ofof Millikans determinationelectron, e/m, by any one method Condition for holding a charged oilofan electron, e/m,Q, stationary method Determination of the specific charge of e/m. Significance of Thomsons determination droplet, of charge by any one between oppositely charged determination Significance with the specific charge of the hydrogen ion. Comparison of Thomsons parallel plates of e/m. QV Comparison with the specific charge of the hydrogen ion. = mg Principle of Millikans determination of Q d Principle of Millikan's determination of Q Principle for Millikanscharged oil droplet,Q charge Q, stationary between of holding a determination of of Condition Motion of a Condition for falling oil droplet with and charge , stationary between Condition chargedholding a charged droplet, ofwithout an, electric field; terminal speed, oppositely for holding a charged oiloil droplet, of charge QQstationary between oppositely charged parallel parallel plates Stokes Law for the plates plates oppositely charged parallel viscous force on an oil droplet used to calculate the droplet QV radius mg QV = d = mg = 6rv F Motion ofda falling oil droplet with and without an electric field; terminal speed, Motion Significance of droplet with andwithout an electric to terminal speed, Stokes' of a falling oil droplet with on anwithout an electric field; terminal droplet StokesMotionfor a falling oilMillikans results droplet usedfield;calculate thespeed, Law for the Law of the viscous force and oil viscous force onof electric charge. calculate the used to calculate the droplet droplet radius Stokes Law for the an oil droplet used to radius Quantisation viscous force on an oil droplet radius F = 6 D.4.2 Waverv F = 6 Particle Duality rv Significance of Millikans results Newtons corpuscular theory of light Significance of Millikan's results Significance of Millikans resultswave theory in general terms. Quantisation of electric charge. Comparison with Huygens Quantisation of electric charge. Quantisation of electric charge. The reasons why Wave Particle Duality Newtons theory was preferred. Wave Particle Duality Youngs double slits experiment D.4.2 Wave Particle Duality Significance of Newtons corpuscular theory of light Explanation for fringes in theory Newtons corpuscular theory of light terms, no calculations are expected. Comparison with Huygens wave generalin general terms. reasons with Huygens theorytheory in general terms. Newton's corpuscular theory of lighttheory of light. Delayed acceptance of Huygens wave Comparison why Newtons wave was preferred. The Comparison with Huygens' wave theory in general The reasons why Newtons theory was preferred. terms. Electromagnetic double Significance of Youngswaves slits experiment The reasons why Newton's theory was preferred. Nature fringes in general slits Significance of electromagnetic waves no calculations are expected. Explanation forof Youngs doubleterms,experiment Maxwells formula for the terms, no calculations Explanation for fringes Huygens wave of electromagnetic waves in a Delayed acceptance of in generalspeed theory of light. are expected.vacuum Significance of Young's double slits experiment 1 Delayed acceptance of Huygens wave theory of light. c= Explanation waves Electromagneticfor fringes in general terms, no calculations are expected. 0 Electromagnetic waves Huygens' Nature Delayed0acceptance ofwaves wave theory of light. of electromagnetic Nature where 0 is for the speed of of free space and 0 is in permittivity of formula the permeability Maxwells electromagnetic waves electromagnetic wavesthea vacuum of free space. Maxwells formula for the speed of electromagnetic waves electric field strength due to a Candidates should appreciate that 0 relates to the in a vacuum 1 c= 1charged object in free space and 0 relates to the magnetic flux density due to a c = 0 0 0current-carrying wire in free space. 0 where 0 is the permeability radio waves. and 0 is the permittivity of free space. Hertzs discovery of of free space where 0 is should appreciate free space and 0 is electric field strength space. Candidates the permeability of that 0 relates tothe the permittivity of freedue to a Candidates should appreciate that0relates toto the electric field density due to aa charged object in free space and 0 relates the magnetic flux strength due to charged object wire in free space. 30 current-carryingin free space and 0 relates to the magnetic flux density due to a current-carrying wire in free space. Hertzs discovery of radio waves.
appreciate, from a historical viewpoint, the significance of major conceptual shifts in the subject both in terms depth so that students can appreciate, from a historical viewpoint, day technological of the understanding of the subject and in terms of its experimental basis. Many presentthe significance industries are the consequence of such in the subject both in terms of the understanding of the of major conceptual shifts key developments and the topics illustrate how unforeseen Unit 5D Turning Points indiscoveries. Physics technologies develop from new of its experimental basis. Many present day technological subject and in terms Unit 5D Turning Points in Physics
radius Significance of Millikans results Quantisation ofelectric charge. Significance of Millikans results Significance of Millikansrv F = 6 results Quantisation of electric charge. Quantisation of electric charge. Quantisation of electric charge. Physics A Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.4) GCE D.4.2 Wave Particle Duality Particle Duality Wave Significance of D.4.2 Wave Particle Duality Millikans results D.4.2 D.4.2 WaveParticle Duality of electric charge. light Quantisation Newtons corpuscular theory of Newtons corpuscular theory of Newtons corpuscular theory of light D.4.2 Comparison with Dualitylightlight Newtons corpuscular theory of wave theory in general terms. Wave Particle Huygens theory in Comparison with Huygens wavetheory in general terms. Comparison with Huygens wave theory wasgeneralterms. The reasons why Newtons preferred. Comparison with Huygens wave theory in general terms. The reasons whycorpuscular theory preferred. Newtons Newtons theory was preferred. The The reasons why Newtons theory was of light reasons why Newtons theory was preferred. experiment Significance of Youngs double slits Comparison with Huygens slits theory in general terms. Significance of Youngsdouble wave experiment double experiment Significance of YoungsNewtonsslits terms, no calculations are expected. Explanation for fringes inslits experimentpreferred. Significance of reasons why The Youngs double general no calculations are expected. theory Explanation for fringes in of Huygens wave theory of light. expected. general terms, was Explanation for fringes in general terms, no calculations expected. Delayed acceptance Explanation for fringes in general terms, no calculations are are Delayed acceptanceof Youngs wave theory experiment Significance of Huygens wave theory of Delayed acceptance of Huygens double of light. light. Delayedacceptance of Huygens wave theory slits of light. waves Electromagnetic fringes in general terms, no calculations are expected. Electromagnetic waves Explanation for Electromagnetic waves Electromagnetic waves Nature of electromagneticHuygens wave theory of light. Electromagnetic waves waves. waves Nature of electromagnetic NatureDelayed acceptancewaves of electromagnetic of Nature of formula for the wavesof electromagnetic waves in a vacuum Nature of Maxwells formula forwaves electromagnetic speed Maxwell's electromagnetic the speed of electromagnetic waves in a vacuum Maxwells formula for thespeed of electromagnetic waves in vacuum Maxwells formula for the wavesof electromagnetic waves in aavacuum Electromagnetic speed 1 Maxwells formula for the speed of electromagnetic waves in a vacuum c= 1 1= 1Nature of electromagnetic waves , c c 0 0 c= c= Maxwells formula for the speed of electromagnetic waves in a vacuum 0 0 0 is the permeability of free space and 0 is the permittivity of free space. 0 0 where 0 0 the permeability of free where is the1 permeability of space space relates tothe permittivity of strength where c 0= permeability ofof free free space 00isis 0 permittivity of free space.space. due to a Candidates should free spaceand and 0ispermittivity of free free space. the electric field where theisthepermeability appreciate that and theisthe permittivity of free space. the and where 0 is 0 is 0 0 Candidatesshould appreciate that andrelatesto the electric field strength due to aato a should appreciate that0 0relates to thethe magnetic strength due to to the electric electric field flux density Candidatesshould appreciate that 0 relates 0 the electric fieldfield strength due to a due in charged appreciate that relates to relates to Candidates shouldobject in free space Candidates strength due to a charged object charged space free to the magnetic flux where in freepermeability fluxto the magnetic is the permittivity a charged object 0 isspace andmagnetic0relatesspace magnetic flux todensitydue to aa free space objectin thewire in free ofrelates todue to a current-carrying wire toof space. relates to the and current-carrying space andspace.version 0.2, draft submitted density due to charged objectandfree freefor first teaching02008: density theand 0flux density due in freefree space. in 0 relates New GCE Physics A specification in free space. QCA (July 2007) current-carrying wire current-carrying wire in of radio Hertzs discovery space. Hertz's Candidates free free space. discovery in should appreciate current-carrying wireof radio waves. waves.that 0 relates to the electric field strength due to a Hertzsdiscovery of radio waves. discovery of radio waves. Hertzs charged object in free Hertzs discovery of radio waves. space and 0 relates to the magnetic flux density due to a current-carrying wire in free space. The discovery of photoelectricity The discovery of photoelectricity Hertzs discovery of radio waves. The failure of classical wavewave theory to observations on photoelectricity; the existence ofthe The failure of classical theory to explain explain observations on photoelectricity; the threshold frequency for the incident light and the variation of the stopping potential with frequency for existence of the threshold frequency for the incident light and the variation of the different metals. stopping potential with frequency for different metals. Candidates should Candidates should appreciate how the stopping potential is measured using a potential divider and a appreciate how vacuum photocell. the stopping potential is measured using a potential divider and a vacuum photocell. Candidates should also appreciate that photoelectric emission takes place almost instantaneously and Candidates should also appreciate that photoelectrons emission takes place almost that the maximum kinetic energy of the emitted photoelectric is independent of the intensity of the instantaneously and that the maximum kinetic energy of the emitted photoelectrons incident light. is independent of of intensity of the its significance Einstein's explanationthephotoelectricity andincident light. in terms of the nature of electromagnetic Einsteins radiation. explanation of photoelectricity and its significance in terms of the nature of electromagnetic radiation.
de Broglie's hypothesis supported by electron diffraction experiments de Broglies hypothesis supported by electron diffraction experiments
Wave particle duality Wave particle duality

