Physics Formula Sheet

GCE
AS and A Level Specification
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 1.3)
Contents
1 Introduction 2
1.1 Why choose AQA? 2
1.2 Why choose GCE Physics A? 2
1.3 How do I start using this specification? 3
1.4 How can I find out more? 3
2 Specification at a Glance 4
3 Subject Content 5
3.1 Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity 6
3.2 Unit 2 PHYA2 Mechanics, Materials and Waves 9
3.3 Unit 3 Investigative and Practical Skills in AS Physics 12
3.4 Unit 4 PHYA4 Fields and Further Mechanics 14
3.5 Unit 5 PHA5A-5D Nuclear Physics, Thermal Physics and an Optional Topic 18
3.6 Unit 6 Investigative and Practical Skills in A2 Physics 33
3.7 How Science Works 35
3.8 Guidance on Centre Assessment 41
3.9 Mathematical Requirements 48
4 Scheme of Assessment 49
4.1 Aims 49
4.2 Assessment Objectives 49
4.3 National Criteria 50
4.4 Prior Learning 50
4.5 Synoptic Assessment and Stretch and Challenge 51
4.6 Access to Assessment for Disabled Students 51
5 Administration 52
5.1 Availability of Assessment Units and Certification 52
5.2 Entries 52
5.3 Private Candidates 52
5.4 Access Arrangements and Special Consideration 53
5.5 Language of Examinations 53
5.6 Qualification Titles 53
5.7 Awarding Grades and Reporting Results 54
5.8 Re-sits and Shelf-life of Unit Results 54
6 Administration of Internally Assessed Units 55

6.1 Supervision and Authentication of Internally Assessed Units 55
6.2 Malpractice 56
6.3 Teacher Standardisation (Route T only) 56
6.4 Internal Standardisation of Marking (Route T only) 56
6.5 Annotation of Centre Assessed Work (Route T only) 57
6.6 Submitting Marks and Sample Work for Moderation (Route T only) 57
6.7 Factors Affecting Individual Candidates 57
6.8 Retaining Evidence and Re-using Marks (Route T only) 57
7 Moderation (Route T only) 58

7.1 Moderation Procedures 58
7.2 Post-moderation Procedures 58
Appendices 59
A Performance Descriptions 59
B Spiritual, Moral, Ethical, Social and other Issues 63
C Overlaps with other Qualifications 64
D Key Skills – Teaching, Developing and Providing Opportunities for 65
Generating Evidence
E Data and Formulae Booklet 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
It’s a fact that AQA is the UK’s favourite exam • Service
board and more students receive their academic We are committed to providing an efficient and
qualifications from AQA than from any other board. effective service and we are at the end of the
But why does AQA continue to be so popular? phone when you need to speak to a person about
an important issue. We will always try to resolve
• Specifications issues the first time you contact us but, should
Ours are designed to the highest standards, that not be possible, we will always come back
so teachers, students and their parents can to you (by telephone, email or letter) and keep
be confident that an AQA award provides an working with you to find the solution.
accurate measure of a student’s achievements.
And the assessment structures have been • Ethics
designed to achieve a balance between rigour, AQA is a registered charity. We have no
reliability and demands on candidates. shareholders to pay. We exist solely for the good
of education in the UK. Any surplus income is
• Support ploughed back into educational research and our
AQA runs the most extensive programme of service to you, our customers. We don’t profit
support meetings; free of charge in the first years from education, you do.
of a new specification and at a very reasonable
cost thereafter. These support meetings explain If you are an existing customer then we thank you for
the specification and suggest practical teaching your support. If you are thinking of moving to AQA
strategies and approaches that really work. then we look forward to welcoming you.
1.2 Why choose Physics A?

• Physics A provides a seamless transition to – Route T provides continuity in style and
A Level from previous studies and develops format from AQA’s GCSE physics assessment
students’ interest and enthusiasm for physics. model. This is achieved through assessment
of practical skills (PSA) and an individual skills
• The AS provides different starting points so
assessment (ISA) at AS level through Unit 3
teachers can choose to start the course with
and at A2 through Unit 6.
topics familiar or new topics.
– Route X provides a scheme of internal
• The A2 builds on AS and covers essential topics
assessment through a verification of practical
for progression to post A Level course in physics.
skills undertaken throughout the course and
It also includes optional topics from the former
an externally marked practical test.
specification A course.
• The specification provides a wide range of
• The specification thus provides a smooth pathway
opportunities to develop How Science Works by
from GCSE and a route to university courses in
linking the general criteria on the nature of science
physics and other subjects in which physics is a
to specific topics throughout the specification.
key component.
Internal assessment gives students a deep
• Physics A reflects the popular elements of both awareness of how science in practice works.
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.
2
1.3 How do I start using this specification?

Already using the existing AQA GCE Not using the AQA specifications 1
Physics specifications? currently?
• Register to receive further information, such as • Almost all centres in England and Wales use AQA
mark schemes, past question papers, details of or have used AQA in the past and are approved
teacher support meetings, etc, at AQA centres. A small minority are not. If your
http://www.aqa.org.uk/rn/askaqa.php. centre is new to AQA, please contact our centre
Information will be available electronically or in approval team at centreapproval@aqa.org.uk
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
1.4 How can I find out more?

Ask AQA Teacher Support
You have 24-hour access to useful information and Details of the full range of current Teacher Support
answers to the most commonly-asked questions at meetings are available on our website at
http://www.aqa.org.uk/rn/askaqa.php http://www.aqa.org.uk/support/teachers.html
If the answer to your question is not available, you There is also a link to our fast and convenient online
can submit a query for our team. Our target response booking system for Teacher Support meetings at
time is one day. 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
3
2 Specification at a Glance
AS Examination AS
Award
Unit 1 – PHYA1 Particles, quantum phenomena and electricity
Written Examination – (70 marks/120 UMS), 6 or 7 structured questions
1451
1¼ 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
2 1¼ hours
Unit 3 Investigative and practical skills in AS Physics

either
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)
10% of the total A Level marks Available June only
A2 Examination A Level
Award
Unit 4 – PHYA4 Fields and further mechanics 2451
Written Examination – (75 marks/120 UMS)
1¾ 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.
Unit 5 – One of Units PHA5A, PHA5B, PHA5C, PHA5D

Written Examination – (75 marks/120 UMS)
1¾ hours
Section A: Nuclear and Thermal Physics – 40 marks – Options:
Compulsory section 4/5 structured questions A – Astrophysics
Section B: one of the following options. B – Medical Physics
Each paper has 4/5 structured questions and 35 marks. 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 Investigative and practical skills in A2 Physics

either
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
4
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.
5
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
3 Subject Content
3.1 Unit 1 Particles, Quantum Phenomena and Electricity

