AQA GCSE Physics Specification (New GCSE)

AQA GCSE Physics: Physics for You : Mapping Document
AQA GCSE Physics specification (new GCSE)

Page numers
in
Physics for You
The page numbers shown in the right-hand column refer to the !p"ate" #ew
Physics for You Stu"ents$ %oo& (ISBN 978-1-!8"-!9##-7$%
In addition there are many printable Help & Extension Sheets in the Kerboodle
book (ISBN 978-1-4085-0919-7)
!nit ' Physics '
P'(' )he
transfer of
energy y
heating
processes an"
the factors that
affect the rate at
which that
energy is
transferre"
&nerg' can be transferred from one place to another b' wor( or
b' heating processes%
)e need to (now how this energ' is transferred and which
heating processes are most important in a particular situation%
P'('(' *nfrare"
ra"iation
a$ *ll ob+ects emit and absorb infrared radiation% page ,
b$ The hotter an ob+ect is the more infrared radiation it radiates
in a gi-en time%
,
c$ .ar(/ matt surfaces are good absorbers and good emitters of
infrared radiation%
7/ "!
d$ 0ight/ shin' surfaces are poor absorbers and poor emitters of
infrared radiation
7
e$ 0ight/ shin' surfaces are good reflectors of infrared radiation 7 1 "1
P'('(+ ,inetic
theory
a$ The use of (inetic theor' to e2plain the different states of
matter%
1, 1 #!
b$ The particles of solids/ li3uids and gases ha-e different
amounts of energ'% 18 1 #!
P'('(- Energy
transfer y
heating
a$ The transfer of energ' b' conduction/ con-ection/ e-aporation
and condensation in-ol-es particles/ and how this transfer ta(es
place
!-"/ ",
b$ The factors that affect the rate of e-aporation and
condensation%
",
c$ The rate at which an ob+ect transfers energ' b' heating
depends on4
- surface area and -olume
- the material from which the ob+ect is made
- the nature of the surface with which the ob+ect is in contact%
1 1 "#
d$ The bigger the temperature difference between an ob+ect and
its surroundings/ the faster the rate at which energ' is
transferred b' heating%
7
AQA GCSE specification
Teaching from 2011 Physics for You page 1 of 18
P'('(. /eating
an" insu0ating
ui0"ings
a$ 5--alues measure how effecti-e a material is as an insulator%
6
b$ The lower the 5--alue/ the better the material is as an
insulator% 6
c$ Solar panels ma' contain water that is heated b' radiation
from the Sun% This water ma' then be used to heat buildings or
pro-ide domestic hot water%
"!
d$ The specific heat capacit' of a substance is the amount of
energ' re3uired to change the temperature of one (ilogram of
the substance b' one degree 7elsius%
E m c =
6, 1 8
P'(+ Energy an"
efficiency
*ppliances transfer energ' but the' rarel' transfer all of the
energ' to the place we want%
)e need to (now the efficienc' of appliances so that we can
choose between them/ including how cost effecti-e the' are/
and tr' to impro-e them%
P'(+(' Energy
transfers an"
efficiency
a$ &nerg' can be transferred usefull'/ stored/ or dissipated/ but
cannot be created or destro'ed% 1!-11/ 98-1!6
b$ )hen energ' is transferred onl' part of it ma' be usefull'
transferred/ the rest is 8wasted9%
1!#
c$ )asted energ' is e-entuall' transferred to the surroundings/
which become warmer%
The wasted energ' becomes increasingl' spread out and so
becomes less useful%
1!#/ 1!
d$ To calculate the efficienc' of a de-ice using4
1!6
11,
P'(- )he
usefu0ness of
e0ectrica0
app0iances
)e often use electrical appliances because the' transfer energ'
at the flic( of a switch%
)e can calculate how much energ' is transferred b' an
appliance and how much the appliance costs to run%
P'(-('
)ransferring
e0ectrica0 energy
a$ &2amples of energ' transfers that e-er'da' electrical
appliances are designed to bring about% 1!!-1!1/ 111/ #,-"
b$ The amount of energ' an appliance transfers depends on
how long the appliance is switched on and its power%
#,,-7
c$ To calculate the amount of energ' transferred from the
mains using4
E P t =
#,,-7
d$ To calculate the cost of mains electricit' gi-en the cost
per (ilowatt-hour%
#,7
P'(. Metho"s :arious energ' sources can be used to generate the electricit'
we use to
generate
e0ectricity
we need% )e must carefull' consider the ad-antages and
disad-antages of using each energ' source before deciding
which energ' source(s$ it would be best to use in an' particular
situation% &lectricit' is distributed -ia the National ;rid%
P'(.('
Generating
e0ectricity
a$ In some power stations an energ' source is used to heat
water% The steam produced dri-es a turbine that is coupled to an
electrical generator%
&nerg' sources include4
- the fossil fuels (coal/ oil and gas$ which are burned to heat
water or air
- uranium and plutonium/ when energ' from nuclear fission is
used to heat water
- biofuels that can be burned to heat water%
1!-,/
68-9/
1-1"
b$ )ater and wind can be used to dri-e turbines directl'%
1-1"/ 1!6
c$ &lectricit' can be produced directl' from the Sun9s radiation%
1/ 1!6
d$ In some -olcanic areas hot water and steam rise to the
surface% The steam can be tapped and used to dri-e turbines%
This is (nown as geothermal energ'%
1"
e$ Small-scale production of electricit' ma' be useful in
some areas and for some uses/ eg h'droelectricit' in
remote areas and solar cells for roadside signs
1!