p= h =
2meV
Electron microscopes Electron microscopes
Estimate of anode voltage needed to produce wavelengths of the order of the size of the atom. of the atom. Principle of of operation oftransmission electron electron microscope (T.E.M.). Principle operation of the the transmission microscope (T.E.M.). Principle of of operation ofscanning tunnelling microscope (S.T.M.). Principle operation of the the scanning tunnelling microscope (S.T.M.).
Estimate of anode voltage needed to produce wavelengths of the order of the size
D.4.3 Special Relativity D.4.3 Special Relativity
Principle of the Michelson-Morley interferometer. detecting absolute motion. Outline of the experiment as a means of Outline of the experiment as a means of detecting absolute motion. Significance of the failure to detect absolute motion. The invariance failure speed absolute Significance of the of the to detectof light. motion. The invariance of the speed of light. relativity Einsteins theory of special The concept of an inertial have the same form in all inertial frames, (i) physical laws frame of reference. The two postulates ofof light in theoryspace is invariant. (ii) the speed Einstein's free of special relativity: (i) physical laws have the same form in all inertial frames, Time dilation (ii) the speed of light in free space is invariant.
1
The Michelson-Morley experiment Principle of the Michelson-Morley interferometer.
The Michelson-Morley experiment
Einstein's theory of special relativity of special relativity: The two postulates of Einsteins theory
The concept of an inertial frame of reference.
Proper time and time dilation as a consequence of special relativity. Time dilation
v2 2 t = t 0 1 2 c Evidence for time dilation from muon decay.
Length contraction Length of an object having a speed v
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The Michelson-Morley experiment D.4.3 Special Relativity Principle of the Michelson-Morley interferometer. The Michelson-Morley experiment GCE Physics A Specification the experiment as andmeans 2010 onwards (version 1.4) Outline of for AS Michelson-Morley interferometer. The Michelson-Morley experiment of detecting absolute motion. Principle of theexams 2009 onwards a A2 exams Significance of the failure to a means of detecting Principle of the Michelson-Morley interferometer. absolute motion. Outline of the experiment as detect absolute motion. The invariance of failure to a light. Significance experiment as ofmeans of detecting absolute motion. Outline of theof thethe speed detect absolute motion. Significancetheorythe speed detect absolute motion. The invariance the failure to ofrelativity Einsteins of of of special light. The invariance of the speed of light.reference. The concept of an inertial frame of Einsteins theory of special relativity The two postulates of Einsteins theory The concept of an inertial frame of reference. Einsteins theory of special relativity of special relativity: (i) physical laws Einsteins theory of in The concept of an inertial frame of reference.all inertial frames, The two postulates ofhave the same form special relativity: (ii) the speed of have free theory is special relativity: (i) The twophysical lawslight inthe same forminvariant. postulates of Einsteins space of in all inertial frames, Time dilation laws light in free space is invariant. (i) physical of have the same form in all inertial frames, (ii) the speed Time dilation (ii) the speedtime dilation asspace is invariant. Proper time and time of lightas a consequence of special of special relativity. Proper time and dilation in free a consequence relativity. Time dilation Time dilation and time dilation as a consequence of special relativity. Time dilation Time dilation Proper time 1 Timedilation2 Proper time 1 time dilation as a consequence of special relativity. 2 and v 2 12 Time 1 22 2 t = t0 0 dilation v 1 c t = t 01 22 2 v Evidence t = t 0 1 c for time dilation from muon Evidence for2 time dilation from muon decay. decay. c contraction Evidence for time dilation from muon decay. Length Evidence for time dilation from muon Length contractionhaving a speed vdecay. Length contraction Length of an object 1 Length ofof an 1 having a speedspeed v Length an 2object object Length contractionhaving a v 2 2 2 ofvan object having a speed v 1 Length l = l 0 1 2 2 0 v 2 1 c l = l 01 2 2 v2 c l = l 0 1and energy Mass 2 c Equivalence of mass Mass and energy and energy Mass and energy and 2energy Mass and energy Equivalence of mass m0 c 2 2 E = mc 2 E and 0 energy Equivalence of mass = energy 1 Equivalence of mass and 2 1 m c2 2 E = mc 2 E = m 0c 2 12 v2 2 E = mc 2 E = 1 0v 2 12 1 c2 2 v 2 c 1 c2
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3.6 Unit 6 Investigative and Practical Skills in A2 Physics

Candidates should carry out experimental and investigative activities in order to develop their practical skills. Experimental and investigative activities should be set in contexts appropriate to, and reflect the demand of, the A2 content. These activities should allow candidates to use their knowledge and understanding of Physics in planning, carrying out, analysing and evaluating their work. The specifications for Units 4 and 5 provide a range of different practical topics which may be used for experimental and investigative skills. The experience of dealing with such activities will develop the skills required for the assessment of these skills in the Unit. Examples of suitable experiments that could be considered throughout the course will be provided in the Teachers Resource Bank. The investigative and practical skills will be internally assessed through two routes: Route T Investigative and Practical skills (Teacher assessed) Route X Investigative and Practical skills (Externally Marked). Route T Investigative and Practical skills (Teacher assessed) The investigative and practical skills will be centre assessed through two methods: Practical Skills Assessment (PSA) Investigative Skills Assignment (ISA). The PSA will be based around a centre assessment throughout the A2 course of the candidates ability to follow and undertake certain standard practical activities. The ISA will require candidates to undertake practical work, collect and process data and use it to answer questions in a written test (ISA test). See Section 3.8 for PSA and ISA details. It is expected that candidates will be able to use and be familiar with more complex laboratory equipment or techniques which is deemed suitable at A2 level, throughout their experiences of carrying out their practical activities. Reference made to more complex equipment/techniques might include: Oscilloscope, travelling microscope, other vernier scales, spectrometer, data logger, variety of sensors, light gates for timing, ratemeter or scaler with GM tube, avoiding parallax errors, timing techniques (multiple oscillations). Candidates will not be expected to recall details of experiments they have undertaken in the written units 4 and 5. However, questions in the ISA may be set in experimental contexts based on the units, in which case full details of the context will be given. Route X Investigative and Practical skills (Externally Marked) The assessment in this route is through a one off opportunity of a practical activity. The first element of this route is that candidates should undertake five short AQA set practical exercises throughout the course, to be timed at the discretion of the centre. Details of the five exercises will be supplied by AQA at the start of the course. The purpose of these set exercises is to ensure that candidates have some competency in using the standard equipment which is deemed suitable at this level. No assessment will be made but centres will have to verify that these exercises will be completed. The formal assessment will be through a longer practical activity. Details of this activity will be provided every March. The activity will require candidates to undertake practical work, collect and process data and use it to answer questions in a written test. The activity will be made up of two tasks, followed by a written test. Only one activity will be provided every year. Across both routes, it is also expected that in their course of study, candidates will develop their ability to use IT skills in data capture, data processing and when writing reports. When using data capture packages, they should appreciate the limitations of the packages that are used. Candidates should be encouraged to use graphics calculators, spreadsheets or other IT packages for data analysis and again be aware of any limitations of the hardware and software. However, they will not be required to use any such software in their assessments through either route. The skills developed in course of their practical activities are elaborated further in the How Science Works section of this specification (see section 3.7).
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3.7 How Science Works