3.1 Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity
This module involves two contrasting topics in physics: particle physics and
This unit electricity. Through the
involves two contrasting study
topics of these
in physics: topics,
particle students
physics should Through
and electricity. gain antheawareness
study of these
of the on-going
topics, students should gaindevelopment
an awareness of ofthe
new ideas development
on-going in physics and of ideas
of new the application
in physics andof of
in-the
depth
application knowledge
of in-depth of well-established
knowledge of well-establishedtopics suchasaselectricity.
topics such electricity. Particle
Particle physicsphysics
introduces
studentsintroduces
to the fundamental
students properties
to theand nature of matter,
fundamental radiationand
properties andnature
quantum ofphenomena. In contrast,
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.
on and develops previous GCSE studies and provides opportunities for practical
work and looks into important applications.
3.1.1 Particles and Radiation
3.1.1 Particles and Radiation
• Constituents of the atom
• Constituents of the atom
Proton, neutron, electron.
Proton, neutron, electron.
Their
Theircharge
chargeandand
mass in SI units
mass in SIand relative
units and units. Specific
relative charge
units. of nuclei
Specific and ofof
charge ions. Atomic
nuclei andmass
unit is not required.
of ions. Atomic mass unit is not required.
Proton
Protonnumber
number Z, nucleon number
Z, nucleon A, nuclide
number notation,notation,
A, nuclide isotopes isotopes
3
Stable and
• • Stable and unstable
unstable nuclei
nuclei
Thestrong
The strong nuclear
nuclear force;
force; its roleitsinrole in keeping
keeping thestable;
the nucleus nucleus stable;attraction to about 3 fm,
short-range
short-range
very-short rangeattraction to about
repulsion below 3 fm,
about very-short range repulsion below about 0.5 fm;
0.5 fm.
Equations
Equations forfor alpha
alpha decay
decay and βand– β- decay
decay including
including the neutrino.
the antineutrino.
• Particles, antiparticles and photons
• Particles,
Candidatesantiparticles
should knowand
that photons
for every type of particle, there is a corresponding
Candidates
antiparticle.should
Theyknow that for
should everythat
know typethe
of particle,
positron,there is aantiproton,
the corresponding
theantiparticle.
antineutron They
should
and the know that the positron,
antineutrino are thetheantiparticles
antiproton, theofantineutron and the
the electron, antineutrino
the proton, theare neutron
the antiparticles
of the electron, the proton, the neutron and the neutrino, respectively.
and the neutrino respectively.
Comparison
Comparison of particle and antiparticle
of particle masses,masses,
and antiparticle charge and rest energy
charge and in MeV
rest energy in MeV.
Photon
Photonmodel
model of electromagnetic
of electromagnetic radiation, the Planck
radiation, theconstant,
Planck constant,
hc
E = hf =
λ
Knowledge
Knowledge of annihilation
of annihilation and
and pair pair production
production processesprocesses and theenergies
and the respective respective
involved. The
use of E = mc
energies involved.
2
The use
is not required of E = mc2 is not required in calculations.
in calculations.
Particle interactions
• • Particle interactions
Concept of exchange particles to explain forces between elementary particles
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 β-, β+ decay, electron capture and electron-proton+
W- asβthe , β exchange
–
The weak interaction
collisions; W+ andlimited
+
decay, electron capture and electron-proton collisions; W and W –
particles.
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.
• Classification of particles
• Classification of particles
Hadrons: baryons (proton, neutron) and antibaryons (antiproton and antineutron)
and mesons
Hadrons: baryons(pion, kaon).
(proton, neutron) and antibaryons (antiproton and antineutron) and mesons (pion,
Hadrons are subject to the strong nuclear force.
kaon).
Candidates
Hadrons should
are subject to know thatnuclear
the strong the proton
force. is the only stable baryon into which other
baryons eventually
Candidates should know decay;
that theinproton
particular, the stable
is the only decaybaryon
of theinto
neutron should
which other be known.
baryons eventually
Leptons:
decay; electron,
in particular, themuon,
decay ofneutrino (electron
the neutron and
should be muon types).
known.
Leptonselectron,
Leptons: are subject
muon,toneutrino
the weak interaction.
(electron and muon types).
Leptons are subject to the weak interaction. baryon numbers for the hadrons. Lepton
Candidates will be expected to know
numbers for
Candidates will the leptons to
be expected will be baryon
know given in the data
numbers booklet.
for the hadrons. Lepton numbers for the leptons
will be given in the data booklet.
6
3 Subject Content
•• Quarks Quarks and antiquarks
3.1and antiquarksUnit 1 Particles, Quantum Phenomena and Electricity
Up (u),
Up (u), down (d) down (d)and
and strange
strange(s)(s) quarks
quarks only.only.
• Quarks
Properties
Properties This
and
ofantiquarks module
antiquarks involves
quarks: charge, baryon number
of quarks: charge, baryon two
number contrasting
and and topics in physics: particle physics and
strangeness.
strangeness.
• Quarks and
electricity. Through the study of these topics, students should gain an awareness
Up
Combinations (u),
Combinations down (d)
ofofand
quarks
quarksand strange
andantiquarks
and antiquarks(s) quarksrequired
required only. for baryons (proton andonly),
neutron
Up (u), down (d) strange (s) quarks only.for baryons (proton and neutron antibaryons
only),Properties
antibaryons
(antiproton of
and the on-going
ofantineutron
quarks:
(antiproton charge,development
only)and andbaryonmesonsnumber
antineutron of new
andand
(pion only) ideas
and
kaon) in physics
strangeness. and
mesons (pion and kaon)
only. of the application of in-
Properties of quarks: charge, baryon number and strangeness.
only. Combinations
Change depthcharacter
of quark ofknowledge
quarks in and
β and
– ofantiquarks
well-established
β decay.
+
required topics such as (proton
for baryons electricity. and Particle
neutronphysics
Combinations of quarks and antiquarks required for baryons (proton and neutron
Changeonly), of quark
Application introduces
antibaryons
of thecharacter students
(antiproton
conservation
- to
βlaws
in and and and the
forβcharge, fundamental
+antineutron
decay. baryon properties
only) and mesonsand nature
(pion of
and matter,
kaon) radiation
only), antibaryons (antiproton antineutron only)number,
and mesons lepton number
(pion and and strangeness
kaon)
only.
to particle and quantum
interactions. The phenomena.
Application of the conservation laws for charge, baryon number, lepton number and
necessary data In
will contrast,
be provided the
in study
questions of electricity
for particles in this
outside module builds
those
only.
Change
specified.
strangeness on
of and
quark
to particle develops
character
interactions. previous
in β -
and GCSE
β +
decay.studies and provides opportunities for practical
Change of quark work character
and looks β- and
in into βThe
important
+
decay.necessary data will be provided in
applications.
Application
questions for of the conservation laws for charge, baryon number, lepton number and
Application
3.1.2 Electromagnetic of particles
the conservation outside those
Radiation lawsand
specified.
for charge, baryon
Quantum Phenomena number, lepton number and
strangeness
3.1.1 to
Particles particleand interactions.
Radiation The necessary data will be provided in
strangeness
3.1.2 Electromagnetic to particle
Radiationinteractions.and Quantum The necessary
Phenomenawill be provided in
data
questions for particles outside those specified.
questions •for particles
Constituents outside of those
the atom specified.
•• The The photoelectric
photoelectric
3.1.2 Electromagnetic effect effect
Radiation and Quantum Phenomena
3.1.2 Electromagnetic
Work Work function
function Proton, neutron,
Radiation
φ,φ,photoelectric
threshold and
frequencyelectron.
Quantum
equation hf = Phenomena
fo, photoelectric φ + Eequation hf = φ + Ek ; the stopping potential
k; the stopping potential
The
experiment Their
photoelectric
• photoelectric
experiment is not charge
required.
is not required. effect and mass in SI units and relative units. Specific charge of nuclei and
• The of ions. effectAtomic mass unit is not required.
Work function φ, photoelectric equation hf = φ + Ek; the stopping potential
•• Work function
Collisions φ,
ofProton ofisphotoelectric
electrons withwith Z,equation
atoms hfnumber
= φ + EA, k; the stopping potential 3
Collisions
experiment notnumber
electronsrequired. nucleon
atoms nuclide notation, isotopes
experiment
TheThe electron is not
volt. required.
electronStable
• Collisions
Ionisation •and volt. excitation; and unstable
of electrons with atoms
understanding nuclei of ionization and excitation in the tube.
• CollisionsIonisationof and electrons
The excitation;
strong with
nuclear atoms
understanding force; ofits
ionisation
role inand excitation
keeping theinnucleus
the fluorescent
stable;
The electron
fluorescent tube. volt.
The electron volt.
Ionisation and excitation; understanding of ionization and excitation in thebelow about 0.5 fm;
short-range attraction to about 3 fm, very-short range repulsion
•• Ionisation
Energy
Energy and
levels
fluorescent
levels excitation;
and and photon
tube.photon
Equations forunderstanding
emission
alpha emission
decay and of ionization
β- decayand excitation
including in the
the neutrino.
fluorescent
LineLine
spectra
spectra tube.
(e.g.
(e.g.of of atomic hydrogen)
atomic hydrogen) as evidence
as evidence of transitions
of transitions betweenbetween
discrete energydiscrete
levels in
•
energyEnergy
atoms. • levels
levels Particles,
in atoms.and photonantiparticles emission and photons
• Energy levelsCandidates and photon shouldemission know that as for evidence
every type
hf =hfLine
E 1 –EE
= spectra
– E2 (e.g. of atomic hydrogen) ofoftransitions
particle, there between is a discrete
corresponding
Line spectra 1 2 (e.g. of
antiparticle. atomic hydrogen) as evidence of transitions between discrete
energy levels in atoms.They should know that the positron, the antiproton, the antineutron
• energy hf =
levels and
Wave-particle E – E
induality
atoms.
the antineutrino are the antiparticles of the electron, the proton, the neutron
• hf =Wave-particle 1
E1 – E2 should 2 duality
Candidates and the knowneutrinothat electron
respectively. diffraction suggests the wave nature of
• Candidates
Wave-particle should duality
know that electron diffraction suggests the wave nature of particles and the
particles and the photoelectric
Comparison of the effect
particle suggests the particle nature of and rest energy in MeV.
• Wave-particle
photoelectric duality
effect suggests particleand natureantiparticle masses,
of electromagnetic charge
waves; details of particular
Candidates
electromagnetic should
waves; know
details that of electron
particular diffraction
methods suggests
of particle the wave
diffraction nature
are of
Candidates
methods of Photon
should
particleknow model thatofare
diffraction electromagnetic
electron
not expected. diffractionradiation,
suggeststhe thePlanck
wave nature constant, of not
particles and
expected.and the photoelectric the photoelectric effect suggests the particle nature of
particles hc effect suggests the particle nature of
electromagnetic E = hf =waves; hdetails of particular methods of particle diffraction are not
electromagnetic
de Broglie
de Broglie waves;
wavelength λ =
wavelength details ,of particular
where mv ismethods
the momentum. of particle diffraction are not
expected. mv
expected. Knowledge of annihilation and pair production processes and the respective
h
3.1.3 de de Broglie
Current
where Electricity
mv is wavelength
energies
the momentum. involved. λh = The , where
use ofmv E is the2 is
=momentum.
mc momentum.
not required in calculations.
Broglie wavelength λ = where mv is
, mv the
mv
Charge,
•3.1.3 • Particle
current and interactions
potential difference
3.1.3 Current
Current Electricity
Electricity
Concept
3.1.3 Current Electricity
Electric current as the of rate exchange
of flow ofparticles charge; to explaindifference
potential forces between as work elementary
done per particles
•
unit Charge,
charge. The electromagnetic
current and potential force; virtual photons as the exchange particle.
difference
•• Charge, Charge, current current and and potentialpotential difference difference
Electric
∆ Q current TheWweak
current as the interaction
rate of flow limited β-, β+ decay,
of charge; potential electron
differencecapture and electron-proton
as work done per
Electric
I = unit and
Electric current = as
Vcollisions;
as the rate of flow
. W and W as the exchange
the rate of
+ flow of of
- charge;
charge; potential
potential difference
difference as work as donework per done per
unit charge.
charge. particles.
∆t
unit charge. Q
∆Q Simple Feynman W diagrams to represent the above reactions or interactions in
∆I Q= and WV =of particles
. V going in and out and exchange particles.
IResistance
= and V terms
=
∆t is definedQby R = . .
∆t Q I
• Classification of particles V
Resistance is defined by V
R = .
Current
• Resistance
Resistance is Hadrons:
/ voltage isdefined bybaryons
R = .(proton,
characteristics
defined by I neutron) and antibaryons (antiproton and antineutron)
For an ohmic and mesonsa(pion,
conductor, I kaon).
semiconductor diode and a filament lamp; candidates
• •
shouldCurrent
have
Current/voltage /Hadrons
voltagecharacteristics
experience characteristics
are of subject
the use toofthe a strong sensor
current nuclearand force.a voltage sensor with a
• Current / voltage characteristics
data For
loggeran ohmic
to Candidates
captureconductor,
data should a
from semiconductor
know
which that
to the
determinediode
proton Vand
is– a
the
I filament
only
curves. lamp;
stable candidates
baryon into which other
For For an ohmic
an ohmic conductor, a
conductor, a semiconductor
semiconductor diodediode and and
a filament lamp;
a filament candidates should
lamp; candidates have
should have baryons experienceeventually of thedecay; use ∝andofin a current
particular, sensor
the and
decay aofvoltage
the sensor
neutron with abe known.
should
Ohm’s
should law asexperience
experience
have ofathespecial
use ofcase of thewhere
a current usesensor ofI a V. a voltage
current sensor sensor and witha avoltage
data logger sensorto capture
with adata from
data to
which logger to capture
Leptons:
determine I – electron,data from
V curves. muon, which
neutrino (electron Vand
to determine – I muon
curves. types).
• data logger to capture data from which to determine V – I curves.
Resistivity
Ohm’slaw law Leptons
asspecial are
a special subject
case
where whereIto∝the I ∝ V. interaction.
weak
Ohm’s Ohm's
RAlaw as Candidates
as
a aspecial case
case where IV ∝ V.
ρ•= Resistivity will be expected to know baryon numbers for the hadrons. Lepton
• Resistivity L numbers for the leptons will be given in the data booklet.
Description RA of the qualitative effect of temperature on the resistance of metal
RA
ρ=
ρconductors
= L and thermistors. Applications (e.g. temperature sensors).
L
Description of as
Superconductivity theaqualitative
property ofeffect
certain of temperature
materials on the resistance of metal
Description of the qualitative effect of temperature onwhich have
the resistance zeroofresistivity
metal at
and conductors
below a and temperature
critical thermistors. which Applications depends (e.g.
on temperature
the material. sensors).
Applications (e.g. 7
conductors and thermistors. Applications (e.g. temperature sensors).
verySuperconductivity
strong electromagnets,
Superconductivity
as a property
as a property power of certain materials which have zero resistivity at
cables).
of certain materials which have zero resistivity at
∆Q W
I= and V = .
∆t Q
V
Resistance is defined by R = .
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.
Ohm’s law as a special case where I ∝ V.
•
• Resistivity
Resistivity
RA
ρ=
L
Description
Description of qualitative
of the the qualitative effect of effect of temperature
temperature on theofresistance
on the resistance of metal
metal conductors and
thermistors.
conductors Applications (e.g. temperature
and thermistors. sensors).(e.g. temperature sensors).
Applications
Superconductivity
Superconductivity as a as a property
property of certainof materials
certain materials
which havewhich have zero
zero resistivity at and resistivity at
below a critical
temperature
and belowwhich depends
a critical on the material.
temperature whichApplications
depends(e.g. very material.
on the strong electromagnets,
Applications power
(e.g.
CE
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• Circuits
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for
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Alternating currents
Alternating currents •Alternating
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and currentscurrents
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peak and peak
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Oscilloscope
Oscilloscope • •OscilloscopeOscilloscope
Use
Use of of an • •••• Oscilloscope
an oscilloscope
oscilloscope Oscilloscope
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as
as
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and
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and anda.c.a.c. time
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8
New GCE
New GCE Physics
Physics A
A specification
specification for
for first
first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to
to QCA
QCA (July
(July 2007)
2007)
3.2
3.2 Unit 2
Unit 2 Mechanics,
Mechanics, Materials
Materials and and Waves
Waves
3.2 Unit This AS