f$ 5sing different energ' resources has different effects
on the en-ironment% These effects include4
- the release of substances into the atmosphere
- the production of waste materials
- noise and -isual pollution
- the destruction of wildlife habitats%
1!,/ 6"!
P'(.(+ )he
#ationa0 Gri"
a$ &lectricit' is distributed from power stations to consumers
along the National ;rid%
6!6
b$ <or a gi-en power increasing the -oltage reduces the current
re3uired and this reduces the energ' losses in the cables%
6!6
c$ The uses of step-up and step-down transformers in the
National ;rid% 6!6
P'(1 )he use of
wa2es for
communication
an" to pro2i"e
e2i"ence that
the
uni2erse is
e3pan"ing
&lectromagnetic radiations tra-el as wa-es and mo-e energ'
from one place to another%
The' can all tra-el through a -acuum and do so at the same
speed% The wa-es co-er a continuous range of wa-elengths
called the electromagnetic spectrum%
Sound wa-es and some mechanical wa-es are longitudinal/ and
cannot tra-el through a -acuum%
7urrent e-idence suggests that the uni-erse is e2panding and
that matter and space e2panded -iolentl' and rapidl' from a
-er' small initial 8point9/ ie the uni-erse began with a 8big bang9%
P'(1(' Genera0
properties of
wa2es
a$ )a-es transfer energ'% 1,,
b$ )a-es ma' be either trans-erse or longitudinal% 1,,
c$ &lectromagnetic wa-es are trans-erse/ sound wa-es are #!7-9/ 1,,/ ##"/
longitudinal and mechanical wa-es ma' be either trans-erse or
longitudinal%
1,
d$ *ll t'pes of electromagnetic wa-es tra-el at the same speed
through a -acuum (space$%
#!9
e$ &lectromagnetic wa-es form a continuous spectrum%

#!8-9
f$ 0ongitudinal wa-es show areas of compression and
rarefaction%
1,,/ ##"
g$ )a-es can be reflected/ refracted and diffracted%

1,8-9
h$ )a-es undergo a change of direction when the' are
refracted at an interface%
1,8/ 18-"
i$ The terms fre3uenc'/ wa-elength and amplitude%

1,7
+$ *ll wa-es obe' the wa-e e3uation4

v f =
1,7/ #!9
($ =adio wa-es/ microwa-es/ infrared and -isible light can be
used for communication%
#!9/ #11/ #16/
#1,-7
P'(1(+
4ef0ection
a$ The normal is a construction line perpendicular to the
reflecting surface at the point of incidence%

177
b$ The angle of incidence is e3ual to the angle of reflection%
177
c$ The image produced in a plane mirror is -irtual/ upright
and laterall' in-erted% 178-9
P'(1(- Soun" a$ Sound wa-es are longitudinal wa-es and cause -ibrations in
a medium/ which are detected as sound%
##-"
b$ The pitch of a sound is determined b' its fre3uenc' and
loudness b' its amplitude%
#6!/ #6#-6
c$ &choes are reflections of sounds%
##,-7
P'(1(. 4e"5shift a$ If a wa-e source is mo-ing relati-e to an obser-er there will
be a change in the obser-ed wa-elength and fre3uenc'%
This is (nown as the .oppler effect%
1"8
b$ There is an obser-ed increase in the wa-elength of light from
most distant gala2ies%
The further awa' the gala2ies are/ the faster the' are mo-ing/
and the bigger the obser-ed increase in wa-elength%
This effect is called 8red-shift9%
1"8 (and sheets in
the Teacher Support
>ac(?@erboodle
Boo($
c$ Aow the obser-ed red-shift pro-ides e-idence that the
uni-erse is e2panding and supports the 8Big Bang9 theor' (that
the uni-erse began from a -er' small initial 8point9$%
1"8
d$ 7osmic microwa-e bac(ground radiation (7BB=$ is a form of
electromagnetic radiation filling the uni-erse%
It comes from radiation that was present shortl' after the
beginning of the uni-erse%
1"8 (and sheet in the
Teacher Support
>ac(?@erboodle Boo($
e$ The 8Big Bang9 theor' is currentl' the onl' theor' that can
e2plain the e2istence of 7BB=% 1"8

Teaching from 2011 Physics for You page of 18
!nit + Physics +

P+(' 6orces an"
their effects
<orces can cause changes to the shape or motion of an ob+ect%
Cb+ects can mo-e in a straight line at a constant speed%
The' can also change their speed and?or direction (accelerate
or decelerate$%
;raphs can help us to describe the mo-ement of an ob+ect%
These ma' be distance1time graphs or -elocit'1time graphs%
Page numers
in
Physics for You
P+('(' 4esu0tant
forces
a$ )hene-er two ob+ects interact/ the forces the' e2ert on
each other are e3ual and opposite%
8-"
b$ * number of forces acting at a point ma' be replaced b' a
single force that has the same effect on the motion as the
original forces all acting together% This single force is called the
resultant force%
8,
c$ * resultant force acting on an ob+ect ma' cause a change in
its state of rest or motion%
,9
d$ If the resultant force acting on a stationar' ob+ect is4
- Dero/ the ob+ect will remain stationar'
- not Dero/ the ob+ect will accelerate in the direction of the
resultant force%
87/ 16!