How Science Works is an underpinning set of concepts and is the means whereby students come to understand how scientists investigate scientific phenomena in their attempts to explain the world about us. Moreover, How Science Works recognises the contribution scientists have made to their own disciplines and to the wider world. Further, it recognises that scientists may be influenced by their own beliefs and that these can affect the way in which they approach their work. Also, it acknowledges that scientists can and must contribute to debates about the uses to which their work is put and how their work influences decision-making in society. In general terms, it can be used to promote students' skills in solving scientific problems by developing an understanding of: the concepts, principles and theories that form the subject content the procedures associated with the valid testing of ideas and, in particular, the collection, interpretation and validation of evidence the role of the scientific community in validating evidence and also in resolving conflicting evidence. As students become proficient in these aspects of How Science Works, they can also engage with the place and contribution of science in the wider world. In particular, students will begin to recognise: the contribution that scientists, as scientists, can make to decision-making and the formulation of policy the need for regulation of scientific enquiry and how this can be achieved how scientists can contribute legitimately in debates about those claims which are made in the name of science. An understanding of How Science Works is a requirement for this specification and is set out in the following points which are taken directly from the GCE AS and A Level subject criteria for science subjects. Each point is expanded in the context of Physics. The specification references given illustrate where the example is relevant and could be incorporated.
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Use theories, models and ideas to develop and modify scientific explanations Scientists use theories and models to attempt to explain observations. These theories or models can form the basis for scientific experimental work. Scientific progress is made when validated evidence is found that supports a new theory or model.
Candidates should use historical examples of the way scientific theories and models have developed and how this changes our knowledge and understanding of the physical world. Examples in this specification include: Galileo deduced from his inclined plane experiment that falling objects accelerate. Newton later explained why and showed that freely-falling objects have the same acceleration. (AS Unit 2 3.2.1) The kinetic theory of gases explains the experimental gas laws. (A2 Unit 5 3.5.3) Use knowledge and understanding to pose scientific questions, define scientific problems, present scientific arguments and scientific ideas
Scientists use their knowledge and understanding when observing objects and events, in defining a scientific problem and when questioning their own explanations or those of other scientists. Scientific progress is made when scientists contribute to the development of new ideas, materials and theories.
Candidates will learn that: a hypothesis is an untested idea or theory based on observations predictions from a hypothesis or a theory need to be tested by experiment if a reliable experiment does not support a hypothesis or theory, the hypothesis or theory must be changed. Examples in this specification include: Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6) Use appropriate methodology, including ICT, to answer scientific questions and solve scientific problems Observations ultimately lead to explanations in the form of hypotheses. In turn, these hypotheses lead to predictions that can be tested experimentally. Observations are one of the key links between the 'real world' and the abstract ideas of science. Once an experimental method has been validated, it becomes a protocol that is used by other scientists. ICT can be used to speed up, collect, record and analyse experimental data. Candidates will know how to:
plan or follow a given plan to carry out an investigation on topics relevant to the specification identify the dependent and independent variables in an investigation and the control variables select appropriate apparatus and methods, including ICT, to carry out reliable experiments relevant to topics in the specification choose measuring instruments according to their sensitivity and precision. Examples in this specification include: Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6)
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Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts Scientists perform a range of experimental skills that include manual and data skills (tabulation, graphical skills etc). Scientists should select and use equipment that is appropriate when making accurate measurements and should record these measurements methodically. Scientists carry out experimental work in such a way as to minimise the risk to themselves, to others and to the materials, including organisms, used.
Candidates will be able to: follow appropriate experimental procedures in a sensible order use appropriate apparatus and methods to make accurate and reliable measurements identify and minimise significant sources of experimental error identify and take account of risks in carrying out practical work. Examples in this specification include: Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6) Analyse and interpret data to provide evidence, recognising correlations and causal relationships Scientists look for patterns and trends in data as a first step in providing explanations of phenomena. The degree of uncertainty in any data will affect whether alternative explanations can be given for the data. Anomalous data are those measurements that fall outside the normal, or expected, range of measured values. Decisions on how to treat anomalous data should be made only after examination of the event. In searching for causal links between factors, scientists propose predictive theoretical models that can be tested experimentally. When experimental data confirm predictions from these theoretical models, scientists become confident that a causal relationship exists. Candidates will know how to: tabulate and process measurement data use equations and carry out appropriate calculations plot and use appropriate graphs to establish or verify relationships between variables relate the gradient and the intercepts of straight line graphs to appropriate linear equations. Examples in this specification include: Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6)
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Evaluate methodology, evidence and data, and resolve conflicting evidence The validity of new evidence, and the robustness of conclusions that stem from them, is constantly questioned by scientists. Experimental methods must be designed adequately to test predictions. Solutions to scientific problems are often developed when different research teams produce conflicting evidence. Such evidence is a stimulus for further scientific investigation, which involves refinements of experimental technique or development of new hypotheses.
Candidates will be able to: distinguish between systematic and random errors make reasonable estimates of the errors in all measurements use data, graphs and other evidence from experiments to draw conclusions use the most significant error estimates to assess the reliability of conclusions drawn. Examples in this specification include:
Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6) Appreciate the tentative nature of scientific knowledge Scientific explanations are those that are based on experimental evidence which is supported by the scientific community. Scientific knowledge changes when new evidence provides a better explanation of scientific observations.
Candidates will be able to understand that scientific knowledge is founded on experimental evidence and that such evidence must be shown to be reliable and reproducible. If such evidence does not support a theory the theory must be modified or replaced with a different theory. Just as previous scientific theories have been proved inadequate or incorrect, our present theories may also be flawed. Examples in this specification include: Antiparticles were predicted before they were discovered. (AS Unit 1 3.1.1) Rutherford's alpha scattering experiment led to the nuclear model of the atom even though it was carried out to test Thompson's model of the atom. (A2 Unit 5 3.5.1) Communicate information and ideas in appropriate ways using appropriate terminology By sharing the findings of their research, scientists provide the scientific community with opportunities to replicate and further test their work, thus either confirming new explanations or refuting them. Scientific terminology avoids confusion amongst the scientific community, enabling better understanding and testing of scientific explanations.
Candidates will be able to provide explanations using correct scientific terms, and support arguments with equations, diagrams and clear sketch graphs when appropriate. The need for answers to be expressed in such a way pervades the written papers and the ISA. Furthermore, questions requiring extended writing will be set in which marks may be reserved for demonstrating this skill. Examples in this specification include: Many opportunities through the assessment of questions requiring extended prose which are evident throughout each of the assessment units in the specification.
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Consider applications and implications of science and appreciate their associated benefits and risks Scientific advances have greatly improved the quality of life for the majority of people. Developments in technology, medicine and materials continue to further these improvements at an increasing rate. Scientists can predict and report on some of the beneficial applications of their experimental findings.
Scientists evaluate, and report on, the risks associated with the techniques they develop and applications of their findings. Candidates will be able to study how science has been applied to develop technologies that improve our lives but will also appreciate that the technologies themselves pose significant risks that have to be balanced against the benefits. Examples in this specification include: Superconductors are used to make very powerful magnets which are used in MRI scanners. (AS Unit 1 3.1.3) A nuclear reactor is a reliable source of electricity and does not emit greenhouse gases but its radioactive waste must be processed and stored securely for many years. (A2 Unit 5 3.5.2) Consider ethical issues in the treatment of humans, other organisms and the environment Scientific research is funded by society, either through public funding or through private companies that obtain their income from commercial activities. Scientists have a duty to consider ethical issues associated with their findings. Individual scientists have ethical codes that are often based on humanistic, moral and religious beliefs. Scientists are self-regulating and contribute to decision making about what investigations and methodologies should be permitted.
Candidates will be able to appreciate how science and society interact. They should examine how science has provided solutions to problems but that the solutions require society to form judgements as to whether the solution is acceptable in view of moral issues that result. Issues such as the effects on the planet, and the economic and physical well-being of the living things on it should be considered. Examples in this specification include: Secure transmission of data is important if people are to be confident that personal data cannot be intercepted in transmission. (AS Unit 2 3.2.3) In the Second World War, scientists on both sides were in a race to build the first atom bomb. (A2 Unit 5 3.5.2)
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Appreciate the role of the scientific community in validating new knowledge and ensuring integrity The findings of scientists are subject to peer review before being accepted for publication in a reputable scientific journal. The interests of the organisations that fund scientific research can influence the direction of research. In some cases the validity of those claims may also be influenced. Candidates will understand that scientists need a common set of values and responsibilities. They should know that scientists undertake a peer-review of the work of others. They should know that scientists work with a common aim to progress scientific knowledge and understanding in a valid way and that accurate reporting of findings takes precedence over recognition of success of an individual. Similarly, the value of findings should be based on their intrinsic value and the credibility of the research. Examples in this specification include: The supposed discovery of cold fusion was rejected after other scientists were unable to reproduce the discovery. (A2 Unit 5 3.5.2)
The experimental discovery of electron diffraction confirmed the dual nature of matter particles, first put forward by de Broglie as a hypothesis several years earlier. (AS Unit 1 3.1.2) Appreciate the ways in which society uses science to inform decision making Scientific findings and technologies enable advances to be made that have potential benefit for humans. In practice, the scientific evidence available to decision makers may be incomplete. Decision makers are influenced in many ways, including by their prior beliefs, their vested interests, special interest groups, public opinion and the media, as well as by expert scientific evidence. Candidates will be able to appreciate that scientific evidence should be considered as a whole. They should realise that new scientific developments inform new technology. They should realise the media and pressure groups often select parts of scientific evidence that support a particular viewpoint and that this can influence public opinion which in turn may influence decision makers. Consequently, decision makers may make socially and politically acceptable decisions based on incomplete evidence. Examples in this specification include: Electric cars may replace petrol vehicles if batteries giving a greater range than at present are developed. Until then, car buyers are unlikely to be persuaded to buy electric cars. (AS Unit 1 3.1.3) Satellite tracking for purposes such as road pricing may be implemented without adequate trials because of pressure group influence. (A2 Unit 4 3.4.2)
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3.8 Guidance on Centre Assessment

Introduction
The GCE Sciences share a common approach to centre assessment. This is based on the belief that assessment should encourage practical activity in science, and that practical activity should encompass a broad range of activities. This section must be read in conjunction with information in the Teacher Resource Bank. Practical and Investigative Skills are assessed in the centre assessed units, Unit 3 and Unit 6 worth, respectively, 20% of the AS award (and 10% of the Advanced Level Award) and 10% of the full Advanced level award. There are two routes for the assessment of Practical and Investigative Skills Either Route T: Practical Skills Assessment (PSA) + Investigative Skills Assignment (ISA) Teacher-marked Or Route X: Practical Skills Verification (PSV) + Externally Marked Practical Assignment (EMPA) AQA-marked. Both routes to assessment are available at AS and A2. Centres can not make entries for the same candidate for both assessment routes [T and X] in the same examination series.
3.8.1 Centre Assessed Route T (PSA/ISA)