This AS module
2 module
PHYA2 is about
is about the principles
Mechanics,
the principles and applications
Materials
and applications
andof ofWaves
mechanics, materials
mechanics, materials
and waves. The first section introduces vectors and then develops
and waves. The first section introduces vectors and then develops knowledge and knowledge and
understanding
understanding
This AS unit of forces
of forces
is about the principles and
and
and energy from
energy from
applications GCSE Additional
GCSE Additional
of mechanics, materials andScience.
Science.
waves. The In the
Infirst second
thesection
second
introducessection,
section, materials
vectors materials are studied
are
and then develops studied in terms
in
knowledge terms of their
of their bulk
bulk of
and understanding properties
properties
forces andand and tensile
tensile
energy strength.
strength.
from GCSE
AdditionalThe
The final In
Science.
final section
section extends
the second GCSE
section,
extends studies
materials
GCSE on waves
waves
are studied
studies on by of
in terms
by developing in-depthand tensile
their bulk properties
developing in-depth
strength.knowledge
The final section
knowledge of extends
the GCSE studies
characteristics, on waves
properties by developing
and in-depth
applications ofknowledge
waves,
of the characteristics, properties and applications of waves, including of the
including
characteristics, properties and
refraction, diffraction, applications of
diffraction, superposition waves,
superposition and including refraction,
and interference.
interference. diffraction, superposition and
refraction,
interference.
Mechanics
3.2.1 Mechanics
3.2.1
3.2.1 Mechanics
Scalars and
and vectors
vectors
•• Scalars
The addition
The addition of
of vectors
vectors by
by calculation
calculation or
or scale
scale drawing.
drawing. Calculations
Calculations will
will be
be limited
limited
• Scalars and vectors
to two perpendicular vectors.
to two perpendicular vectors.
The
Theaddition of vectors
resolution by calculation
of vectors
vectors into two
twoor scale drawing. Calculations
components at right will betolimited
right angles
angles eachtoother;
two
other;
The resolution of
perpendicular vectors.
into components at to each
examples should
examples should include
include the
the components
components of of forces
forces along
along and
and perpendicular
perpendicular to to an
an
The resolution
inclined plane.of vectors into two components at right angles to each other; examples should include
inclined plane.
the components of forces along and perpendicular to an inclined plane.
Conditions for
Conditions for equilibrium
equilibrium forfor two
two or or three
three coplanar
coplanar forces
forces acting
acting at at a
a point;
point;
Conditions
problems mayfor equilibrium
may be be solvedfor two or
solved either three
either by coplanar
by using forces
using resolved acting at a point; problems
resolved forces or by using a closed may be solved 3
problems
either by using resolved forces or by using a closed triangle.forces or by using a closed
triangle.
triangle.
Moments
• •• Moments
Moments
Momentofof
Moment
Moment of a force
a
a forceforce
aboutabout
abouta pointa point
a point defined
defineddefined
as forceas as force ×× perpendicular
force perpendicular
x perpendicular distance
distance fromdistance from
the point from the
to the the
line of
point
action to
of the
the line
force; of action
torque. of
point to the line of action of the force; torque. the force; torque.
Coupleofof
Couple
Couple of a pair
a pair
a pair of equal
of equal
of equal and opposite
and opposite
and opposite forcesasdefined
forces defined
forces defined force ×× perpendicular
as force
force x perpendicular
as perpendicular
distance between the
distance
lines of between
action of the the
forces. lines of
distance between the lines of action of the forces. action of the forces.
Theprinciple
The
The principle
principle of moments
moments
of moments
of and its and
and its applications
applications
applications
its in
in simple in simplesituations.
balanced
simple balanced situations.
balanced situations.
Centreofof
Centre
Centre of mass;
mass;
mass; calculations
calculations
calculations of the ofof the position
the
position position of the
of
of the centre the centre
centre
of mass ofregular
of aof masslamina
mass of a
of a regular
regular
are not expected.
lamina are not
lamina are not expected. expected.
• Motion
Motion along along a a straight line
a straight
straight line
•• Displacement,
Motion along
speed, velocity
line
and acceleration.
Displacement,
Displacement, speed,
speed, velocity
velocity and acceleration.
and acceleration.
∆ s ∆ v
vv = = ∆s ,, aa == ∆v
∆
∆tt ∆tt
∆
Representation
Representation by by graphical
graphical
Representation by graphical methods methods methods
of uniform of and
of uniform and non-uniform
non-uniform
uniform and non-uniform acceleration;
acceleration; acceleration;
interpretation of
interpretation
velocity-time and of velocity-time
displacement-time and
graphs displacement-time
for uniform
interpretation of velocity-time and displacement-time graphs for uniform and and graphs
non-uniform for uniform
acceleration; and non- of
significance
non-
areas
uniform and acceleration;
gradients. significance of areas and gradients.
uniform acceleration; significance of areas and gradients.
Equations
Equations
Equations forforuniform
for acceleration;
uniform
uniform acceleration;
acceleration;
u+v
vv = = uu + at ,,
+ at ss = =  u + v  tt
 22 
2
at 2
ut ++ at ,,
ss == ut
2 2
vv 2 == uu 2 ++ 22as
as
2
2
Acceleration
Acceleration
Acceleration due
duedue to gravity,
to gravity,
to gravity, g;
g; detailed detailed
g; detailed
experimentalexperimental
experimental methods gof
methods
methods of measuring ofare
measuring
measuring g
not required. are
g are
not
not required.
required.
Terminal speed.
Terminal speed.
Terminal speed.
• •• Projectile
Projectile motion
Projectile motion
motion
Independence
Independence
Independence of vertical
vertical
of vertical
of and horizontal
horizontal
and horizontal
and motion; problems
motion; problems
motion; problems will from
will be solvable
will be soluble
be soluble from first
first principles.
from first
The
memorising of projectile equations is not required.
principles. The memorising of projectile equations is not required.
principles. The memorising of projectile equations is not required.
Newton’s laws
• •• Newton's
Newton’s laws of
of motion
of motion
motion
Knowledge and application of
Knowledge and application of theof
Knowledge and application thelaws
the
three
three
three laws of
laws
of motion
ofin motion
motion in appropriate
in
appropriate
appropriate situations.
situations. situations.
For constant
For constant mass,
mass, F ma ..
F == ma
For constant mass, F = ma.
9
New
NewGCE
GCE Physics
Physics AAspecification
specification for
for first
first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to
to QCA
QCA (July
(July 2007)
2007)
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single source of telescope, double-slit
patternRayleigh
systems
produced
for the
criterion, production
by circular aperture.
of fringes.
Candidates
The appearance
The appearance will not
of the be required
interference
λ interference to
fringes describe
produced how by a
a laser
double-slit works. system,
Requirements of two θof≈the
Resolving
source
power of telescope,
and single
fringes produced
source
Rayleighbycriterion,
double-slit
a double slit system,
systems for the
λD
fringe spacing
production wθ =
of fringes. ≈ , where s is the slit separation.
The appearance • of Charge Ds interference
the coupled device fringes produced by a double slit system,
where s is the slit separation. Use of CCD to capture images.
• Diffraction • w= Charge λ D coupled device
fringe spacing Structure , where and soperation
is the slit of separation.
Appearance of Use the diffraction
sof CCD to pattern capturefrom images. athesinglecharge slit. coupled device:
• Diffraction A CCD is silicon chip divided into picture elements (pixels).
The plane transmission Structurediffraction and operation grating of theat normal
chargeincidence; coupled optical
device: details of the
• Diffraction
Appearance of the diffraction
spectrometer will Incident
A CCD not be
pattern
photons
is required.
from a single
cause slit.
electrons
silicon chip divided into picture elements (pixels). to be released.
Appearance
The
Derivation ofofd the
plane transmission sin The
Incidentθdiffraction
diffraction
=numbernphotons
λ , where pattern
grating natisfrom
of electrons
cause normal
the a single
incidence;
liberated
order
electrons toslit.
number. isoptical
be details ofto
proportional
released. thethe
spectrometer
intensity of willthe light.
The
not beplane
Applications; e.g. transmission
required.
The These
tonumber diffraction
spectralelectrons ofanalysis
electronsgrating
are trapped at
of liberated normal
light from in ‘potentialincidence;
isstars.
proportional optical
wells’ in to the details
the CCD. of the
intensity of the light.
spectrometer
Derivation of d will sin θnotAn
These be
λ, required.
= nelectron
electrons patternare trapped is built up which is identical
in ‘potential wells’ in to thethe image formed on the CCD.
CCD.
Derivation
where n is the of dordersin θ
When =
number. n λ , where
exposure nis is the
complete,
An electron pattern is built up which is identical to the image order number.
the charge is processed to give an image.
formed on the CCD.
Applications;
Applications; e.g. e.g. to to
Quantum spectral
spectral analysis analysis
efficiency of light offromlight
pixel
When exposure is complete, the charge is processed to give an image.stars.from
> 70%. stars.
Quantum efficiency of pixel > 70%.
11
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;
3
• Practical Skills Assessment (PSA)
• Investigative Skills Assignment (ISA).
The PSA will be based around a centre assessment throughout the AS course of the candidate’s 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-in-
glass), 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).
12
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.
13
New
NewGCE
New GCE
GCEPhysics
PhysicsAA
Physics specification forfor
A specification
specification first
for teaching
first
first teaching
teaching 2008: version
2008:
2008: 0.2,
version
version draft
0.2,
0.2, submitted
draft
draft to to
submitted
submitted QCA
to QCA
QCA (July 2007)
(July
(July 2007)
2007)
New New
GCEGCE Physics
Physics A A specification
specification for for teaching
first first teaching
2008:2008: version
version 0.2, 0.2,
draft draft submitted
submitted to to QCA
QCA (July(July
2007)2007)
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)QCA (July 2007)
New GCE
New GCE Physics
Physics A
A specification
specification for for first
first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to
to QCA
QCA (July
(July 2007)
2007)
3.43.4
3.4
3.4 Unit Unit
Unit Unit
4 44 Fields
Fields
Fields 4Fields PHYA4
and and
and Further
Further
Further Fields Mechanics Mechanics
Mechanics and Further Mechanics
3.4 3.4 Unit Unit 4 4
Fields and and
Further Further Mechanics Mechanics
3.43.4This Unit
This
This
Unit
isis is4
the 4
Fields
the
the
Fields
first first
first A2A2 and
A2
and
module,Further
module,
module,
Further building Mechanics
building
building
Mechanics onon
on the the
the key key
key ideasideas
ideas andand
and knowledge
knowledge
knowledge covered
covered
covered inin AS
in AS
AS
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3.4
Thisphysics.
is the
Unit
Unit
This 4
firstthe
4is Fields
A2Fields
the
unit, first and
and
buildingA2 Further Further
module,
onadvances thebuilding key
Mechanics
Mechanics
building
ideas and on the
knowledge key ideas
covered and
in and
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Physics. The covered
first section in AS
AS
This
physics.
physics.
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Thistheisstudy The
is The
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the first first A2
first
first module,
section
section
section
A2
A2 module, module, advances
advances buildingbuilding on
the the
the
on the
study
on study
study key
the
the key of ideas
of
of
keymomentum
momentum
momentum
ideasideas and knowledge
and
andmotion and
and introduces covered
introduces
introduces
knowledge
knowledge covered
covered in
circular AS
circular
circular
in in AS
advances physics.
This isThe theThe of
The momentum
first first
A2and section
module, and introduces
advances
building circular
the
on the and
studykey oscillatory
of momentum
ideas and and
and
knowledge covers
introduces gravitation.
covered circular
in AS
AS
and and
and oscillatory
physics. oscillatory
oscillatory
physics.
This
physics. is Themotion
the first motion
motion
first section
first
A2 section section
module, and
and covers
advances
covers
covers
advances advances
building gravitation.
the
gravitation.
gravitation.
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study Electric
study of
key ofmomentum
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of
ideas and
momentum and
and
momentum
andmagnetic
and
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magneticand
knowledge
and fields
introduces fields
fields
introduces
introduces areare
covered circular
are circular
in
circular
Electric and
and
physics. magnetic
oscillatory The fields first aresection
motion covered, and together
covers
advances with
gravitation.
the basic
study electromagnetic