e$ If the resultant force acting on a mo-ing ob+ect is4
- Dero/ the ob+ect will continue to mo-e at the same speed and in
the same direction
- not Dero/ the ob+ect will accelerate in the direction of the
resultant force%
87/ 89/ 1#8/ 16!-1
P+('(+ 6orces
an" motion
a$ The acceleration of an ob+ect is determined b' the resultant
force acting on the ob+ect and the mass of the ob+ect%
or
F
a F m a
m
= =
16!-1
b$ The gradient of a distance1time graph represents speed 1#,
c$ Ca0cu0ation of the spee" of an o7ect from the gra"ient of
a "istance8time graph(
'+9
d$ The -elocit' of an ob+ect is its speed in a gi-en direction% 1##
e$ The acceleration of an ob+ect is gi-en b' the e3uation4
v u
a
t
=
1##/ 1#"/ (1#7$
f$ The gradient of a -elocit'1time graph represents acceleration% 1#-"
g$ Ca0cu0ation of the acce0eration of an o7ect from the
gra"ient of a 2e0ocity8time graph(
'+1
h$ Ca0cu0ation of the "istance tra2e00e" y an o7ect from a
2e0ocity8time graph(
'+1
P+('(- 6orces
an" ra&ing
a$ )hen a -ehicle tra-els at a stead' speed the resisti-e forces
balance the dri-ing force%
87
b$ The greater the speed of a -ehicle the greater the bra(ing
force needed to stop it in a certain distance%
86
c$ The stopping distance of a -ehicle is the sum of the distance
the -ehicle tra-els during the dri-er9s reaction time (thin(ing
distance$ and the distance it tra-els under the bra(ing force
(bra(ing distance$%
86
d$ * dri-er9s reaction time can be affected b' tiredness/ drugs
and alcohol%
86
e$ )hen the bra(es of a -ehicle are applied/ wor( done b' the 1!9/ 86/ 11"
Teaching from 2011 Physics for You page ! of 18
friction force between the bra(es and the wheel reduces the
(inetic energ' of the -ehicle and the temperature of the bra(es
increase%
f$ * -ehicle9s bra(ing distance can be affected b' ad-erse road
and weather conditions and poor condition of the -ehicle%
86
P+('(. 6orces
an" termina0
2e0ocity
a$ The faster an ob+ect mo-es through a fluid the greater the
frictional force that acts on it% 89
b$ *n ob+ect falling through a fluid will initiall' accelerate due to
the force of gra-it'% &-entuall' the resultant force will be Dero
and the ob+ect will mo-e at its terminal -elocit' (stead' speed$%
89/ 1#8
c$ .raw and interpret -elocit'1time graphs for ob+ects that reach
terminal -elocit'/ including a consideration of the forces acting
on the ob+ect%
89
d$ 7alculate the weight of an ob+ect using the force e2erted on it
b' a gra-itational force4
161/ (,7$
P+('(1 6orces
an" e0asticity
a$ * force acting on an ob+ect ma' cause a change in shape of
the ob+ect
,"
b$ * force applied to an elastic ob+ect such as a spring will result
in the ob+ect stretching and storing elastic potential energ'%
98/ 1!8/ ,,
c$ <or an ob+ect that is able to reco-er its original shape/
elastic potential energ' is stored in the ob+ect when wor( is done
on the ob+ect to change its shape%
1!8/ 98
d$ The e2tension of an elastic ob+ect is directl' proportional to
the force applied/ pro-ided that the limit of proportionalit' is not
e2ceeded4
F k e =
,,/ 691
P+(+ )he &inetic
energy of
o7ects
spee"ing up or
s0owing "own
)hen an ob+ect speeds up or slows down/ its (inetic energ'
increases or decreases% The forces which cause the change in
speed do so b' doing wor(% The momentum of an ob+ect
is the product of the ob+ect9s mass and -elocit'%
P+(+(' 6orces
an" energy
a$ )hen a force causes an ob+ect to mo-e through a distance
wor( is done%
97
b$ )or( done/ force and distance are related b' the e3uation4
W F d =
97
c$ &nerg' is transferred when wor( is done% 99
d$ )or( done against frictional forces 8#/ 1!9/ 11"/ 1"#
e$ >ower is the wor( done or energ' transferred in a gi-en time%
E
P
t
=
11!