Each centre assessed unit comprises: Practical Skills Assessment (PSA) Investigative Skills Assignment (ISA). The PSA consists of the centres assessment of the candidates ability to demonstrate practical skills throughout the course; thus, candidates should be encouraged to carry out practical and investigative work throughout the course of their study. This work should cover the skills and knowledge of How Science Works (Section 3.7) and in Sections 3.3 and 3.6. The ISA has two stages where candidates: undertake practical work, collect and process of data complete a written ISA test. Each stage must be carried out under controlled conditions but may be scheduled at a time convenient to the centre. The written test must be completed in a single, uninterrupted session. The ISA is set externally by AQA, but internally marked, with marking guidelines provided by AQA. In a given academic year two ISAs at each of AS and A2 level will be provided. Practical Skills Assessment (PSA) Candidates are assessed throughout the course on practical skills, using a scale from 0-9. The mark submitted for practical skills should be judged by the teacher. Teachers may wish to use this section for formative assessment and should keep an ongoing record of each candidates performance but the mark submitted should represent the candidates practical abilities over the whole course. Please refer to section 3.8.3 for marking guidance and criteria. The nature of the assessment Since the skills in this section involve implementation they must be assessed while the candidate is carrying out practical work. Practical activities are not intended to be undertaken as formal tests and supervisors can provide the usual level of guidance that would normally be given during teaching. In order to provide appropriate opportunities to demonstrate the necessary skills, instructions provided must not be too prescriptive but should allow candidates to make decisions for themselves, particularly concerning the conduct of practical work, their organisation and the manner in which equipment is used.
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The tasks There are no specific tasks set by AQA in relation to the PSA. Centres should set up tasks in order for the candidates to be provided opportunities to use the equipment deemed appropriate at the given level. Further guidance can be provided by the Assessment Adviser attached to the centre. Details of the appropriateness of the equipment and techniques are provided in Unit 3 and Unit 6 (Section 3.3 and 3.6). The assessment criteria In the context of material specified in the relevant AS or A2 specification candidates will be assessed on the following skills: Following instructions Selecting and using equipment Organisation and safety. Detailed descriptors for these three skills are provided in Section 3.8.3. AQA may wish to ask for further supporting evidence from centres in relation to the marks awarded for the PSA. Centres should therefore keep records of their candidates performances in their practical activities throughout the course. (For example, a laboratory diary, log or tick sheet.) Further guidance for awarding of marks for the PSA will be provided in the Teacher Resource Bank. Use of ICT during PSA Candidates are encouraged to use ICT where appropriate in the course of developing practical skills, for example in collecting and analysing data. Investigative Skills Assignment (ISA) The Investigative Skills Assignment carries 41 marks and has two stages. Stage 1: Collection and Processing of data Candidates carry out practical work following an AQA task sheet. Centres may use the task sheet, as described, or may make minor suitable modifications to materials or equipment following AQA guidelines. Any modifications made to the task sheet must be agreed in writing with the AQA Assessment Adviser. The task may be conducted in a normal timetabled lesson but must be under controlled conditions. Candidates will be asked to collect data and represent it in a table of their own design. They will be instructed to process the data and draw an appropriate graph. The teacher must not instruct the candidates on the presentation of the data or on the choice of graph/chart. All the completed work must be handed to the teacher at the end of the session. The teacher assesses the candidates work to AQA marking guidelines. There is no specified time limit for this stage. Stage 2: The ISA written test The ISA test should be taken as soon as convenient after completion of Stage 1 and under controlled conditions. Each candidate is provided with an ISA test and the candidates completed material from Stage 1. The teacher uses the AQA marking guidelines to assess the ISA test. The ISA test is in two Sections: a) Section A This consists of a number of questions relating to the candidates own data. b) Section B This section will provide a further set of data related to the original experiment. A number of questions relating to analysis and evaluation of the data then follow. The number of marks allocated to each section may vary slightly with each ISA test. Use of ICT during ISA ICT may be used during the ISA Stages 1 and 2 but teachers should note any restrictions in the ISA marking guidelines. Use of the internet is not permitted.
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Candidates absent for the practical work A candidate absent for the practical work (Stage 1) should be given an opportunity to carry out the practical work before they sit the ISA test. This may be with another group or at a different time. In extreme circumstances when such arrangements are not possible, the teacher can supply a candidate with class data. In this case candidates cannot be awarded marks for Stage 1, but can still be awarded marks for Stage 2 of the assessment. Material from AQA For each ISA, AQA will provide: Teachers Notes Task sheet ISA written test Marking guidelines. This material must be kept under secure conditions within the centre. If it is to be used on more than one session, then the centre must ensure security between sessions. Further details regarding this material will be provided. Security of assignments All ISA materials including marked ISAs should be treated like examination papers and kept under secure conditions until the publication of results. General Information Route T Administration In any year a candidate may attempt either or both of the two ISAs. For each candidate, the teacher should submit to AQA a total mark comprising: The PSA mark The better ISA mark (if two have been attempted). The ISA component of this mark must come from one ISA only, i.e. the marks awarded for individual stages of different ISAs cannot be combined. The total mark must be submitted to AQA by the due date in the academic year for which the ISA was published. Candidates may make only one attempt at an ISA and redrafting is not permitted at any stage during the ISA. Work to be submitted For each candidate in the sample the following materials must be submitted to the moderator by the deadline issued by AQA: the candidates data from Stage 1 the ISA written test which includes the Candidate Record Form, showing the marks for the ISA and the PSA. In addition each centre must provide: a Centre Declaration Sheet details of any agreed amendments to the task sheet, with information supporting the changes from the AQA Assessment Adviser.
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Working in groups For the PSA candidates may work in groups provided that any skills being assessed are the work of individual candidates. For the ISA further guidance will be provided in the Teacher Notes. Other information Section 6 of this specification outlines further guidance on the supervision and authentication of centre assessed units. Section 6 also provides information in relation to the internal standardisation of marking for these units. Please note that the marking of both of the PSA and the ISA must be internally standardised, as stated in Section 6.4. Further support AQA support the centre assessed units in a number of ways: AQA hold annual standardising meetings on a regional basis for all internally assessed components. Section 6 of this specification provides further details about these meetings A Teacher Resource Bank which includes information and guidance
Assessment Advisers are appointed by AQA to provide advice on centre assessed units. Every centre is allocated an Adviser. Details are sent to the Head of Department. The assessment advisers can provide guidance on: issues relating to the carrying out of assignments for assessment application of the marking guidelines. Any amendments to the ISA task sheet must be discussed with the Assessment Adviser and confirmation of the amendments made must be submitted to the AQA moderator.
3.8.2 Externally Marked Route X (PSV/EMPA)

The practical and investigative skills will be assessed through: Practical Skills Verification (PSV) and Externally Marked Practical Assignment (EMPA). The PSV requires teachers to verify their candidates ability to demonstrate safe and skilful practical techniques and make valid and reliable observations. The EMPA has two stages where candidates: Undertake a practical activity Complete a written EMPA test. Each stage must be carried out under controlled conditions but may be at a time convenient to the centre. The written test must be completed in a single uninterrupted session. The EMPA is set and marked by AQA. Only one EMPA at each of AS and will be provided in a given academic year. AQA will stipulate a period of time during which the EMPA (Tasks and written test) must be completed. Practical Skills Verification Candidates following this route must undertake specific practical exercises. They will be required to work individually and carry out 5 short practical exercises under supervision in the laboratory during normal class time. The exercises will be set by AQA and may be undertaken at any stage during the course at the centres discretion either as individual exercises or by organising more than one exercise to be taken at a said time. The candidates should be supervised during the practical work. They will not be expected to spend more than 3 hours in total of laboratory time in completing these exercises. The exercises will be typical of the normal practical work that would be expected to be covered as part of any AS or A2 physics course and should not add any additional burden to centres. The teacher will confirm on the Candidate Record Form, for each candidate that this requirement has been met. Failure to complete the tick box will lead to a mark of zero being awarded to the candidate for the whole of this unit. Knowledge and understanding of the skills shown in the tasks may be assessed of the EMPA written tests.
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ICT Candidates may use ICT where appropriate in the course of developing practical skills, for example in collecting and analysing data. Externally Marked Practical Assignment (EMPA) The Externally Marked Practical Assignment carries 55 marks and has two stages. Stage 1: Collection and Processing of data Candidates carry out practical work following AQA instructions. These will be laid out in Section A EMPA test answer booklet. The activity may be conducted in a normal timetabled lesson and at a time convenient to the centre. Candidates collect raw data and represent it in a table of their own design or make observations. The candidates work must be handed to the teacher at the end of each session. The activity will be made up of two tasks, centred around a particular area of physics. The tasks will assess the skills stipulated in the assessment objective AO3 (see section 4.2). Centres will be guided how to set up the EMPA task by Teachers Notes which may be used, as described, or centres may make minor suitable modifications to materials or equipment following AQA guidelines. Any modifications made to the tasks must be indicated with the material sent to the examiner. Candidates should work individually and be supervised throughout. The task will provide them with sufficient information to obtain reliable measurements which they will be required to identify, record, and process and eliminate possible anomalies and minimise measurement errors. They will be expected to then further analyse and evaluate their measurements in Stage 2. The questions in Section B of the EMPA will focus on both tasks. There is no specified time limit for this stage. Stage 2: The EMPA written test The EMPA test should be taken as soon as convenient after completion of Stage 1 and under controlled conditions. Each candidate is provided with a test paper (Section B of the EMPA) and the candidates completed material written from Stage 1. The test will be a duration of 1 hour 15 minutes. Candidates will be required: to use their results and graph from Stage 1 to perform further analysis in order to arrive at a quantifiable outcome or conclusion to assess elements of the practical activity, such as the overall accuracy of the outcomes. Use of ICT during the EMPA ICT may be used during the EMPA Stages 1 and 2 but teachers should note any restrictions in the Teachers Notes. Use of the internet is not permitted. Candidates absent for the practical work A candidate absent for the practical work (Stage 1) should be given an opportunity to carry out the practical work before they sit the EMPA written test. This may be with another group or at a different time. In extreme circumstances, when such arrangements are not possible the teacher can supply a candidate with class data. This must be noted on the Candidate Record Form, in this case the candidate cannot be awarded marks for Stage 1, but can still be awarded marks for Stage 2 of the assessment. Material from AQA For each EMPA AQA will provide: Teachers Notes Section A and Section B papers of the EMPA test (Stage 1 and Stage 2 documentation). When received, this material must be kept under secure conditions. If it is to be used in more than one session, then the centre must ensure security of material between sessions. Further details regarding this material will be provided.
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Security of assignments Completed EMPAs should be treated like examination papers and kept under secure conditions until sent to the AQA Examiner. All other EMPA materials should be kept under secure conditions until publication of results. General Information Route X Administration Only one EMPA will be available in any year at AS and at A2. AQA will stipulate a period of time during which the EMPA (task and test) must be completed. Candidates may make only one attempt at a particular EMPA and redrafting is not permitted at any stage during the EMPA. Work to be submitted The material to be submitted to the examiner for each candidate consists of:
the candidates data in the Section A test papers (Stage 1 of the EMPA) the candidates completed Section B test paper (Stage 2 of the EMPA) which includes the Candidate Record Form, including the PSV verification of the 5 practical exercises. In addition each centre must provide: a Centre Declaration Sheet Details of any agreed amendments to the tasks, with information supporting the changes from the AQA Assessment Adviser. Working in groups For the PSV candidates may work in groups provided that any skills being assessed are the work of individual candidates. For the EMPA further guidance will be provided but the opportunity for group work will not be a common feature. Other information Section 6 of this specification outlines further guidance on the supervision and authentication of Internally assessed units. Further support AQA supports centres in a number of ways: A Teacher Resource Bank which includes further information and guidance Assessment Advisers are appointed by AQA to provide advice on internally assessed units. Every centre is allocated an Assessment Adviser. The Assessment Advisers can provide guidance on issues relating to the carrying out of tasks for assessment. Any amendments to the EMPA task sheet must be discussed with the AQA Assessment Adviser and confirmation of the amendments made must be submitted to the AQA Examiner.
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3.8.3 General Marking Guidance for each PSA