Electric
of momentum and induction.
magnetic
and Electric
fields
introduces fields
are leads
circular
and
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covered,
and and oscillatory
physics.
into capacitors together
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with
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basic
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electromagnetic
covers covers
advances gravitation.
and gravitation.
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gravitation.
discharge Electric
induction.
induction.
induction.Electric
of
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through and
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momentumand magnetic
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and
a resistor. fields
fields
fields
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and
magnetic
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lead lead
lead
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into
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capacitors
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capacitors
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and oscillatory
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and together
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together how
how motion
quickly
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quickly
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and
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and they
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covers electromagnetic
charge
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charge gravitation.
electromagnetic and and
and
gravitation. discharge
induction.
discharge
discharge induction.
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induction.
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through
through
and Electric
Electric magnetic
a resistor.
aa
Electricfields fields
resistor.
resistor.
magnetic fields lead lead
fieldsinto
lead
fields into
are
into
are
generationcovered, and together
transmission with
of basic
alternating electromagnetic
current. induction. Electric fields lead into
Magnetic capacitors
covered,
capacitors
Magnetic
Magnetic
capacitors
covered, fields and
fields
fields and
together
lead
and
together how
lead
lead how
into
how with
quickly
into
into
with quickly
the
quickly basic
the
the
basic generation
they they
generation
generation
theycharge charge
electromagnetic
charge
electromagnetic and and
and and
transmission
discharge
and discharge
induction.
transmission
transmission
discharge
induction. ofof
throughthrough
ofElectric
alternating aafields
aaresistor.
alternating
alternating
through
Electric resistor.
fields lead into
current.
current.
current.
resistor. lead into
capacitors and how quickly they charge and discharge through resistor.
MagneticMagnetic
capacitors fields fields
and lead lead
how into into
quickly
the the
generation generation
they charge and and transmission
discharge
transmission of of
through alternating
a resistor. current.
3.4.1 3.4.1
3.4.1
3.4.1 Further Magnetic
capacitors
Further
Magnetic
Further
Further Mechanics
Mechanics
Mechanics
fields
and
Mechanics
fields lead lead
how into into
quickly thethe they generation
generation charge and and transmission
discharge
transmission ofalternating
of
through alternating
a resistor.
alternating current.
current.
current.
3.4.1 Magnetic
Magnetic
Further fields lead into the
fields lead into the generation and transmission of alternating current.
Mechanics generation and transmission of alternating current.
3.4.13.4.1
3.4.1 Further Further
Further Mechanics Mechanics
Mechanics
•• Momentum
•3.4.1
• Momentum
Momentum
Momentum
Further concepts
concepts
concepts
Mechanics concepts
3.4.1 • ForceFurther
Momentum
• •Force Momentum
as the
asasthe the Mechanics
concepts
rate rate concepts
ofof change
of change ofof ofmomentummomentum
•Force Momentum
Momentum
Force as the rate concepts
concepts
rate of change
change of momentum momentum
••Force ∆
Force (
Force
Momentum
Force
∆mv
∆
Momentum (as)
mv
mv as ) as
the
as the
the
rate
the rate
rate
concepts
of
rate
conceptsof change
ofof
change
change
change of of
of momentum
momentum
of momentum
momentum
FF = ==Force
F ( ∆ )
∆t∆ (mv
( mv
as )the rate
) )the rate of change of momentum of change of momentum
==(tmv
∆ mv
t∆
FF=Force F∆
=F ∆ (
as
)tt =∆= (∆∆mv
Impulse
Impulse
Impulse t∆
F == ∆t tt∆
∆F (∆mv
∆
mv
∆FF t∆)=
(mv
mv))
F
Impulse ∆ t F ∆ t (=
=(∆ ∆()(mv mv))
Impulse Impulse
Significance
Impulse
Significance
Significance
Impulse
Impulse
F
∆tFof∆ t
∆Ftof=
Fof
of ∆
=tarea
∆area
∆ttarea
∆
areamv mvunder
=of∆∆area mv
) ) a aforce-time
under
under
(under a force-time
force-time graph.
graph.
graph.
3 Principle
Significance
Impulse
Significance
Significance
Significance
Significance
Principle
Principle ofof of F ∆of
conservation =
of
area
of area under
conservation
conservation (
areamv
under ) under
under
ofof a of a
force-time
linear a
linear
linear aa force-time
force-time force-time
momentum
force-time graph.
momentum
momentum graph. graph.
graph.
graph. applied
applied
applied totoproblems
to problems
problems inin one
in one
one
dimension. Significance
Principle
Significance
Principle
Principle of of conservation of area
of conservation
of
conservation area under
conservation under
of of linear linearofaalinear force-time
linear
force-time
momentum momentum
momentum graph.
graph.
applied applied
to applied to
problems toinproblems
problems
problemsone in
dimension.one in one
one
dimension.
dimension.
Principle of conservation of linear momentum applied to problems in in
Principle of of momentum applied to one
Elastic
Elasticdimension.
Principle
dimension.
Elastic and
dimension.
Principle
Elastic and
and and inelasticof
inelastic
inelastic
of conservation
conservation
inelastic collisions;
collisions;
collisions;
collisions; ofof linear
explosions.
explosions.
explosions.
linear
explosions. momentum applied
momentum applied to to problems
problems in in one
one
dimension.
Elastic Elastic
dimension.
Elastic
dimension. and and
and inelastic inelastic
inelastic collisions; collisions;
collisions; explosions.
explosions.
explosions.
Elastic
• •• Circular
Circular
Circular and
motion motion
motion inelastic collisions; explosions.
• Motion Elastic
Circular
Elastic
Circular and
and motion
motion inelastic collisions;
inelastic collisions; explosions. explosions.
•
• • •Circular
Motion
Motion Circularinin inamotion
circular
aa circular
motion
circular path path
path atat atconstant constant
constant speed
speed
speed implies
implies
implies there
there
there isisanan
is anacceleration
acceleration
acceleration and and
and
Circular motion
•Motion
requires Motion
Motion
Circular
requires in
a inain
centripetal
a a
acircular
circular
motion
centripetal circular path
path
force. force.path
atatconstant at
constant constant speed speed speed
implies implies implies
there is anthere
there is anis
acceleration an acceleration
and requires
a centripetal
•requires Motion
Circular
Motion
force.
a in
in centripetal
amotiona circular
circular path force.path at at constant constant speed speed implies
implies there
there is is
anan acceleration
requiresrequires
Motion
requires
Motion aain in aaaacentripetal
centripetal centripetal
circularv vv force. path force.
force. at constantconstant speed speed implies implies there there is is an
an acceleration
requires
Angular
Angular
Angular
Angular
requires speedspeed
speed
speed a ωcircular
centripetal ω= == =
ω
centripetal 2==πpath force.
fππffforce.
2v22πf
at
v
Angularrequires
Angular
Angular
Angular speed
speed
aspeed
speed ωω=r=ω
centripetal ωrrv== 2vπ== force.
=vvr2fπ2f πf2 22
2πf
Angular speed speed ω r
ω= r
r= == 22ππvff vv
Angular
Centripetal
Centripetal
Centripetal acceleration
acceleration
acceleration a= = ωv22ω r22rr
rr aa ==rvar2rv=2==
Centripetal acceleration 2ω
Centripetal
Centripetal accelerationacceleration a = a = = 2rω v 2= ω22 r
Centripetal
Centripetal acceleration
acceleration 2 22 a =r vv=
2 =
ωr2ωr 2 r
Centripetal acceleration mvmv a2==r22 r == ω ω2 rr
Centripetal
Centripetal
Centripetal
Centripetal
Centripetal force force
force
force FF = == mv
acceleration
F 2=mv m
== ω am
2m ωr rrr 2
ω
Centripetal force mv
r
F mv mv2
r=r = 2mω
2
m ω2 rr
==ωm
2
Centripetal
Centripetal
Centripetal force
force force FF= = 2F 22= mv r2=not m r2ω r 2examined.
The The
The derivation
derivation
derivation
Centripetal offorce
of
ofa a= a= =vF /r
vv2 r=/r will
/r
r mv will
will
r =not
not m beω be
be examined.
2 r examined.
The Centripetal
The
The derivation
derivation
derivation force
of
ofofaof
a of=
== Fvav = 2/r
= = /r2/r
will 2
vwill not
2r/r will =
not mbe ω not
be r be examined.
examined.
examined.
• •• Simple The The derivation
derivation
harmonic a
motion a v v r/r
will will not not be be examined.
examined.
Simple
Simple The harmonic
harmonic
derivation motion
ofmotion
a= = v22/r /r will will not not be be examined.
examined.
The
Simple
•Characteristic derivation harmonic of a motion v
• •Simple
• •Characteristic
Simple
Characteristic
Simple
Simple harmonic features
harmonic
harmonic
harmonic features
features motion
motion of
motion
motion of
of simplesimple
simple harmonic
harmonic
harmonic motion.
motion.
motion.
• Characteristic
Simple
Characteristic harmonic features features motion of 2of22simple
simple harmonicharmonic motion. motion.
Characteristic
Simple
•Condition
Condition
Characteristic
Characteristic
Condition forfor harmonic
for shm: shm:
shm: features
features
featuresa= aa − (of−2−(πsimple
==motion 22fππ)of
of ffsimple)x simplexxharmonic harmonic
harmonic motion.motion. motion.
(A2f2πA(A()2f2−22π)simple
x2ff x2))2 22xx harmonic
Characteristic
Condition
Characteristic
Condition for forshm:for features
shm: a a= =−aa(−=
features =π−−of
22πf of2πsimple 2 harmonic motion. motion.
Condition
Condition forshm: shm:
x =xxCondition
=A cos
A cos
=Condition
A cos2π22ftππftftforand and
and
shm:
for shm: v shm: aa == −−((222ππff ))222xx 2
=
vv ±
== 2 ±±π 2 f
2 ππf f x−− xx
2
Condition for
Graphical
GraphicalxxA=
xGraphical
x= =A
= AA2cos
cos cos
π2ft 2ft2ππand
cosrepresentations ftftandand
πrepresentations
representations v v= =±vv2±==π2f±π±2flinking
and 2ππAff 2−AAx2 −−2 xx2
2πf A −2 xx, xxv2,, , vva
linking
linking ,, aaand andt .tt ..
and
Graphical
x x == AAcos
Graphical 22ππftftrepresentations
cosrepresentations and vv == ±±22ππlinking
and f f AAlinking 2 − x2 x, v, a and t .
− xx , v , a and t .t . t .
Velocity Graphical
Graphical
Velocity
Velocity
Graphical as gradient representations
representations
as representations
as gradient of
gradient of displacement-time
linking
of displacement-time
displacement-time linking
x , v
linking x, v, a graph. , a x
and , v
t., aand
graph.
graph.and
VelocityGraphical
Velocity
Graphical as as representations
gradient gradient
representations ofof of displacement-time
displacement-time linking
linking xgraph. x , v ,
, v, graph.a and
agraph. graph.
and tt ..
Maximum Velocity
Velocity
Velocity
Maximum
Maximum asspeed
as
speed as
speed gradient
gradient
gradient = == 2πfA. of
2πfA.
2πfA. of
displacement-timedisplacement-time
displacement-time graph.
Velocity
Maximum as gradient
speed 2πfA.of displacement-time graph.
Velocity as gradient 2πfA===2πfA. of displacement-time graph.
2
Maximum
Maximum Maximum
Maximum
Maximum
Maximum
Maximum speed speed
acceleration speed
acceleration
acceleration
speed ===2πfA. 2πfA. (2πf
== (2πf
(2πf ) A. ))22A.A. 2
Maximum
Maximum acceleration
speed = 2πfA.
==(2πf) = 2(2πf
A) A.2 ) A.
MaximumMaximum acceleration
acceleration
=(2πf
2
Maximum
Maximum
Maximum speed
acceleration
acceleration = 2πfA. = (2πf
(2πf )2A. )2A.
• •• SimpleSimple
Simple Maximum harmonic
harmonic
harmonic accelerationsystems
systems
systems = (2πf ) A.
• •Study
Simple
Study Maximum
Simpleof harmonic
mass-spring acceleration
harmonic systems
system. systems = (2πf )2A.
• • • Study Simple
Simple
Simple of
of mass-spring
harmonic
mass-spring
harmonic
harmonic systems system.
systems
system.
systems
Study
Simple ofharmonicmass-spring
harmonic systems system.
••Study
StudyStudy
Simple
Study
ofof
m mm mass-spring
ofofof mass-spring
mass-spring
mass-spring
system.
systems
system. system.system.
T T= 2 Study
π
T ==Study22ππ m mass-spring system.
T =k2mπmofmmass-spring system.
2π2=π2kπk m
T T= =T
Study mkk pendulum.
kπksimple
Study
StudyTT of 2simple
== 2of
of
π simple pendulum.
pendulum.
Study Study
Study of ofk simple
simple
k pendulum.
pendulum.
Study
T TT
== π
2=Study
l ofll of simple
simple pendulum.
pendulum.
Study
22ππ ofofsimple
Study l simple pendulum.
pendulum.
T =g2lggπlofl simple pendulum.
T T= =T2π2=π2π lg
g g of
lgkE
TT == 22ππof
Variation
Variation
Variation ofE , kE
E
g of
Eand
k,, pE and
pp and total energy
total
total energy
energy with displacement,
with
with displacement,
displacement, andand
and with time.
with
with time.
time.
Variation
Variation
Variation g
ofofEof
k,kE
E , E
pk,pand
Eand and
totaltotal energy
energy with with displacement,
displacement, and and
withwith
time.time.
p and total energy with displacement, and with time.
k p
Variation E ,E total energy with displacement, and with time.
Variation
Variation
Variation of of of E ,
Ek,EEkkp, and E and
Epp and total
totaltotal
energyenergy
energy with displacement,
with displacement,
with displacement, and with time.
and with time.
and with time.
14
A specification for• first teaching