f$ ;ra-itational potential energ' is the energ' that an ob+ect has
b' -irtue of its position in a gra-itational field%
p
E m g h =
1!8/ (161$
g$ The (inetic energ' of an ob+ect depends on its mass and its
speed%
2
1
2
k
E m v =
1!9
P+(+(+ a$ Bomentum is a propert' of mo-ing ob+ects% 16,
Teaching from 2011 Physics for You page " of 18
Momentum
p m v =
b$ In a closed s'stem the total momentum before an e-ent is
e3ual to the total momentum after the e-ent%
This is called conser-ation of momentum%
167
P+(- Currents in
e0ectrica0
circuits
The current in an electric circuit depends on the resistance of
the components and the suppl'%
P+(-(' Static
e0ectricity
a$ )hen certain insulating materials are rubbed against
each other the' become electricall' charged%
Negati-el' charged electrons are rubbed off one material and on
to the other%
#1-#
b$ The material that gains electrons becomes negati-el'
charged% The material that loses electrons is left with an e3ual
positi-e charge%
##
c$ )hen two electricall' charged ob+ects are brought together
the' e2ert a force on each other%
#1
d$ Two ob+ects that carr' the same t'pe of charge repel%
Two ob+ects that carr' different t'pes of charge attract%
#1
e$ &lectrical charges can mo-e easil' through some substances/
eg metals%
#6/ #"/ #9
P+(-(+ E0ectrica0
circuits
a$ &lectric current is a flow of electric charge%
The siDe of the electric current is the rate of flow of electric
charge% The siDe of the current is gi-en b' the e3uation4
Q
I
t
=
#8-9/ #"#
#,!
b$ The potential difference (-oltage$ between two points
in an electric circuit is the wor( done (energ' transferred$
per coulomb of charge that passes between the points%
W
V
Q
=
#,1
c$ 7ircuit diagrams using standard s'mbols% The following
standard s'mbols should be (nown4
#8/
#"!/
#"#/
#,9/
61,/
618/
619/
6#1
d$ 7urrent1potential difference graphs are used to show how the #"9
Teaching from 2011 Physics for You page # of 18
current through a component -aries with the potential difference
across it%
e$ The current1potential difference graphs for a resistor at
constant temperature%
#"9 (and sheet in the
Teacher Support
f$ The resistance of a component can be found b' measuring
the current through/ and potential difference across/ the
component%
#""
g$ The current through a resistor (at a constant temperature$ is
directl' proportional to the potential difference across the
resistor%
#"6
h$ 7alculate current/ potential difference or resistance using the
e3uation4
#"6
i$ The current through a component depends on its resistance%
The greater the resistance the smaller the current for a gi-en
potential difference across the component%
#"6
+$ The potential difference pro-ided b' cells connected in series
is the sum of the potential difference of each cell (depending on
the direction in which the' are connected$%
#,!
($ <or components connected in series4
- the total resistance is the sum of the resistance of each
component
- there is the same current through each component
- the total potential difference of the suppl' is shared between
the components%
#",/ #"!/ (#,1$
l$ <or components connected in parallel4
- the potential difference across each component is the same
- the total current through the whole circuit is the sum of the
currents through the separate components%
#"7/ (#,1$
m$ The resistance of a filament bulb increases as the
temperature of the filament increases%
#"9 (and sheet in the
Teacher Support
n$ The current through a diode flows in one direction onl'% #"9/ 61,
The diode has a -er' high resistance in the re-erse direction%
o$ *n 0&. emits light when a current flows through it in the
forward direction%
618
p$ The resistance of a light-dependent resistor (0.=$ decreases
as light intensit' increases%
619
3$ The resistance of a thermistor decreases as the temperature
increases% 619
P+(. !sing
mains e0ectricity
safe0y an" the
power of
e0ectrica0
app0iances
Bains electricit' is useful but can be -er' dangerous% It is
important to (now how to use it safel'%
&lectrical appliances transfer energ'% The power of an electrical
appliance is the rate at which it transforms energ'% Bost
appliances ha-e their power and the potential difference
of the suppl' the' need printed on them% <rom this we can
calculate their current and the fuse the' need%
P+(.('
/ouseho0"
e0ectricity
a$ 7ells and batteries suppl' current that alwa's passes in the
same direction% This is called direct current (d%c%$%
#8
b$ *n alternating current (a%c%$ is one that is constantl'
changing direction%
#98
c$ Bains electricit' is an a%c% suppl'% In the 5@ it has a fre3uenc'
of "! c'cles per second ("! hertD$ and is about #6! :
#99/ 611
d$ Bost electrical appliances are connected to the mains
using cable and a three-pin plug%
#,8/ #7!