Centres should use the following marking grids in relation to the PSA assessment. Each skill has a descriptor with a three point scale (0, 1, 2 or 3 marks). The descriptors are hierarchical and different for Unit 3 and Unit 6 to reflect the differing demand of the Units. Candidates should be awarded marks which reflect their level of performance over the whole course. Unit 3 Following instructions and group work 1A Follows instructions in standard procedures but sometimes needs guidance. 2A Follows instructions for standard procedures without guidance. Works with others making some contribution. 3A Follows instructions on complex tasks without guidance. Works with others making some contribution. Total 3 marks Selecting and using equipment 1B Uses standard laboratory equipment with some guidance as to the appropriate instrument/ range. 2B Uses standard laboratory equipment selecting the appropriate range. 3B Selects and uses standard laboratory equipment with appropriate precision and recognises when it is appropriate to repeat measurements. Total 3 marks Unit 6 Following instructions and group work 4A Plans and works with some guidance, selecting appropriate techniques and following instructions. 5A Plans and works without guidance, selecting appropriate techniques and following instructions. Participates in group work. 6A Plans and works without guidance, selecting appropriate techniques and following complex instructions. Participates in group work. Selecting and using equipment 4B Selects and uses suitable equipment, including at least two complex instruments or techniques appropriate to the A2 course. 5B Selects and uses suitable equipment, including more than two complex instruments and techniques appropriate to the A2 course. 6B Selects and uses suitable equipment with due regard to precision, including a wide range of at least 6 complex instruments and techniques appropriate to the A2 course. Total 3 marks Organisation and safety 4C Demonstrates safe working practices in using a range of equipment appropriate to the A2 course. 5C Demonstrates safe working practices in some of the more complex procedures encountered on the A2 course. 6C Consistently demonstrates safe working practices in the more complex procedures encountered on the A2 course. Organisation and safety 1C Works in a safe and organised manner following guidance provided but needs reminders. 2C Works in an organised manner with due regard to safety with only occasional guidance or reminders. 3C Works safely without supervision and guidance. (Will have effectively carried out own risk assessment.) Total 3 marks
Total 3 marks
Total 3 marks
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CE Physics A specification for first New GCE Physics A specification for first teaching 2008: 2007) 0.2, draft submitted to QCA (July 2007) teaching 2008: version 0.2, draft submitted to QCA (July version
Mathematical Requirements 3.9
Mathematical Requirements
er to develop their skills, knowledge and understanding in science, candidates needs to in science, candidates needs to In order to develop their skills, knowledge and understanding GCE Physics A specification for first teaching 0.2, draft to QCA (July 2007) been taught and to have acquired been2008: version the havesubmittedareas of mathematics appropriate areas of mathematics have competence and to appropriate competence in, the taught in, acquired nt to the subject as ser out below; to the subject as ser out below; relevant Mathematical Requirements Candidates should be able to:
3.9 Mathematical Requirements
In order to develop their skills, knowledge and understanding in science, candidates need to have been taught, order metic to develop their haveandArithmetic and understanding in areas of mathematics relevant to to and standard form recognise acquired competence in decimal andscience, candidatesin decimal subject as set out use expressions the appropriate standard form and to skills, knowledge in, recognise and use expressions needs the e been taught and to have acquired competence in, the appropriate areas of mathematics below. and
Candidates should be able to:
use as ser out below; evant to the subjectratios, fractions and percentages ratios, fractions and percentages use utation computation
hmetic d ng mputation
ra 3 ndling a
ebra
substitute numerical values into algebraic solve simple algebraic of an equation by simple algebraicthe terms, equations using appropriate solve physical quantities change the subject equations units formanipulation of equations including positive, negative,graphical, numerical and algebraic forms integer and fractional indices translate information between solve simpleinformation between graphical, numerical and algebraic forms Graphs translate algebraic equations. Graphs translate information between graphical, numerical and algebraic forms substitute numerical values into algebraic equations using appropriate plot two variables from experimental ortwo variables from experimental or other data plot other data units for physical quantities plot two variables from experimental or other data understand that y = mx + c represents a linear that y = mx + c represents a linear relationship understand relationship understand that y = mx + c represents a linear relationship solve simple algebraic equations determine the slope and intercept determine thethe slope intercept of a linear a linear graph of a linear graph and and intercept of graph determine slope translate information between graphical, numerical and algebraic forms draw and use the slope of a tangent toand use the the measurea tangent to a curve as aof rate of of rate of draw a curve as a slopetangentrate curve as a measure measure draw and use slope of a of of to a of changetwo variables from experimental or other data plot change change understandlinear relationship significance of the area between understand possible physical significance of a the possible physical understand thethat y = mx + c representsand the x the area bephysical significance of theit area between a aunderstand the possible able to calculate it or measure by curve -axis and between a curve and thethe slope and intercept calculate it graph and it by x -axis and be able counting linear or -axis to of aand the x measure be able to calculate it or measure it by curve squares as appropriate determine counting squares as appropriate counting squares as appropriate use logarithmic plots to test exponential and power law variations draw and use the slope of a tangent to a curve as a measure of rate of use logarithmic plots to test exponential simple functions including exponential and power law variations sketch and power law variations use logarithmic plots to test change
2 sketch simple functions including y = k/x, y = kx 2,functionsyincluding y = k/x, y = kx 2, y = k/x 2, y = sin x, y sketch simple of = k/x , = sin x, understand the possible physical significancek x the area between a k x y = cos x, y = e . y cos x, y = e curve and the x -axis and be able=to calculate it .or measure it by counting squares as calculate areas of triangles, circumferences areas of triangles, circumferences and areas of circles, Geometry and Geometryappropriate trigonometry calculate areas of areas of circumferences and areas of circles, calculate and triangles, circles, surface areas and cylindersrectangular surfacelogarithmic plots to test rectangular blocks,volumes ofvariations blocks, cylinders and areas and volumes of exponentialareas and volumes of rectangular blocks, cylinders and and and surface use spheres and power law spheres trigonometry spheres sketch simple functions including y = k/x, y = kx 2, y = k/x 2,the= sin xsum of a triangle use Pythagoras' theorem, and y angle , use Pythagoras k x. the use Pythagorastriangle angle sum of a theorem, y = cos x, y = e theorem, and use sines, cosines and tangents and the angle sum of a triangle in physical problems use sines, cosines of triangles, inuse sines,problemsandbetween degrees and radians and and tangents understand the relationship of circles,in physical problems physical cosines circumferences and areas tangents calculate areas
n use calculators to find and use Candidates should be,able to: use x n, 1/x, x, log10x, e x, loge x 1/x, calculators x find and x , use x, log10x, eto loge x Candidates should be able to: Arithmetic and computation and standard form use calculators to handle sin x, recognisewhen x expressions sindecimal x, tan x when x is expressed in x, tan x and use is handle in in cos use calculators to expressed x, cos degrees or radians. expressionsuse decimal and standard form recognise and use in ratios, fractions and percentages degrees or radians. use calculators to use an ratios, Handling and percentages figures find and use use appropriate number of significant fractions use an appropriate number of significant figures find arithmeticdata to find and use x n, 1/x, x, log10x, e x, loge x use calculators means. find arithmetic means. use calculators to handle sin x, cos x, make order of magnitude calculations. tan x when x is expressed tan x when x is expressed in use calculators to handle sin x, degrees or radians. cos x, in make order of magnitude calculations. degrees or radians. Handling data =, an appropriate number of significant understand and use the symbols: use <, <<, >>, >, , ~. the symbols: figures<<, >>, >, , ~. Algebra understand and use =, <, use an appropriate number of significant figures find arithmetic means change the subject of an equationmake order of magnitude calculations. by manipulation of the terms, by manipulation of of terms, change the subject thean equation including positive,means. integer and fractional indices find arithmetic negative, including positive, negative, integer and fractional indices Algebra understand and use the symbols: =, <, <<, >>, >, , ~. substitute numerical values into algebraic equations using appropriate make order of magnitude calculations. change the subject of an equationintomanipulation equations using appropriate substitute numerical values by algebraic of the terms, units for physical quantitiessymbols: =, for<<, >>, >,negative, integer and fractional indices including positive, , ~. units <, physical quantities understand and use the
aphs
etry
ometry
ometry d onometry
translate from surface areas and volumes of rectangular one to the other. and understand the relationship between degreesblocks, cylinders between degrees and radians and translate understand and relationship translate the radians and spheres the other. from one to from one to the other.