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Qualitative treatment of free and forced vibrations.
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s and satellites
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for an orbiting satellite.
fdaspeed related to radius
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ations for an orbiting satellite.
sgeosynchronous orbit. • Coulomb’s law
w 1 Q1Q 2
Force between point charges in a vacuum F = where ε0 is the
1 Q1Q 2 4πε 0 r 2
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on for first teaching 2008: version d 0.2, draft submitted to QCA (July 2007)
on for first teaching

• 2008: version
Electric0.2,potential
draft submitted to QCA (July 2007)
Understanding of definition of absolute electric potential, including zero value at infinity, and of electric
New GCE Physicsdifference.
potential A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
definition of absolute
New GCEelectric
Physics Apotential, including
specification zero value
for first teaching 2008:at
tric potential
rst teaching difference.
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version 0.2, done in moving
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definition of absolute electric potential, including zero value at
ng charge Q given by ∆W = Q ∆V
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having many V with r. in common.
characteristics
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law fields having fields
attract or repel.
many characteristics in common.
and gravitational fields Similarities; inverse square law attract
fields having many may characteristics in common.
itance;
are law fields having many Differences;
characteristics masses always
in common. but charges attract or repel.
3.4.4 Capacitance
Differences; masses always attract but charges may attract or repel.
ays attract but charges may attract or repel.
3.4.4 Capacitance
citance; 3.4.4 Capacitance
• • Capacitance
Capacitance
• Capacitance
Definition
Definition of capacitance;
of capacitance;
a capacitor
½ Definition
Q V and interpretation of area of capacitance;
Q under a graph of charge against
e;
y a capacitor CQ =
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Q/C • theirCapacitor discharge
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ment of capacitor discharge, Q = Q e
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their representation
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o
representation from of charging
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graphical and discharging
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n have experience
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ment of capacitor discharge, Time Q
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including datalogger
their determination from graphical
their determination data.
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treatment constants of
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nsity
f capacitor discharge, QCandidates
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experience wireofinthea magnetic
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nsity to Candidates
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experience of the use of a voltage sensor and datalogger to plot discharge
a capacitor.
dforis perpendicular
a capacitor. 3.4.5 to current.
Magnetic
curves Fields
for a capacitor.
t-carrying wire in a magnetic
3.4.5 Magneticfield. Fields
d rule.
d is perpendicular to •ofcurrent.
Magnetic flux density
ity B and definition • the
Magnetic teslaflux density
d rule. Force on a current-carrying wire in a magnetic field.
naB
sity magnetic Force
field of the
and definition F = on
tesla
B I al, current-carrying
when field is wire in a magnetic
perpendicular field.
to current.
ing wire in a magnetic F = field.
B I l, when field is perpendicular to current.
particles moving in a magnetic Fleming’s field.
left hand rule.
in a magnetic
rpendicular field Fleming’s
to current. leftflux hand rule. B and definition of the tesla
field is perpendicular to velocity.
Magnetic density
particles moving in a magnetic field. B and definition of the tesla
rticles; application inMagnetic devices such flux density
as the cyclotron.
e
and field is perpendicular
definition of16the•tesla to velocity.
Moving charges in a magnetic field
d flux linkage
articles; application • inMoving Forcecharges
devices on such chargedasin theaparticles
magnetic
cyclotron. field in a magnetic field.
moving
agnetic field Force on charged particles moving in a magnetic field.
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. 3
Flux and flux linkage passing through a rectangular coil rotated in a magnetic field:
flux linkage NF = BAN cosθ where θ 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.
f
Magnitude of induced emf = rate of change of flux linkage =
New
New GCE
GCE Physics
Physics AA specificationforforfirst
specification firstteaching
teaching2008:
2008:version
version0.2,
0.2,draft
draftsubmitted
submittedtotoQCA
QCA(July
(July2007)
2007)
Applications such as a moving straight conductor.
Emf induced in a coil rotating uniformly in a magnetic field:
ε =BAN
ε= BANωsin sinωωtt
Eε = ω
BANω sin ω ωtt
Theoperationofofaaatransformer;
operation
Theoperation of transformer;
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efficiency /IpV p
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Causesofofinefficiency
ofinefficiency ofofaatransformer.
inefficiency of atransformer.
Causes of inefficiency of a transformer.
Transmission of electrical power at high voltage.
Transmissionofofelectrical
Transmission electricalpower
poweratathigh highvoltage.
voltage.
Transmission of electrical power at high voltage.
17
New GCE
New
New Physics
GCE
GCE A specification
Physics
PhysicsAAspecification forfor
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forfirst
first 2008:
teaching
teaching version
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version draft
0.2,
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draft
submittedto to
submitted QCA (July
toQCA
QCA 2007)
(July
(July2007)
2007)
3.5 Unit 5 PHA5A-5D Nuclear Physics,Thermal Physics and an
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ofsecond
from part
part of
part
the ofof
nucleus.
unstable
In the second nuclei
part of andathow
Section
the
A, the
characteristics
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obtained of ofthefrom nucleus,
materials the and the
nucleus. properties
the properties In the and secondnature part of are
of gases
section
unstablesection
section A, A,the
A, thethethermal
thermal
thermal properties
properties
properties ofmaterials
of materials
materials and and
and the the properties
the properties
properties andand
and nature
nature
nature of of
of
studied
gases innuclei
section depth.
are
A, theandthermal
studied
how energy
inindepth.
properties is obtained of materials from the and nucleus.
the properties In the second and nature part ofof
section gases
gases
A, the areare studied
thermalstudied indepth.
properties depth.of materials and the properties and nature of
gases are studied in depth.
gases Section
Section B offers
Section
Section
are B Boffers
studied
an
B offersin an
opportunity
offers an opportunity
an
depth.
to study one
opportunity
opportunity toto study
to the one
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study following
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ofoptional topicsoptional
following
following tooptional
gain deeper
optional topics
topics
topicstotogain
understanding
gain and
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awareness of aBselected
offers an opportunity
branch of physics: to study one of the following optional topics to gain
deeper
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deeper
B offers understanding
understanding
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an opportunity and and and awareness
awareness
awareness ofof aofaselected
aselected
selected branch
branch
branch ofofphysics;
ofphysics;
physics;
A A
deeper
Astronomy
understanding
and cosmology
andto study one
awareness ofofathe following
selected branch optional of physics;topics to gain
deeper AAunderstanding Astronomy
Astronomy
Astronomy and and and and
awareness cosmology,
cosmology,
cosmology, of a selected branch of physics;
A Astronomy and cosmology,
AB B. B.B. Astronomy
Medical
B.
PhysicsMedical
Medical
Medical
Medical
Physics,
and Physics,
Physics,
cosmology,
Physics,
C C C
B.C Applied Medical
Physics Applied
Applied
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Physics, Physics,
Physics,
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C Applied Physics,
CD D D
DD Applied
Turning
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inin Physics.
inPhysics.
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D Turning Points in Physics.
Nuclear
Nuclear
Nuclear
Nuclearandand and Thermal
Thermal
Thermal Physics
Physics
Physics
3 Nuclear andand Thermal Thermal Physics Physics
Nuclear
3.5.1 and Radioactivity
3.5.1
3.5.1 Thermal
Radioactivity
Radioactivity Physics
3.5.1 Radioactivity
3.5.1 Radioactivity
3.5.1 • Radioactivity
•• Evidence
Evidence
Evidence for for the
for thethenucleus
nucleus
nucleus
Evidence for the nucleus
• Qualitative
•
Evidence Qualitative
Qualitative
Evidence for the studystudy
forstudy of
the
nucleus Rutherford
ofof Rutherford
nucleusRutherford scattering.
scattering.