e$ The structure of electrical cable% 7andidates should be
familiar with both two-core and three-core cable%
#7! (and sheet in the
Teacher Support
f$ The structure and wiring of a three-pin plug% #7!
g$ If an electrical fault causes too great a current/ the circuit is
disconnected b' a fuse or a circuit brea(er in the li-e wire%
#,9
h$ )hen the current in a fuse wire e2ceeds the rating of the fuse
it will melt/ brea(ing the circuit%
#,9
i$ Some circuits are protected b' =esidual 7urrent 7ircuit
Brea(ers (=77Bs$%
#,9/ (#7#$
+$ *ppliances with metal cases are usuall' earthed% #,9
($ The earth wire and fuse together protect the wiring of the
circuit% #,9
P+(.(+ Current:
charge an"
power
a$ )hen an electrical charge flows through a resistor/ the
resistor gets hot% #,
b$ The rate at which energ' is transferred b' an appliance
is called the power%
11!/ #,7
Teaching from 2011 Physics for You page $ of 18
c$ >ower/ potential difference and current are related b'
the e3uation4
#,,
d$ Energy transferre": potentia0 "ifference an" charge
are re0ate" y the e;uation:
+9'
P+(1 <hat
happens when
ra"ioacti2e
sustances
"ecay: an" the
uses an"
"angers of their
emissions
=adioacti-e substances emit radiation from the nuclei of their
atoms all the time% These nuclear radiations can be -er' useful
but ma' also be -er' dangerous% It is important to understand
the properties of different t'pes of nuclear radiation%
To understand what happens to radioacti-e substances when
the' deca' we need to understand the structure of the atoms
from which the' are made% The use of radioacti-e sources
depends on their penetrating power and half life%
P+(1(' Atomic
structure
a$ The basic structure of an atom is a small central nucleus
composed of protons and neutrons surrounded b' electrons
6#-6
b$ The relati-e masses and relati-e electric charges of protons/
neutrons and electrons%
6#
c$ In an atom the number of electrons is e3ual to the number of
protons in the nucleus% The atom has no o-erall electrical
charge%
6#-6
d$ *toms ma' lose or gain electrons to form charged particles
called ions%
#
e$ The atoms of an element alwa's ha-e the same number of
protons/ but ha-e a different number of neutrons for each
isotope% The total number of protons in an atom is called its
atomic number% The total number of protons and neutrons in an
atom is called its mass number%
66
P+(1(+ Atoms
an" ra"iation
a$ Some substances gi-e out radiation from the nuclei of
their atoms all the time/ whate-er is done to them%
These substances are said to be radioacti-e%
66
b$ The origins of bac(ground radiation% 6!/ 6"!
c$ Identification of an alpha particle as # neutrons and # protons/
the same as a helium nucleus/ a beta particle as an electron
from the nucleus and gamma radiation as electromagnetic
radiation%
6!-1
d$ #uc0ear e;uations to show sing0e a0pha an" eta "ecay( -.1
e$ >roperties of the alpha/ beta and gamma radiations limited to
their relati-e ionising power/ their penetration through materials
and their range in air%
6!-1
f$ *lpha and beta radiations are deflected b' both electric
and magnetic fields but gamma radiation is not%
6!-1
g$ The uses of and the dangers associated with each t'pe of
nuclear radiation%
6,-9/ 6"!/ #1!/
#1
h$ The half-life of a radioacti-e isotope is the a-erage time it
ta(es for the number of nuclei of the isotope in a sample to
hal-e/ or the time it ta(es for the count rate from a sample
containing the isotope to fall to half its initial le-el%
6/ (6"#$
P+(9 #uc0ear
fission an"
nuc0ear fusion
.uring the process of nuclear fission atomic nuclei split%
This process releases energ'/ which can be used to heat water
and turn it into steam% The steam dri-es a turbine/ which is
connected to a generator and generates electricit'%
Nuclear fusion is the +oining together of atomic nuclei and is the
process b' which energ' is released in stars%
P+(9('
#uc0ear fission
a$ There are two fissionable substances in common use
in nuclear reactors4 uranium-#6" and plutonium-#69%
68
b$ Nuclear fission is the splitting of an atomic nucleus% 68
c$ <or fission to occur the uranium-#6" or plutonium-#69
nucleus must first absorb a neutron%
68
d$ The nucleus undergoing fission splits into two smaller nuclei
and # or 6 neutrons and energ' is released%
68
e$ The neutrons ma' go on to start a chain reaction
68
P+(9(+ #uc0ear
fusion
a$ Nuclear fusion is the +oining of two atomic nuclei to form a
larger one%
69/ 1",
b$ Nuclear fusion is the process b' which energ' is released in
stars%
1",/ 69
c$ Stars form when enough dust and gas from space is pulled
together b' gra-itational attraction%
Smaller masses ma' also form and be attracted b' a larger