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use Pythagoras theorem, and the angle sum of a triangle use sines, cosines and tangents in physical problems understand the relationship between degrees and radians and translate
4 Scheme of Assessment
4.1 Aims
AS and A Level courses based on this specification should encourage candidates to: a) develop their interest in, and enthusiasm for the subject, including developing an interest in further study and careers in the subject b) appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society c) develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of How Science Works d) develop essential knowledge and understanding of different areas of the subject and how they relate to each other.
4.2 Assessment Objectives (AOs)

The Assessment Objectives are common to AS and A Level. The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content). These Assessment Objectives are the same for AS and A Level. They apply to the whole specification. In the context of these Assessment Objectives, the following definitions apply: Knowledge: includes facts, specialist vocabulary, principles, concepts, theories, models, practical techniques, studies and methods Issues: include ethical, social, economic, environmental, cultural, political and technological Processes: include collecting evidence, explaining, theorising, modelling, validating, interpreting, planning to test an idea, peer reviewing. AO1: Knowledge and understanding of science and of How Science Works Candidates should be able to: a) recognise, recall and show understanding of scientific knowledge b) select, organise and communicate relevant information in a variety of forms. AO2: Application of knowledge and understanding of science and of How Science Works Candidates should be able to: a) analyse and evaluate scientific knowledge and processes b) apply scientific knowledge and processes to unfamiliar situations including those related to issues c) assess the validity, reliability and credibility of scientific information. AO3: How Science Works Physics Candidates should be able to: a) demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods b) make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy c) analyse, interpret, explain and evaluate the methodology, results and impact of their own and others' experimental and investigative activities in a variety of ways.
Quality of Written Communication (QWC)

In GCE specifications which require candidates to produce written material in English, candidates must: ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear select and use a form and style of writing appropriate to purpose and to complex subject matter organise information clearly and coherently, using specialist vocabulary when appropriate. In this specification QWC will be assessed in PHYA1, PHYA2, PHYA4, and Section A of PHA5A- PHA5D.
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Weighting of Assessment Objectives for AS

The table below shows the approximate weighting of each of the Assessment Objectives in the AS units. Assessment Objectives Unit Weightings (%) Unit 1 AO1 AO2 AO3 Overall weighting of units (%) 19 19 2 40 Unit 2 19 19 2 40 Unit 3 2 2 16 20 40 40 20 100 Overall weighting of AOs (%)
Weighting of Assessment Objectives for A Level

The table below shows the approximate weighting of each of the Assessment Objectives in the AS and A2 units. Assessment Objectives Unit 1 AO1 AO2 9.5 9.5 1 20 Unit Weightings (%) Unit 2 9.5 9.5 1 20 Unit 3 1 1 8 10 Unit 4 7 12 1 20 Unit 5 7 12 1 20 Unit 6 1 1 8 10 35 45 20 100 Overall weighting of AOs (%)
AO3 Overall weighting of units (%)
4.3 National Criteria

This specification complies with the following: The Subject Criteria for Science The Code of Practice for GCE The GCE AS and A Level Qualification Criteria The Arrangements for the Statutory Regulation of External Qualifications in England, Wales and Northern Ireland: Common Criteria
4.4 Prior Learning

There are no prior learning requirements. We recommend that candidates should have acquired the skills and knowledge associated with a GCSE Science (Additional) course or equivalent. However, any requirements set for entry to a course following this specification are at the discretion of centres.
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4.5 Synoptic Assessment and Stretch and Challenge

The definition of synoptic assessment in the context of science requires candidates to make and use connections within and between different areas of science, for example, by: applying knowledge and understanding of more than one area to a particular situation or context using knowledge and understanding of principles and concepts in experimental and investigative work and in the analysis and evaluation of data bringing together scientific knowledge and understanding from different areas of the subject and applying them. There is a requirement to formally assess synopticity at A2. Synoptic assessment in Physics is assessed in all the A2 units through both the written papers (Unit 4 and Unit 5) and the Investigative and Practical skills unit (Unit 6). The requirement that Stretch and Challenge is included at A2 will be met in the externally assessed units by: using a variety of stems in questions to avoid a formulaic approach through the use of such words as: analyse, evaluate, compare, discuss avoiding assessments being too atomistic, connections between areas of content being used where possible and appropriate having some requirement for extended writing using a range of question types to address different skills i.e. not just short answer/structured questions asking candidates to bring to bear knowledge and the other prescribed skills in answering questions rather than simply demonstrating a range of content coverage.
4.6 Access to Assessment for Disabled Students

AS/A Levels often require assessment of a broader range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses. The revised AS/A Level qualification and subject criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates. If this were the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability groups and with disabled people. Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Candidates who are still unable to access a significant part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award. They would be given a grade on the parts of the assessment they have taken and there would be an indication on their certificate that not all the competences had been addressed. This will be kept under review and may be amended in the future.
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5 Administration
5.1 Availability of Assessment Units and Certification
Examinations and certification for this specification are available as follows: Availability of units AS January 2010 June 2010 January 2011 onwards June 2011 onwards 1, 2 1, 2, 3 1, 2 1, 2, 3 A2 4 4, 5, 6 4 4, 5, 6 Availability of certification AS 4 4 4 4 4 4 4 A Level
5.2 Entries
Please refer to the current version of Entry Procedures and Codes for up-to-date entry procedures. You should use the following entry codes for the units and for certification. Unit 1 PHYA1 Unit 2 PHYA2 Unit 3 either PHA3T or PHA3X Unit 4 PHYA4 Unit 5 PHA5A or PHA5B or PHA5C or PHA5D Unit 6 either PHA6T or PHA6X Centres can not make entries for the same candidate for both assessment routes [T and X] in either Unit 3 or Unit 6 in the same examination series. AS certification 1451
A Level certification 2451
5.3 Private Candidates

This specification is available to private candidates under certain conditions. Because of the nature of the assessment of the practical skills, candidates must be attending an AQA centre which will supervise and assess the work. Private candidates should write to AQA for a copy of Supplementary Guidance for Private Candidates. Entries from private candidates can only be accepted where the candidate is registered with an AQA registered centre that will accept responsibility for: supervising the practical components of the PSA/ ISA or PSV/EMPA supervising the written component of the ISA or EMPA prime marking the internally assessed work. Candidates wishing to repeat or complete the AS and/or A2 components may only register as private candidates if they already have a previously moderated mark for Units 3 and 6, respectively, or if they can find a centre that will comply with the above requirements.
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5.4 Access Arrangements and Special Consideration

We have taken note of equality and discrimination legislation and the interests of minority groups in developing and administering this specification. We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements, Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This is published on the JCQ website (http://www.jcq.org.uk) or you can follow the link from our website (http://www.aqa.org.uk). Section 8.4 of the above JCQ document states that "a practical assistant is not permitted to carry out tasks which are the focus of the assessment". Accordingly, only candidates who can carry out the tasks themselves can access marks for the Practical Skills Assessment (PSA) in Unit 3 and Unit 6. However, so that candidates may obtain experimental results that can be used in the Investigative Skills Assignment (ISA), practical assistants may be used to carry out the manipulation under the candidate's instructions. In these circumstances, as stated in section 2.4 of the JCQ document, marks cannot be gained for demonstrating techniques. The candidates will be able to access the marks available for the other skills for example handling and evaluating data collected, and drawing conclusions in AO3. The use of word processors will not be allowed for drawing graphs for the Investigative Skills Assignment (ISA) element of the Centre Assessed Units and thus only candidates who can draw the graph by hand will be able to access the marks available.
Access Arrangements
We can make arrangements so that candidates with disabilities can access the assessment. These arrangements must be made before the examination. For example, we can produce a Braille paper for a candidate with a visual impairment.
Special Consideration
We can give special consideration to candidates who have had a temporary illness, injury or indisposition at the time of the examination. Where we do this, it is given after the examination. Applications for access arrangements and special consideration should be submitted to AQA by the Examinations Officer at the centre.
5.5 Language of Examinations

We will provide units in English only.
5.6 Qualification Titles

Qualifications based on this specification are: AQA Advanced Subsidiary GCE in Physics A, and AQA Advanced Level GCE in Physics A.
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5.7 Awarding Grades and Reporting Results

The AS qualification will be graded on a five-point grade scale: A, B, C, D and E. The full A Level qualification will be graded on a six-point scale: A*, A, B, C, D and E. To be awarded an A*, candidates will need to achieve a grade A on the full A Level qualification and an A* on the aggregate of the A2 units. For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded as U (unclassified) and will not receive a qualification certificate. Individual assessment unit results will be certificated.
5.8 Re-sits and Shelf-life of Unit Results

Unit results remain available to count towards certification, whether or not they have already been used, as long as the specification is still valid. Candidates may re-sit a unit any number of times within the shelf-life of the specification. The best result for each unit will count towards the final qualification. Candidates who wish to repeat a qualification may do so by re-taking one or more units. The appropriate subject award entry, as well as the unit entry/entries, must be submitted in order to be awarded a new subject grade. Candidates will be graded on the basis of the work submitted for assessment.
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6 Administration of Internally Assessed Units: Route T and Route X

The Head of Centre is responsible to AQA for ensuring that Internally Assessed work is conducted in accordance with AQAs instructions and JCQ instructions. Centres can not make entries for the same candidate for both assessment routes [T and X] in either Unit 3 or Unit 6 in the same examination series.
6.1 Supervision and Authentication of the Centre Assessed Units