scattering.
• Qualitative study of Rutherford scattering.
• Qualitative
•• α,αQualitative
βα, ,βand
βandstudy
and γstudy
γ radiationof Rutherford
γradiation of Rutherfordscattering.
radiation scattering.
• α, β and γ radiation
Their
Their
Their γβproperties
properties
properties and and
and experimental
experimental
experimental identification
identification
identification usingusing
using simple
simple
simple absorption
absorption
absorption
• • α, β experiments;
and
Their
α,
experiments;
radiation
properties
and γ applications
experiments; radiationand experimental identification using simple absorption
applications
applications e.g.e.g. to
e.g. torelative
to relative
relative hazards
hazards
hazards of ofexposure
of exposure
exposure to tohumans.
tohumans.
humans.
Theirexperiments;
properties andand
Their propertiesapplications
experimental
experimental e.g.identification
to relative using
identification
using
hazards simple
simple
of absorption
exposure absorption to humans.applications e.g.
experiments;
experiments; applications e.g. to relative hazards k k k
TheThe
toThe inverse
inverse
inverse
relative square
hazards square
squareof law
exposurelawlaw forfor γ toradiation,
for γ γhumans.
radiation,
radiation, I =I I==k of ,exposure
, including
,including
including itsto
its its humans.
experimental
experimental
experimental
The inverse square law for γ radiation,kI = x 2x2x2 ,2 including its experimental
The inverseThe inverse square square lawlaw forforγ γradiation, radiation, I = 2 , including x its experimental
verification;
verification;
verification; applications,
applications,
applications, e.g.
e.g.
e.g.totosafe
tosafesafe handling
xhandling
handling ofofradioactive
ofradioactive
radioactive sources.
sources.
sources.
verification; applications, e.g. to safe handling of radioactive sources.
Background
Background
Background
including
verification; its radiation;
radiation;
radiation;
experimental
applications, e.g. examples
examples
examples
verification;
to safe handling of ofits
of itsorigins
its
applications,origins
origins and
e.g. and
and
of radioactiveto experimental
experimental
safeexperimental
handling
sources. ofelimination
elimination
elimination
radioactive from
from
from
sources.
Background radiation; examples of its origins and experimental elimination from
calculations.
calculations.
Background calculations.
Background radiation; radiation; examples examplesofofits its origins
origins and andexperimental
experimental elimination elimination from calculations.
from
calculations.
• calculations.
•• Radioactive
Radioactive
Radioactive decay
decay
decay
• Random
• Radioactive
Radioactive decay
decay
Random
Radioactive Random nature
nature
decay nature ofofradioactive
ofradioactive
radioactive decay;
decay;
decay; constant
constant
constant decay
decay
decay probability
probability
probability ofofaofa given
agiven
given
• Random
Random nature
nature of of radioactive
radioactive decay; decay;constant constant
decay decay probability
probability of a given of a given
nucleus;
Randomnucleus;
nucleus;
nucleus;
nature of radioactive decay; constant decay probability of a given
nucleus;
∆
nucleus; N ∆ ∆NN
∆N= = - =λ- -λ
N,λN, NN,N =N= N=oNN eo-λo0e-λt-eλt-λt t
∆N ∆∆t∆t∆t t = - λ N, N = N oe
-λ t
= - λ N, N = N e
AA =A= λ=λNλNN
∆t Use Use Use ofofofactivity
of activity
activity
Use activity o
Use of activity A = λ N
Use Half
ofHalf activity AT1/2= ln 2
λ Nlnln22; ;determination
Half life,
life, T1/2
life, T 1/2==ln 2; determination
= determination fromfrom
from graphical
graphical
graphical decay
decay
decay data data
data
Half
Half life,life, T1/2 =
ln 2 λλλλ;; determination determination from from graphical decay data
Half including
life,
includingT1/2 =decay
including decay ; curves
determination and log from
graphs; graphical
applicationsdecay data e.g. relevance totostorage ofofof
including
graphical decay
decayλdecay data
curves
curves
curves including
and
and
anddecay
log
log graphs;
log graphs;
graphs;
curves
applications
applications
applications
and log graphs;
e.g.
e.g.
e.g. relevance
relevance
relevance
applications e.g.
tostorage
storage
to storage
relevance to of
storage of
radioactive
includingradioactive decay waste,
radioactive waste,
waste,
curves radioactive
andradioactive
radioactive
log graphs; dating.
dating.
dating.
applications e.g. relevance to storage of
radioactive
radioactive waste,
waste, radioactive
radioactive dating. dating.
• radioactive
•• Nuclear
Nuclear
Nuclear waste,
instability radioactive dating.
instability
instability
• Graph Nuclear instability
• Nuclear Nuclear
Graph
Graph of N
of
of
instability Nagainst
instability
N against
against ZZ for Zfor stable
for stable
stable nuclei.
nuclei.
nuclei.
• Graph of N against Z for stable nuclei.
Possible
Possible
Possible
Graph
of N against ofdecay
Ndecay
decay
against modes
modes
modes
Z for ofofunstable
stable nuclei. nuclei
ofnuclei.
unstable
unstable nuclei
nuclei including
including
including α,α, βα,+β,+β+β,+-,β-and
β- -and
andelectron
electron
electron capture.
capture.
capture.
Graph Possible decayZ modes for stable of unstable nuclei including α, β , β and electron capture.
Changes
Possible Changes
Changes
Possible of
decay
decayofmodes ofNof Nand
N and
and
modes Z Zcaused
Z ofcaused
caused
unstable by by radioactive
by
nucleiradioactive
radioactive
including decay
decay
α,decay
β +
,
α, β andand
β+and
– and
and-representation
, β and representation
representation
electron capture. in simple
in
in simple
simple
Changes N andof Z causedunstablebynuclei including
radioactive decay electron capture.
representation in simple
decay
Changes decay
decay
Changes ofequations.
Nequations.
equations.
and
of N Z
and Z
caused caused by byradioactive
radioactive decay
decay and
and representation
representation in simplein simple
decay equations.
decay equations.
decay Existence
equations. of nuclear excited states; γ ray emission; application e.g. use of technetium-99m as a γ
Existence
Existence
Existence
source ofofnuclear
in medical ofnuclear
nuclear
diagnosis.excitedexcited
excited states;
states;
states; γ rayγ γray emission;
ray emission;
emission; application
application
application e.g.
e.g. use
e.g. use
useofofof
Existence of nuclear excited states; γ ray emission; application e.g. use of
technetium-99m
Existencetechnetium-99m
technetium-99m
of nuclear excited as as a
as aγ a source
γ γsource
source
states; in in inmedical
in
γ ray medical
medical
emission;diagnosis.
diagnosis.
diagnosis.
application e.g. use of
technetium-99m as a γ source medical diagnosis.
technetium-99m as a γ source in medical diagnosis.
18
Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
• version
or first teaching 2008: Nuclear
0.2, draftradius
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 approach of alpha particles and determination of
diffraction; knowledge of typical values.
radius from electron diffraction; knowledge of typical values.
Dependence of radius on nucleon number
Dependence of radius on nucleon number
rom closest approach of R= alpha
ro0 A1/3particles and determination of
nderived
diffraction;
fromknowledge
experimentalof typical
derived data. values.
from experimental data.
us on nucleon
Calculation numberCalculation
of nuclear density. of nuclear density.
R = ro A1/3
Nuclear
mental data. Energy
3.5.2 Nuclear Energy
ar density.
Mass and energy
2
Appreciation that • E = mc
Mass applies to all energy changes.
and energy
Simple calculations onAppreciation
mass difference that E =and bindingtoenergy.
mc2 applies all energy changes.
Atomic mass unit, u; Conversion of units; 1 u = 931.3 MeV.
Simple calculations on mass difference and binding energy.
= mc2 applies
Graph to allbinding
of average energy energy
changes. per nucleon against nucleon number.
on massand difference Atomic
and binding unit, u; conversion of units;
massenergy.
Fission fusion processes.
;Simple
Conversion of units;
calculations 1 u nuclear
from = 931.3 MeV. masses of energy released in fission and fusion 3
inding energy
reactions. per nucleon
Graphagainst
of average nucleon
bindingnumber.
energy per nucleon against nucleon number.
processes. Fission and fusion processes.
Induced
from nuclearfission
masses Simple
of energy released in fissionmasses
and fusion
Induced fission by thermal calculationspossibility
neutrons; from nuclearof a chainofreaction;
energy released
criticalin mass.
fission and fusion reactions.
The functions of the moderator, the control rods and the coolant in a thermal
nuclear reactor;• factors Induced
affectingfission
the choice of materials for the moderator, the
hermal
control neutrons;
rods and the possibility
Inducedof
coolant anda chain
examples
fission reaction;
by thermal critical
ofneutrons;
materials mass.
used; of
possibility details
a chainofreaction;
particular
critical mass.
moderator,
reactors are the
not control
required.
Therods and the
functions coolant
of the in a the
moderator, thermal
control rods and the coolant in a thermal nuclear reactor; factors
tors affecting the choice of materials
affecting the choiceforofthe moderator,
materials the
for the moderator, the control rods and the coolant and examples of
eSafety
coolantaspects
and examples materials used; details
of materials used;ofdetails
particularof reactors are not required.
particular
Fuel
uired.used, shielding, emergency shut-down.
Production, handling• and
Safetystorageaspectsof radioactive waste materials.
g,Thermal Physics Fuel used, shielding, emergency shut-down.