mass to become planets%
1"#
d$ .uring the 8main se3uence9 period of its life c'cle a star is
stable because the forces within it are balanced%
1",
e$ * star goes through a life c'cle% This life c'cle is
determined b' the siDe of the star%
1"7
f$ <usion processes in stars produce all of the naturall'
occurring elements%
These elements ma' be distributed throughout the 5ni-erse b'
the e2plosion of a massi-e star (superno-a$ at the end of its life%
1",/ 1"7
!nit - Physics -
P-(' Me"ica0
app0ications of
physics
>h'sics has man' applications in the field of medicine% These
include the uses of E-ra's and ultrasound for scanning/ and of
light for image formation with lenses and endoscopes
Page numers
in
Physics for You
P-('(' =5rays a$ E-ra's are part of the electromagnetic spectrum% The' ha-e a
-er' short wa-elength and cause ionisation%
#!8/ 61#
b$ E-ra's can be used to diagnose and treat some medical
conditions%
61#/ #1!/ 6"7/ #1
c$ >recautions to be ta(en when E-ra' machines and 7T
scanners are in use%
#1/ #1!
P-('(+
!0trasoun"
a$ &lectronic s'stems can be used to produce ultrasound
wa-es/ which ha-e a fre3uenc' higher than the upper limit of
hearing for humans%
##,
b$ 5ltrasound wa-es are partiall' reflected when the' meet a
boundar' between two different media% The time ta(en for the
reflections to reach a detector can be used to determine how far
awa' such a boundar' is%
##8-9
c$ 7alculation of the distance between interfaces in -arious
media
s v t =
1##
d$ 5ltrasound wa-es can be used in medicine ##9
P-('(- >enses a$ =efraction is the change of direction of light as it passes from
one medium to another%
18
b$ * lens forms an image b' refracting light% 19
c$ In a con-e2 or con-erging lens/ parallel ra's of light are
brought to a focus at the principal focus% The distance from the
lens to the principal focus is called the focal length%
sin
rera!ti"e inde# $
sin
i
r
19
18"
d$ The nature of an image is defined b' its siDe relati-e to the
ob+ect/ whether it is upright or in-erted relati-e to the ob+ect and
whether it is real or -irtual%
19-"
e$ The nature of the image produced b' a con-erging lens for an
ob+ect placed at different distances from the lens%
19,
f$ The use of a con-erging lens as a magnif'ing glass% 19,
g$ The nature of the image produced b' a conca-e or di-erging
lens%
19 (and sheet in the
Teacher Support
h$ The construction of ra' diagrams to show the formation of
images b' con-erging and di-erging lenses%
19-7 (and sheet in the
Teacher Support
i$ The magnification produced b' a lens is calculated using the
e3uation4
19"
P-('(. )he eye a$ The structure of the e'e%
The structure of the e'e is limited to4
retina
lens
cornea
pupil?iris
#!!
ciliar' muscle
suspensor' ligaments%
b$ 7orrection of -ision using con-e2 and conca-e lenses to
produce an image on the retina4
- long sight/ caused b' the e'eball being too short/
or the e'e lens being unable to focus
- short sight/ caused b' the e'eball being too long/
or the e'e lens being unable to focus%
#!#
#!6
c$ =ange of -ision% The e'e can focus on ob+ects between the
near point and the far point%
#!#
d$ 7omparison between the structure of the e'e and the
camera%
198-#!6 (and sheet in
Teacher Support
e$ The power of a lens is gi-en b'4
f$ The focal length of a lens is determined b'4
- the refracti-e inde2 of the material from which the lens is
made/ and
- the cur-ature of the two surfaces of the lens%
19"/ #!!
g$ 6or a gi2en foca0 0ength: the greater the refracti2e in"e3:
the f0atter the 0ens( )his means that the 0ens can e
manufacture" thinner(
'?1
P-('(1 @ther
app0ications
using 0ight
a$ Total internal reflection and critical angle%
187
b$ :isible light can be sent along optical fibres% 189/ 19#
c$ The laser as an energ' source for cutting/ cauteriDing and
burning% 196
P-(+ !sing
physics to ma&e
things wor&
Ban' things/ from simple to's to comple2 fairground rides/ are
constructed from basic machines such as the le-er%
* (nowledge of the ph'sics in-ol-ed in balancing and turning
can help us to ma(e these appliances wor(%
P-(+(' Centre of
mass
a$ The centre of mass of an ob+ect is that point at which
the mass of the ob+ect ma' be thought to be concentrated%
9#
b$ If freel' suspended/ an ob+ect will come to rest with its
centre of mass directl' below the point of suspension%
9#-6
c$ The centre of mass of a s'mmetrical ob+ect is along the a2is
of s'mmetr'%
96
d$ <or a simple pendulum4 9/ 99/ 1,7
(and sheet in the
Teacher Support
e$ The time period depends on the length of a pendulum
(Sheet in the Teacher
Support >ac(?@erboodle
Boo($
P-(+(+ Moments a$ The turning effect of a force is called the moment% 9!