The Code of Practice for GCE requires: candidates to sign the Candidate Record Form (CRF) to confirm that the work submitted is their own, and teachers/assessors to confirm on the CRF that the work submitted is solely that of the candidate concerned and was conducted under the conditions laid down by the specification. The completed CRF for each candidate must be attached to his/her work. Failure to sign the authentication statement may delay the processing of the candidates results. In all cases, direct supervision is necessary to ensure that the work submitted can be confidently authenticated as the candidates own. If teachers/assessors have reservations about signing the authentication statements, the following points of guidance should be followed: If it is believed that a candidate has received additional assistance and this is acceptable within the guidelines for the relevant specification, the teacher/assessor should award a mark which represents the candidates unaided achievement. The authentication statement should be signed and information given on the relevant form If the teacher/assessor is unable to sign the authentication statement for a particular candidate, then the candidates work cannot be accepted for assessment If malpractice is suspected, the Examinations Officer should be consulted about the procedure to be followed. Route T All teachers who have assessed the work of any candidate entered for each unit must sign the declaration of authentication. The practical work for the PSA and for the ISA should be carried out in normal lesson time with a degree of supervision appropriate for candidates working in a laboratory. The processing of raw data and the ISA written test should be taken in normal lesson time under controlled conditions. Redrafting of answers to any stage of the ISA is not permitted. Candidates must not take their work away from the laboratory.
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Material to submit to moderator For each candidate in the sample, the following material must be submitted to the moderator by the deadline issued by AQA: the candidates data from Stage 1 the ISA written test which includes the Candidate Record Form, showing the marks for the ISA and the PSA. In addition each centre must provide: a Centre Declaration Sheet details of any amendments to the task sheet with the information supporting the changes from the Assessment Adviser, if there are any significant changes Route X The practical work for the PSV and Stage 1 of the EMPA should be carried out in normal lesson time with a degree of supervision appropriate for candidates working in a laboratory. The processing of raw data and the EMPA written test should be taken in normal lesson time under controlled conditions. Redrafting of answers to any stage of the EMPA is not permitted. Candidates must not take their work away from the class. Material to submit to examiner For each candidate, the following material must be submitted to the examiner by the deadline issued by AQA: the candidates data from Stage 1 Section A (Task 1 and Task 2) the EMPA written test (Section B) which includes the Candidate Record Form, including the PSV verification of safe and skilful practical techniques and reliable and valid observations. In addition each centre must provide: a Centre Declaration Sheet details of any amendments to the task sheet with the information supporting the changes from the Assessment Adviser, if there are any significant changes.
6.2 Malpractice
Teachers should inform candidates of the AQA Regulations concerning malpractice. Candidates must not: submit work which is not their own lend work to other candidates submit work typed or word-processed by a third person without acknowledgement. These actions constitute malpractice, for which a penalty (e.g. disqualification from the examination) will be applied. Route T Where suspected malpractice in centre assessed work is identified by a centre after the candidate has signed the declaration of authentication, the Head of Centre must submit full details of the case to AQA at the earliest opportunity. The form JCQ/M1 should be used. Copies of the form can be found on the JCQ website (http://www.icq.orq.uk/). Malpractice in centre assessed work discovered prior to the candidate signing the declaration of authentication need not be reported to AQA, but should be dealt with in accordance with the centres internal procedures. AQA would expect centres to treat such cases very seriously. Details of any work which is not the candidates own must be recorded on the Candidate Record Form or other appropriate place. Route X If the teacher administering the EMPA believes that a student is involved in malpractice, he/she should contact AQA. If the examiner suspects malpractice with the EMPA, at any stage, he/she will raise the matter with the Irregularities Office at AQA. An investigation will be undertaken, in line with the JCQs policies on Suspected Malpractice in Examinations and Assessments.
6.3 Teacher Standardisation (Route T only)

We will hold annual standardising meetings for teachers, usually in the autumn term, for the centre assessed units. At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria. If your centre is new to this specification, you must send a representative to one of the meetings. If you have told us you are a new centre, either by submitting an estimate of entry or by contacting the subject team, we will contact you to invite you to a meeting. We will also contact centres if: the moderation of centre assessed work from the previous year has identified a serious misinterpretation of the centre assessed requirements inappropriate tasks have been set, or a significant adjustment has been made to a centres marks. In these cases, centres will be expected to send a representative to one of the meetings. For all other centres, attendance is optional. If you are unable to attend and would like a copy of the materials used at the meeting, please contact the subject team at physics-gce@aqa.org.uk.
6.4 Internal Standardisation of Marking (Route T only)

Centres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard. One person must be responsible for internal standardisation. This person should sign the Centre Declaration Sheet to confirm that internal standardisation has taken place. Internal standardisation involves: all teachers marking some trial pieces of work and identifying differences in marking standards discussing any differences in marking at a training meeting for all teachers involved in the assessment referring to reference and archive material such as previous work or examples from AQAs teacher standardising meetings.
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6.5 Annotation of Centre Assessed Work (Route T only)

The Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded in relation to the marking criteria defined in the specification and that the awarding body must provide guidance on how this is to be done. The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the specification. Work could be annotated by the following methods: key pieces of evidence flagged throughout the work by annotation either in the margin or in the text summative comments on the work, referencing precise sections in the work.
6.6 Submitting Marks and Sample Work for Moderation (Route T only)
The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by the specified date. Centres will be informed which candidates work is required in the samples to be submitted to the moderator.
6.7 Factors Affecting Individual Candidates

Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments. If work is lost, AQA should be notified immediately of the date of the loss, how it occurred, and who was responsible for the loss. Centres should use the JCQ form JCQ/LCW to inform AQA Candidate Services of the circumstances. Where special help which goes beyond normal learning support is given, AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 6.1). Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment. Possible courses of action depend on the stage at which the move takes place. If the move occurs early in the course the new centre should take responsibility for assessment. If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure. Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases.
6.8 Retaining Evidence and Re-using Marks (Route T only)

The centre must retain the work of all candidates, with CRFs attached, under secure conditions, from the time it is assessed, to allow for the possibility of an enquiry about results. The work may be returned to candidates after the deadline for enquiries about results. If an enquiry about a result has been made, the work must remain under secure conditions in case it is required by AQA.
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7 Moderation (Route T only)

7.1 Moderation Procedures
Moderation of the centre assessed work is by inspection of a sample of candidates work, sent by post or electronically from the centre to a moderator appointed by AQA. The centre marks must be submitted to AQA and to the moderator by the specified deadline. (http://www.aqa.org. uk/deadlines.php). We will let centres know which candidates work will be required in the sample to be submitted for moderation. Following the re-marking of the sample work, the moderators marks are compared with the centre marks to determine whether any adjustment is needed in order to bring the centres assessments into line with standards generally. In some cases it may be necessary for the moderator to call for the work of other candidates in the centre. In order to meet this possible request, centres must retain under secure conditions and have available, the centre assessed work and the CRF of every candidate entered for the examination and be prepared to submit it on demand. Mark adjustments will normally preserve the centres order of merit but, where major discrepancies are found, we reserve the right to alter the order of merit.
7.2 Post-moderation Procedures

On publication of the AS/A level results, we will provide centres with details of the final marks for the centre assessed unit. The candidates work will be returned to the centre after moderation has taken place. The centre will receive a report, with, or soon after, the despatch of published results, giving feedback on the appropriateness of the tasks set, the accuracy of the assessments made, and the reasons for any adjustments to the marks. We reserve the right to retain some candidates work for archive or standardising purposes.
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Appendices
A Performance Descriptions
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall. Shortcomings in some aspects of the examination may be balanced by better performances in others.
These performance descriptions show the level of attainment characteristic of the grade boundaries at A Level. They give a general indication of the required learning outcomes at the A/B and E/U boundaries at AS and A2. The descriptions should be interpreted in relation to the content outlined in the specification; they are not designed to define that content.
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AS Performance Descriptions Physics

Assessment Objective 1
Assessment Objectives Knowledge and understanding of science and of How Science Works Candidates should be able to: recognise, recall and show understanding of scientific knowledge select, organise and communicate relevant information in a variety of forms.
Application of knowledge and understanding of science and of How Science Works Candidates should be able to: analyse and evaluate scientific knowledge and processes apply scientific knowledge and processes to unfamiliar situations including those related to issues assess the validity, reliability and credibility of scientific information.
How Science Works Candidates should be able to: demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy analyse, interpret, explain and evaluate the methodology, results and impact of their own and others experimental and investigative activities in a variety of ways. Candidates characteristically: a) devise and plan experimental and investigative activities, selecting appropriate techniques b) demonstrate safe and skilful practical techniques c) make observations and measurements with appropriate precision and record these methodically d) interpret, explain, evaluate and communicate the results of their own and others experimental and investigative activities, in appropriate contexts.
A/B boundary
Candidates characteristically: a) demonstrate knowledge of most principles, concepts and facts from the AS specification b) show understanding of most principles, concepts and facts from the AS specification c) select relevant information from the AS specification d) organise and present information clearly in appropriate forms using scientific terminology.
Candidates characteristically: a) apply principles and concepts in familiar and new contexts involving only a few steps in the argument b) describe significant trends and patterns shown by data presented in tabular or graphical form and interpret phenomena with few errors c) explain and interpret phenomena with few errors and present arguments and evaluations clearly d) carry out structured calculations with few errors and demonstrate good understanding of the underlying relationships between physical quantities. Candidates characteristically: a) apply a given principle to material presented in familiar or closely related contexts involving only a few steps in the argument b) describe some trends or patterns shown by data presented in tabular or graphical form c) provide basic explanations and interpretations of some phenomena, presenting very limited evaluations d) carry out some steps within calculations.
E/U boundary
Candidates characteristically: a) demonstrate knowledge of some principles and facts from the AS specification b) show understanding of some principles and facts from the AS specification c) select some relevant information from the AS specification d) present information using basic terminology from the AS specification.
Candidates characteristically: a) devise and plan some aspects of experimental and investigative activities b) demonstrate safe practical techniques c) make observations and measurements, and record them d) interpret, explain and communicate some aspects of the results of their own and others experimental and investigative activities, in appropriate contexts.
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A2 Performance Descriptions Physics

Assessment Objectives Knowledge and understanding of science and of How Science Works Candidates should be able to: recognise, recall and show understanding of scientific knowledge select, organise and communicate relevant information in a variety of forms.
Application of knowledge and understanding of science and of How Science Works Candidates should be able to: analyse and evaluate scientific knowledge and processes apply scientific knowledge and processes to unfamiliar situations including those related to issues assess the validity, reliability and credibility of scientific information.
How Science Works Candidates should be able to: demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy analyse, interpret, explain and evaluate the methodology, results and impact of their own and others experimental and investigative activities in a variety of ways. Candidates characteristically: a) devise and plan experimental and investigative activities, selecting appropriate techniques b) demonstrate safe and skilful practical techniques c) make observations and measurements with appropriate precision and record these methodically d) interpret, explain, evaluate and communicate the results of their own and others experimental and investigative activities, in appropriate contexts.
A/B boundary performance descriptions
Candidates characteristically: a) demonstrate detailed knowledge of most principles, concepts and facts from the A2 specification b) show understanding of most principles, concepts and facts from the A2 specification c) select relevant information from the A2 specification d) organise and present information clearly in appropriate forms using scientific terminology.
Candidates characteristically: a) apply principles and concepts in familiar and new contexts involving several steps in the argument b) describe significant trends and patterns shown by complex data presented in tabular or graphical form, interpret phenomena with few errors,and present arguments and evaluations clearly and logically c) explain and interpret phenomena effectively, presenting arguments and evaluations d) carry out extended calculations, with little or no guidance, and demonstrate good understanding of the underlying relationships between physical quantities e) select a wide range of facts, principles and concepts from both AS and A2 specifications f) link together appropriate facts principles and concepts from different areas of the specification.
(cont.)
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A2 Performance Descriptions Physics (cont.)