emergency shut-down.
Production, handling and storage of radioactive waste materials.
gThermal
and storage of radioactive waste materials.
energy
Calculations involving change of energy.
3.5.3 Thermal Physics
For a change of temperature; Q = m c ∆θ where c is specific heat capacity.
Q = m l where
For a change of• state;Thermal energy l is specific latent heat.
ng change of energy.
Ideal gases
mperature; Q = m c ∆θ Calculations involving change
where c is specific of energy.
heat capacity.
Gas laws as experimental
For a relationships
change of between
temperature;
te; Q = m l where l is specific latent heat. Q p,mc∆T
= V, T ,and mass.
where c is specific heat capacity.
Concept of absolute zero of temperature.
For a change of state; Q = m l, where l is specific latent heat.
Ideal gas equation as pV = nRT for n moles and as pV = NkT
mental relationships
for N molecules.• between p, V, T and mass.
Ideal gases
eAvogadro
zero of temperature.
constant NAGas constant Rrelationships
, molar
lawsgas
as experimental , Boltzmann p, V,k.T and mass.
constant
between
as pV =mass
Molar nRT for
andn molecular as pV = NkT
moles andmass.
Concept of absolute zero of temperature.
Molecular
N kinetic theory model
Ideal gas equation as pV = nRT for n moles and as pV = NkT for N molecules.
A, molar gas constant R, Boltzmann constant k.
Explanation
lecular mass.of relationships
Avogadro constantpN
between , AV, molar
and Tgasin constant
terms ofRa, Boltzmann
simple molecular
constant k.
model. Molar mass and molecular mass.
heory model 1
Assumptions
ionships leading
between p, Vto and
and in terms ofofa pV
T derivation simple N m c2rms
= molecular
3
2 1 3 3RT
Average molecular of
kinetic 1 2 m c rms = kT =
g to and derivation pV = energy
N m c2rms 2 2 NA
.
3
1 2 3 3RT
kinetic energy 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
New Physics A specification
specification for first
first teaching 2008:
2008: version 0.2,
0.2, draft submitted
submitted to QCA
QCA (July 2007)
2007)
New GCE
GCE Physics A
A specification for
for first teaching
teaching 2008: version
version 0.2, draft
draft submitted to
to QCA (July
(July 2007)
3.5
3.5 Options
Options
3.5
3.5 Options
Options
3.5 Options
Unit 5A Astrophysics
Unit 5A
Unit 5A Astrophysics
Astrophysics
Unit 5AUnit 5Aoption,
InAstrophysics
this Astrophysicsfundamental physical principles are applied to the study and
In this this option,
interpretation option, fundamental
fundamental
of the Universe. physical
Students principles
will aredeeper
gain appliedinsight to the study study and
In
In this
In this option, option, fundamental
fundamental physical physical
principlesphysicalare applied principles
principlesto the are
are
study applied
applied to the into
to the
and interpretation studyoftheand
and
the behaviour
Universe.
Candidatesinterpretation
of objects
interpretation
will gain at
deeper of
great
of the
the
insight Universe.
distances
Universe.
into the fromStudents
Students
behaviour Earth of will
and
will
objects gain
discover
gain at deeper
deeper
great the insight
ways
insight
distances ininto
into
from whichthe
the
Earth behaviour
information
behaviour
and discover the
interpretation of the Universe. Students will gain deeper insight into the behaviour
of
from
of
ways in which objects
objectsthese
information atobjects
at great
greatfrom distances
can
distances
these beobjects from
gathered.
from can Earth
Earth
be The and
and
gathered. discover
underlying
discover
The the ways
physical
the
underlying ways in which
in
physical which
principles information
of the
information
principles of the optical
of objects at great distances from Earth and discover the ways in which information
and other from devices
optical these used objects
andobjects are covered
other devices can be
and gathered.
some indication The isunderlying
given of the physical
new principles
information gained ofbythe
the use of
from
from these
these objects can
can be beused gathered.
gathered. are covered The and some
The underlying
underlying indication
physical
physical given ofof
principles
principles ofthethenew
the
optical
radio astronomy.
information
optical and
Details
and other
of
gained devices
particular
by theused used
sources
use of are
and covered
their
radio mechanisms
astronomy.and some
are not
Detailsindication
required. given
of particular of the
sources new
optical and other
other devices
devices used are
are covered
covered and
and some some indication
indication given
given of of the
the new
new
information
and
information their gained by
mechanisms
gained by the the
are use
usenot of radio astronomy.
required.
of radio astronomy. Details Details of of particular
particular sourcessources
information gained by the use of radio astronomy. Details of particular sources
A.1.1 and
Lenses
and their theirand Optical Telescopes
mechanisms
mechanisms are not required.
are required.
A.1.1 and Lenses theirand mechanisms
Optical Telescopes are not not required.
Lenses and
A.1.1 Lenses
A.1.1 and Optical
Optical Telescopes Telescopes
• • Lenses
A.1.1 Lenses and Optical Telescopes
Lenses
••• Lenses
Principal
Principal focus,
focus, focal length
focal of converging
length of converging lens. lens.
Lenses
Principal
Formation
Principal focus,
of focal
images length
by a of converging
converging lens. lens.
Principal focus,
Formation focus, focal
of images focal length
by a length of
converging of converging
converging lens.
lens. lens.
Formation
Raydiagrams.
Formation diagrams. of
of images by a converging lens.
Ray
Formation of images
images by by aa converging
converging lens. lens. 3
Ray
Ray 1 diagrams.
diagrams.
1 1
Ray+ diagrams. =
1u11 + 111v = 111f
+
+ = =
uuu vvv fff
Astronomical
• •• Astronomical telescope consisting
telescope consisting of of twotwo converging
converging lenses lenses
Astronomical
Ray
•• Astronomical diagram to telescope
show
telescope the consisting
image
consisting formation of
of two
two in converging
normal
converging adjustment. lenses
lenses
Astronomical
Ray diagram to show telescope
the image consisting
formation of two converging
in normalinadjustment. lenses
Ray
Angular
Ray diagram
diagram to show
magnification
to the image
in normal formation
adjustment. normal adjustment.
Ray
Angular diagrammagnificationto show
show in
the
the
normal
image
image
adjustment.
formation
formation in
in normal
normal adjustment.
adjustment.
Angular
Angular magnification
magnification
angle subtended in
in normal
normal
by adjustment.
image adjustment.
at eye
Angular
M= magnification in normal adjustment.
anglesubtended
angle subtendedby by imageat at eye
MM == angle angle subtended
subtended by object by image
image at eye
at unaided eye eye
M = angle subtended by object at unaided eye
Focalangle angle lengthssubtended
subtendedof theby by object
object at unaided eye
lenses. at unaided eye
Focal
Focal
Focal f lengths
lengths
lengths of of
the
of the
lenses.
the lenses.
lenses.
Focal lengths of the lenses.
M = f oo
M= ff
f o
M
M == foee
ff ee
• Reflecting telescopes
• Reflecting
• Reflecting
Focal point telescopes
of concave mirror.
telescopes
• • Reflecting telescopes
telescopes
Focal
Cassegrain
Focal point
point of
of concave mirror.
arrangement
concave mirror.
using a parabolic concave primary mirror and convex
Focalpoint
Focal point of of concave
concave mirror. mirror.
Cassegrain
secondary
Cassegrain arrangement
mirror,
arrangement ray diagram usingto
using aaa parabolic
parabolic
show concave
pathconcave
of rays through primary the
primary mirror
mirror and convex
telescope
and as far as
Cassegrain
Cassegrain arrangement
arrangement using using
a parabolic parabolic
concave concave
primary primary
mirror and mirror
convex and convex
convex
secondary mirror, ray
secondary
the eyepiece. mirror, ray
ray diagram
diagram to
to show
show path
path of
of rays
rays through
through the
the telescope as far as
secondary
secondary
diagram to
mirror,
mirror,
show path ray
of diagram
rays through tothe show path as
telescope of far
rays as through
the eyepiece.the telescope
telescope as as farfar as
as
the
Relative
the eyepiece.
eyepiece. merits of reflectors and refractors including a qualitative treatment of
the
Relative eyepiece. merits of reflectors and refractors including including
a qualitativeatreatment of spherical andof chromatic
Relative
spherical
Relative merits of reflectors
and chromatic
merits of and refractors
aberration. qualitative treatment
Relative
aberration. merits of reflectors
reflectors and
and refractors
refractors including including aa qualitative
qualitative treatment treatment of of
spherical and
spherical and chromatic
chromatic aberration.
• spherical
Resolving and power chromatic aberration. aberration.
Resolving
• ••• Resolving
Resolving
Appreciation power
power
of diffraction pattern produced by circular aperture.
power
Resolving power
Appreciation
Resolving power
Appreciation of ofof diffraction
of telescope, pattern Rayleighproduced by circular
criterion, circular aperture.
Appreciation
Appreciation of diffraction
diffraction
diffraction pattern pattern
produced
pattern produced
producedby circular by circular aperture.
byaperture. aperture.
Resolving
Resolving λ power
power of
of telescope,
telescope, Rayleigh
Rayleigh criterion,
criterion,
Resolving
Resolving
θ≈ λ power of telescope, Rayleigh criterion,
power of telescope, Rayleigh criterion,
θ ≈ λD
λ
θθ ≈≈ D
D
D coupled device
• Charge
• Charge
Use of CCD coupled to capture device
• Charge
Charge coupled
coupled deviceimages.
device
• • Use Charge
Use
Structure of coupled
CCD and to device
capture images.
Use of
of CCD CCD tooperation
to capture
capture images. of the charge coupled device:
images.
Structure
Use
A
Structure of
CCD CCD is and
to operation
capture
silicon chip images. of theinto
divided charge picture coupled
elements device: (pixels).
Structure and operation of the
and operation of the charge
charge coupled
coupled device:
device:
A
Incident
Structure
A CCD
CCD is
and
is silicon
photonsoperation
silicon chip
cause
chip of divided
the electrons
divided charge into
into picture
to
coupled
picturebe elements
released.
device:
elements (pixels).
(pixels).
A CCD is silicon chip divided into picture elements (pixels).
Incident
The CCDnumber photons of chip cause
electrons electrons
liberated to be be released.
Incident
A
Incident is aphotons
silicon
photons cause
causedivided electrons
into picture
electrons toiselements
to beproportional
released.
released. (pixels).to the intensity of the light.
The
These
The number
number electrons of
of electrons
areelectrons
electrons trapped liberated
toinbe
liberated is
‘potential
is proportional
wells’ into to
the the
CCD. intensity of the the light.
Incident
The number photons ofcause
electrons liberated is proportional
released.
proportional to the
the intensity
intensity of of the light.
light.
These
An number electron electrons
of pattern
are trapped in ‘potential wells’ in the CCD.
These
These
The electrons
electrons electronsareis
are built upis
trapped
trapped
liberated inwhich
in ‘potential
‘potential
proportional is identical
wells’
wells’ intothe
in
to the intensity theCCD.
the image
CCD.
of formed on the CCD.
the light.
An
When electron exposure pattern is built up up which
which is identical to the image image formed on the CCD.CCD.
An
An
These electron
electron
electrons are is
pattern
pattern complete,
is
trappedis built
built up the
in 'potentialwhich charge is
wells' inistheprocessed
is identical
identical CCD. to
to the
the imageto giveformed an image.
formed on
on the
the CCD.
When
Quantum
When exposure
efficiency
exposure is
is complete,
of up
complete, pixel the
>the70%. charge
charge is processed to give an image.
When
An electron exposure
pattern is built
is complete, which the chargetois
is identical istheprocessed
processed
image formed to
to give
give
on the an
anCCD.image.
image.
Quantum
Quantum efficiency
efficiency of pixel
of pixel >> 70%.
70%.
21
When exposure is complete, the charge is processed to give an image.