b$ The siDe of the moment is gi-en b' the e3uation4
9!
c$ If an ob+ect is not turning/ the total cloc(wise moment
must be e2actl' balanced b' the total anticloc(wise moment
about an' pi-ot%
91
d$ )he ca0cu0ation of the siAe of a force: or its "istance from
pi2ot: acting on an o7ect that is a0ance"(
BC
e$ Ideas of simple le-ers% 117
f$ *f the 0ine of action of the weight of an o7ect 0ies outsi"e
the ase of the o7ect there wi00 e a resu0tant moment an"
the o"y wi00 ten" to topp0e(
B-: B1
P-(+(-
/y"rau0ics
a$ 0i3uids are -irtuall' incompressible/ and the pressure in a
li3uid is transmitted e3uall' in all directions
78/ 79
b$ The use of different cross-sectional areas on the effort and
load side of a h'draulic s'stem enables the s'stem to be used
as a force multiplier%
79
c$ The pressure in different parts of a h'draulic s'stem is
gi-en b'4

77
P-(+(. Circu0ar
motion
a$ )hen an ob+ect mo-es in a circle it continuousl' accelerates
towards the centre of the circle% This acceleration changes the
direction of motion of the bod'/ not its speed%
7!-1
b$ The resultant force causing this acceleration is called
the centripetal force and is alwa's directed towards the
centre of the circle%
7!-71
c$ The centripetal force needed to ma(e an ob+ect
perform circular motion increases as4
the mass of the ob+ect increases
the speed of the ob+ect increases
the radius of the circle decreases%
7!
P-(- ,eeping
things mo2ing
&lectric currents produce magnetic fields%
<orces produced in magnetic fields can be used to ma(e things
mo-e% This is called the motor effect and is how appliances such
as the electric motor create mo-ement%
Ban' appliances do not use #6! -olts mains electricit'%
Transformers are used to pro-ide the re3uired potential
difference%
P-(-(' )he
motor effect
a$ )hen a current flows through a wire a magnetic field is
produced around the wire%
#8,
b$ The motor effect and its use%
#9!-1
c$ The siDe of the force can be increased b'4
increasing the strength of the magnetic field
increasing the siDe of the current%
#9!
d$ The conductor will not e2perience a force if it is parallel to the
magnetic field%
#9!
e$ The direction of the force is re-ersed if either the direction of
the current or the direction of the magnetic field is re-ersed% #9!
P-(-(+
)ransformers
a$ If an electrical conductor 8cuts9 through a magnetic field a
potential difference is induced across the ends of the conductor%
#9,
b$ If a magnet is mo-ed into a coil of wire a potential difference
is induced across the ends of the coil%
#97
c$ The basic structure of the transformer% 6!1
d$ *n alternating current in the primar' coil produces a changing
magnetic field in the iron core and hence in the secondar' coil%
This induces an alternating potential difference across the ends
6!#
of the secondar' coil%
e$ In a step-up transformer the potential difference across the
secondar' coil is greater than the potential difference across the
primar' coil%
6!#
f$ In a step-down transformer the potential difference across the
secondar' coil is less than the potential difference across the
primar' coil%
6!#-6
g$ The potential difference across the primar' and secondar'
coils of a transformer are related b' the e3uation4
6!#
h$ If transformers are assumed to be 1!!F efficient/ the
electrical power output would e3ual the electrical power input%
6!#
i$ Switch mode transformers operate at a high fre3uenc'/
often between "! (AD and #!! (AD%
Boo($
+$ Switch mode transformers are much lighter and smaller than
traditional transformers wor(ing from a "! AD mains suppl'%
Boo($
($ Switch mode transformers use -er' little power when the' are
switched on but no load is applied%
Boo($
Note 4 o0" (0ue) indicates additional content for Aigher Tier candidates
Teaching from 2011 Physics for You page 1! of 18
!nit .