E/U boundary performance descriptions Candidates characteristically: a) demonstrate knowledge of some principles and facts from the A2 specification b) show understanding of some principles and facts from the A2 specification c) select some relevant information from the A2 specification d) present information using basic terminology from the A2 specification.
Candidates characteristically: a) apply given principles or concepts in familiar and new contexts involving a few steps in the argument b) describe, and provide a limited explanation of, trends or patterns shown by complex data presented in tabular or graphical form c) provide basic explanations and interpretations of some phenomena, presenting very limited arguments and evaluations d) carry out routine calculations, where guidance is given e) select some facts, principles and concepts from both AS and A2 specifications f) put together some facts, principles and concepts from different areas of the specification.
Candidates characteristically: a) devise and plan some aspects of experimental and investigative activities b) demonstrate safe practical techniques c) make observations and measurements, and record them d) interpret, explain and communicate some aspects of the results of their own and others experimental and investigative activities, in appropriate contexts.
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Spiritual, Moral, Ethical, Social and other Issues

Avoidance of Bias
AQA has taken great care in the preparation of this specification and specimen units to avoid bias of any kind.
Moral, Ethical, Social and Cultural Issues

It is clear that Physics plays a major part in the development of the modern world. This specification is keenly aware of the implications of this development. The general philosophy of the subject is rooted in How Science Works (see Section 3.7). This section of the specification makes full references to the moral, ethical, social and cultural issues that permeate physics and science in general at this level.
Health and Safety

AQA recognises the need for safe practice in laboratories and tries to ensure that experimental work required for this specification and associated practical work complies with up-to-date safety recommendations. Nevertheless, centres are primarily responsible for the safety of candidates and teachers should carry out their own risk assessment. Candidates should make every effort to make themselves aware of any safety hazards involved in their work. As part of their coursework they will be expected to undertake risk assessments to ensure their own safety and the safety of associated workers, the components and test equipment.
European Dimension
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this specification and associated specimen units. The specification is designed to improve candidates' knowledge and understanding of the international debates surrounding developments in Physics and to foster responsible attitudes towards them.
Environmental Education
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report "Environmental Responsibility: An Agenda for Further and Higher Education" 1993 in preparing this specification and associated specimen units. The study of physics as described in this specification can encourage a responsible attitude towards the environment.
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Overlaps with other Qualifications

The overlap with GCE Mathematics rests only on the use and application of the formulae and equations given in Section 3.9.
The AQA GCE Physics Specification A overlaps with many of the Science specifications. The nature of Physics and Electronics means that there are significant overlaps with the AS content in Unit 1 and AQA GCE Electronics. There is more marginal overlap with GCE specifications in Chemistry and Biology, as well as AQA GCE Science in Society and Environmental Studies.
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Key Skills Teaching, Developing and Providing Opportunities for Generating Evidence
Areas of study and learning that can be used to encourage the acquisition and use of Key Skills, and to provide opportunities to generate evidence for Part B of the units, are signposted on the next page. The above information is given in the context of the knowledge that Key Skills at level 3 will be available until 2010 with last certification in 2012. Key Skills Qualifications of Communication, Application of Number and Information and Communication Technology will be phased out and replaced by Functional Skills qualifications in English, Mathematics and ICT from September 2010 onwards. For further information see the AQA website: http://web.aqa.org.uk/qual/keyskills/com04.php
Introduction
The Key Skills Qualification requires candidates to demonstrate levels of achievement in the Key Skills of Communication, Application of Number and Information Technology. The units for the wider Key Skills of Improving own Learning and Performance, Working with Others and Problem Solving are also available. The acquisition and demonstration of ability in these wider Key Skills is deemed highly desirable for all candidates, but they do not form part of the Key Skills Qualification. The units for each Key Skill comprise three sections: What you need to know What you must do Guidance. Candidates following a course of study based on this specification for Physics A can be offered opportunities to develop and generate evidence of attainment in aspects of the Key Skills of: Communication Application of Number Information Technology Working with Others Improving own Learning and Performance Problem Solving.
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Key Skills Opportunities in Physics A

Unit 1 Communication C3.1a C3.1b C3.2 C3.3 Application of Number N3.1 N3.2 N3.3 Information Technology ICT3.1 ICT3.2 ICT3.3 Working With Others WO3.1 WO3.2 WO3.3 Improving Own Learning and Performance LP3.1 LP3.2 LP3.3 Problem Solving PS3.1 PS3.2 PS3.3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
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Data and Formulae Booklet
Data and Formulae Booklet

GCE Physics Specification A Data and Formulae Booklet
DATA FUNDAMENTAL CONSTANTS AND VALUES
Quantity Quality
Symbol c Value 3.00 10

8
speed of light in vacuo permeability of free space permittivity of free space charge of electron magnitude of the charge of electron the Planck constant gravitational constant the Avogadro constant molar gas constant the Boltzmann constant the Stefan constant
Wien the Wein constant
Units m s-1 H m-1 F m-1 C Js N m2 kg-2 mol-1 J K-1 mol-1 J K-1 W m-2 K-4 mK kg C kg-1 kg C kg-1 kg N kg-1 m s-2 kg
o 0 o 0
e h G NA R k
4 10-7 8.85 10-12 1.60 10-19 6.63 10-34 6.67 10 8.31 1.38 10-23
5.67 10-8 5.56
-11
23 6.02 10-23

me
e/me e/ me
2.90 10-3 9.11 10-31 1.76 1011 1.67(3) 10-27 9.58 107 1.67(5) 10-27 9.81 9.81 1.661 10-27
electron rest mass (equivalent to 5.5 10-4 u) electron charge/mass ratio proton rest mass (equivalent to 1.00728 u) proton charge/mass ratio neutron rest mass (equivalent to 1.00867 u) gravitational field strength acceleration due to gravity atomic mass unit (1u is equivalent to 931.3 MeV)
mp e/ mp e/mp mn g g u
GEOMETRICAL EQUATIONS arc length = r ASTRONOMICAL DATA Body Sun Earth Mass/kg 1.99 1030 5.98 10
24
circumference of circle area of circle surface area of cylinder volume of cylinder area of sphere volume of sphere
= 2 r = r2 = 2 rh = r2h = 4 r2
Mean radius/m 6.96 108 6.37 10

6
4 = r3 3
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GCE Physics A (2450) 2009 onwards

Qualication Accreditation Number: AS 500/2569/7 - A Level 500/2615/X To obtain free specication updates and support material or to ask us a question register with Ask AQA: www.aqa.org.uk/ask-aqa/register Support meetings are available throughout the life of the specication. Further information is available at: http://events.aqa.org.uk/ebooking
Copyright 2007 AQA and its licensors. All rights reserved. The Assessment and Qualications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.

Physics A: AS and A Level Specification

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Physics A: AS and A Level Specification

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GCE

AS and A Level Specication

Specification at a Glance Subject Content

Administration of Internally Assessed Units

Moderation (Route T only)

1.2 Why choose Physics A?

1.3 How do I start using this specification?

Not using the AQA specifications currently?

1.4 How can I find out more?

Investigative and practical skills in AS Physics

Available June only

A Level Award 2451

Investigative and practical skills in A2 Physics

Available June only

Subject Content Unit 1 Particles, Quantum Phenomena and Electricity

3.1 Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity

3.1.1 Particles and Radiation

Constituents of the atom

Stable and unstable nuclei Stable and unstable nuclei

Particles, antiparticles and photons

Particle interactions Particle interactions

Concept of exchange particles to explain forces between elementary particles

3.2.1 Mechanics vectors Scalars and Scalars and vectors

Projectile motion Projectile motion Projectile motion

3.3 Unit 3 Investigative and Practical Skills in AS Physics

3.4.5 Magnetic Fields Magnetic flux density

Moving charges in a magnetic field

Magnetic flux and flux linkage

3.5 Unit 5 PHA5A-5D Nuclear Physics,Thermal Physics and an

2 Average molecular kinetic 1 N m 2rms g to and derivation of pV = energy c2 m c rms = 2 kT = 2 N . A 3

Molecular kinetic theory model

Average molecular kinetic energy

3.5 3.5 3.5 3.5 3.5

Single dish radio telescopes, I-R, U-V and X-ray telescopes

Quasars Quasars as bright radio sources. Discovery

Quasars as the most distant measurable objects.

Unit 5B Medical Physics

Unit 5B Medical Physics

B.2.1 techniques in medicine. Physics of the Eye

medical topics to study some of the applications of physical principles and

The threshold of hearing

B.2.3 Biological Measurement Basic structure of the heart

Electrical signals and their detection; action potentials

Simple ECG machines and the normal ECG waveform

B.2.4 Non-Ionising Imaging Ultrasound imaging

Fibre optics and Endoscopy

B.2.5 X-ray Imaging X-rays

Physical principles of the production of X-rays

Exponential attenuation Exponential attenuation

Image contrast enhancement Image contrast enhancement

Radiographic image detection

Basic principles of CT scanner: movement of X-ray tube: narrow, monochromatic CT scanner

cold space cold at TC cold space space

Unit 5D Turning Points in Physics Unit 5D Turning Points in Physics

Wave particle duality Wave particle duality

Electron microscopes Electron microscopes

D.4.3 Special Relativity D.4.3 Special Relativity

The Michelson-Morley experiment Principle of the Michelson-Morley interferometer.

The Michelson-Morley experiment

The concept of an inertial frame of reference.

v2 2 t = t 0 1 2 c Evidence for time dilation from muon decay.

Length contraction Length of an object having a speed v