Contro00e"
Assessment
-(9(' *ntro"uction
This unit is assessed b' 7ontrolled *ssessment% It is worth #"F
of the total mar(s and consists of a minimum of one practical
in-estigation based on topics in the specification%
*ccess arrangements (see sections %" and "%$ can enable
candidates with special needs to underta(e this assessment%
Teachers are encouraged to underta(e a wide range of practical
and in-estigati-e wor(/ including fieldwor(/ with their candidates%
)e ta(e the -iew that it is not good practice to do practical wor(
onl' for the 7ontrolled *ssessment% *s teachers (now well/
candidates en+o' and are moti-ated b' practical wor(%
Throughout this specification we ha-e gi-en man' e2amples of
practical wor( supporting the science content% <ull details of this
practical wor( are included in our resources pac(age%
In this unit/ candidates use a range of practical s(ills and
(nowledge in one in-estigation chosen from those supplied b'
*G*% The in-estigations are based on topics in the specification%
;uidance for teachers will be gi-en with each in-estigation%
&-er' 'ear/ three 7ontrolled *ssessments will be a-ailableH one
for 5nit # and two for 5nit 6% &ach tas( assesses Aow Science
)or(s s(ills/ not candidatesI (nowledge and understanding of
the science conte2t%
P.(' P0an practica0 ways to "e2e0op an" test can"i"ates own scientific i"eas
P.('(' "e2e0op
hypotheses
an" p0an
practica0 ways
to test them:
y:
a$ being able to de-elop a
h'pothesis
%&0
b$ being able to test h'potheses %&0
c$ using appropriate technolog'%
%&7
P.(+ Assess an" manage ris&s when carrying out practica0 wor&
P.(+(' assess
an" manage
ris&s when
carrying out
practica0 wor&:
y:
a$ identif'ing some possible haDards in practical situations
%&7
b$ suggesting wa's of managing ris(s% %&7
P.(- Co00ect primary an" secon"ary "ata
P.(-('
ma&e
oser2ations:
y:
carr'ing out practical wor( and research/ and using the data
collected to de-elop h'potheses%
%&7
Teaching from 2011 Physics for You page 1" of 18
P.(-(+
"emonstrate an
un"erstan"ing of
the nee" to
ac;uire high
;ua0ity "ata: y:
a$ appreciating that/ unless certain -ariables are controlled/ the
results ma' not be -alid
%&0
(and a 'o(er'oint)
b$ identif'ing when repeats are needed in order to impro-e
reproducibilit'
%&1
c$ recognising the -alue of further readings to establish
repeatabilit' and accurac'
%&2
d$ considering the resolution of the measuring de-ice %&2
a$ considering the precision of the measured data where
precision is indicated b' the degree of scatter from the mean
%&2
(and a 'o(er'oint)
f$ identif'ing the range of the measured data %&1
(and a 'o(er'oint)
P.(. Se0ect an" process primary an" secon"ary "ata
P.(.(' show an
un"erstan"ing
of the 2a0ue of
means: y:
a$ appreciating when it is appropriate to calculate a mean
%&1
b$ calculating the mean of a set of at least three results%
%&1) %&2
P.(.(+
"emonstrate an
un"erstan"ing
of how "ata may
e "isp0aye":
y4
a$ drawing tables
%&%
b$ drawing charts and graphs %&%
(and a 'o(er'oint)
c$ choosing the most appropriate form of presentation%
%&%
P.(1 Ana0yse an" interpret primary an" secon"ary "ata
P.(1('
"istinguish
etween a fact
an" an opinion:
y:
a$ recognising that an opinion might be influenced b' factors
other than scientific fact
&) %58-9
b$ identif'ing scientific e-idence that supports an opinion% %58
P.(1(+ re2iew
metho"o0ogy to
assess fitness
for purpose: y:
a$ identif'ing causes of -ariation in data
%&2
b$ recognising and identif'ing the cause of random errors% )hen
a data set contains random errors/ repeating the readings and
calculating a new mean can reduce their effect
%&2
(and a 'o(er'oint)
c$ recognising and identif'ing the cause of anomalous results %&2
(and a 'o(er'oint)
d$ recognising and identif'ing the cause of s'stematic errors% %&2
(and a 'o(er'oint)
Teaching from 2011 Physics for You page 1# of 18
P.(1(-
i"entify patterns
in "ata: y:
a$ describing the relationship between two -ariables and
deciding whether the relationship is causal or b' association% %&4
P.(1(. "raw
conc0usions
using scientific
i"eas an"
e2i"ence: y:
a$ writing a conclusion/ based on e-idence that relates correctl'
to (nown facts
%&4) %&7
b$ using secondar' sources 7) %&4
c$ identif'ing e2tra e-idence that is
re3uired for a conclusion to be made
%&4
d$ e-aluating methods of data collection% 7) %&4) %&7
P.(9 !se of scientific mo"e0s an" e2i"ence to "e2e0op hypotheses: arguments an" e3p0anations
P.(9(' re2iew
hypotheses in
the 0ight of
outcomes: y4
a$ considering whether or not an' h'pothesis made is supported
b' the e-idence
%&4) %&7
b$ de-eloping scientific ideas as a result of obser-ations and
measurements
%70
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