New GCE
A.1.2 Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCENon-optical Telescopes
Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
• Single dish radio telescopes, I-R, U-V and X-ray telescopes
A.1.2 Non-optical
Similarities Telescopes
and differences compared to optical telescopes including structure, positioning and use,
A.1.2 Non-optical
Non-optical Telescopes
Telescopes
A.1.2 including comparisons of resolving and collecting powers.
• Single dish radio telescopes, I-R, U-V and X-ray telescopes
•• Single
Single dish
dishand radio
radio telescopes,
telescopes, I-R,
I-R,U-VU-V and X-ray telescopes
Similarities differences compared toand X-ray
optical telescopes
telescopes including structure,
A.1.3 Similarities
Classification and of Stars compared to optical telescopes including structure,
differences
Similarities
positioning and and differences
use, including compared
comparisonsto optical telescopes
of resolving andincluding
collectingstructure,
powers.
positioning
positioningand anduse, use,including
includingcomparisons
comparisonsof ofresolving
resolvingand andcollecting
collectingpowers.
powers.
Classificationby
A.1.3 Classification
• of luminosity
Stars
A.1.3 Classification
Classification ofof Stars
Stars
A.1.3 Relation between brightness and apparent magnitude.
• Classification by luminosity
•• Classification
Classification
Relation between
by luminosity
by brightness
luminosityand apparent magnitude.
• Relation
Relationbetween
Apparent magnitude,
between brightness
brightness m and andapparent
apparentmagnitude.
magnitude.
Apparent
• Relation between magnitude,
intensity m apparent magnitude.
and
3 •• Apparent
Apparent magnitude,
magnitude, mm and apparent
Relation between
Measurement of m from intensity
photographic magnitude.
plates andmagnitude.
distinction between photographic and visual
Relation
Relation
Measurement between
between of intensity
mintensity
from and
and apparent
photographicapparent magnitude.
plates and distinction between photographic
magnitude not required.
Measurement
Measurement
and visual magnitude
ofofmmfrom from photographic plates
notphotographic
and distinction between photographic
required. plates and distinction between photographic
and visual magnitude
and visualmagnitude,
magnitude not required.not required.
Absolute magnitude, M
• • Absolute M
Absolute
•• Parsec
Absolute
Parsec andand year.year. M
magnitude,
magnitude,
light light M
Parsec
Definition
Parsec
Definition
and
and
of M, oflight
light year.
M, relation
relation year.to m to m
Definition of M,drelationto
Definition of M , relation tomm
m – M = 5 log dd
mm––M M==55log log 10 10
10
Classificationby
• •• Classification
Classification bytemperature,
temperature, black black bodybody radiation
radiation
Classification by temperature,
byWien’s
temperature, black
blackbodybodyradiation
radiation
Stefan’s law and
• Stefan's displacement law.
Stefan’s
Stefan’s law
law and and Wien’s
Wien's displacement
displacement law. law.
General law shape andof Wien’s
black body displacement law.
curves, experimental verification is not required.
General
General shape
General shape of
of black
shape displacement black
bodybody
of black body law
curves, curves, experimental
experimental
curves,
verificationverification
experimental isisnot
is not required.
verification notrequired.
required.
Use of Wien’s to estimate black-body temperature of sources
Use
Use
Use of
of Wien’s
Wien's displacement
displacement law -3tolaw
law to estimate black-body temperature ofsources
to
estimateestimate black-body
black-body temperature temperature
of sources of
λmaxTof=Wien’s
constant displacement
= 2.9 × 10-3 mK. sources
λλmax TT==constant
constant = 2.9 × 10 mK.
× 10-3 mK. in its application.
= 2.9assumptions
Inverse
max square law,
Inverse
Inverse square
square law,
law, assumptions ininits application.
Use ofsquare
Inverse Stefan’s law,law law assumptions
to estimate
assumptions areaitsneeded
in itsarea application.
application. for sources to have same power
Use
Use of
ofStefan’s
Stefan’s law to estimate needed for sources to tohave
havesamesamepower
output as
Use of Stefan's
output as the
the sun.
law
sun. to estimate area needed for sources tosources
to estimate area needed for have same power output power
as the Sun.
output
P = σAT4 as 4 the sun.
P = σAT 4
P = σAT
Assumption that a star is a black body.
Assumption
Assumption
Assumption that thatthat aastar
a star is a is
star isaablack
black body. body.
black body.
• Principles of the use of stellar spectral classes
•• Principles
Principles
Descriptionof
of
of the
the
ofthe
use
the use use
mainof
of stellar
ofclasses:
stellar spectral
spectralclasses
classes
• Principles
Description of the main stellar spectral
classes: classes
Description of the main classes:
Spectral of theIntrinsic
Description main classes: Temperature (K) Prominent
Spectral
Spectral Intrinsic
Intrinsic Temperature
Temperature(K) (K) Prominent
Prominent
Class Colour Absorption Lines
Class
Class Colour
Colour Intrinsic Colour Absorption
Absorption Lines
Lines
Spectral Class Temperature (K) Prominent Absorption Lines
O blue 25 000 – 50 000 He+, He, H
OO blue
blue 2525000000––50 50000000 He+, He, He,HH
B O blue blue
11 000 – 25 000 25 000 – 50He+, 000He, H He+, He, H
BB B
blue
blue 11 000 – 25
11 000 – 25 000
blue
00011 000 – 25 000
He,
He, HH He, H
A blue-white 7 500 – 11 000 H (strongest)
AA blue-white
A blue-white blue-white 7 500 – 11 000
7 500 – 11 0007 500 – 11 H (strongest)
H 000
(strongest) H (strongest) ionised metals
ionized metals
F White 6 000 –ionized
7 500 metals
ionized metals ionised metals
F White 6 000 – 7 500 ionized metals
FF G White
White 6 000
yellow-white – 7
6 000 – 7 500 500 5 000 –ionized
6 000 metals
ionized metals ionised & neutral metals
G K yellow-white orange 5 000 – 6 0003 500 –ionized & neutral
5 000 & neutral neutral metals
GG yellow-white
yellow-white 55000
000––66 000 000 ionized
ionized & neutral
metals
M red < 3 500 metals neutral atoms, TiO
metals
K orange 3 500 – 5 000 neutral metals
Temperature related to absorption spectra limited to Hydrogen Balmer absorption lines: need for atoms
K
in n =K2 state.
orange
orange 33500
500––55000 000 neutral
neutralmetals
metals
M red < 3 500 neutral atoms, TiO
MM red
red <<33500500 neutral
neutralatoms,atoms,TiO TiO
Temperature related to absorption spectra limited to Hydrogen Balmer absorption
22 Temperature related to absorption spectra spectralimited
limitedto toHydrogen
HydrogenBalmer Balmerabsorption
Temperature
lines: need forrelated n = 2 state.
atomstoinabsorption absorption
lines: need for atoms
lines: need for atoms in n = 2 state. in n = 2 state.
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted New GCE
to QCA Physics
(July 2007)A specification for first teach
The Hertzsprung-Russell
• • The Hertzsprung-Russell diagram
diagram •The Hertzsprung-Russell diag
General shape: main sequence, dwarfs and giants. General shape: main sequence
The
• General Hertzsprung-Russell
shape: main sequence, dwarfs diagramand giants.
Axis scales range from –15 to 10 (absolute magnitude) and Axis scales range from –15 to 1
General
Axis
50
scales shape:
000 K
range from
to 2 500 main
K
–10sequence,
to 15 (absolute
(temperature) dwarfs
or and giants.
magnitude)
OBAFGKM
and 50 000 K to 2 500 K (temperature) or
(spectral class). 50 000 K to 2 500 K (temperatu
OBAFGKM
Axis scales (spectral
rangeclass).
fromof–15 to 10 (absolute
Stellar evolution: path a star similar to ourmagnitude)
Sun on the and Stellar evolution: path of a star
Hertzsprung-Russell
50 000
Stellar
diagram Kfrom
to 2 path
evolution: 500 of
K a(temperature)
formation
star similar to our
to white orSun
dwarf. OBAFGKM (spectral class).diagram
on the Hertzsprung-Russell from formation
diagram from formation to white
toStellar
white dwarf.
evolution: path of a star similar to our Sun on the Hertzsprung-Russell
• Supernovae,
diagram from neutron formationstars to whiteanddwarf.
black holes • Supernovae, neutron stars an
• Supernovae,
Defining properties: neutron rapidstars and black
increase holesmagnitude of supernovae;
in absolute Defining properties: rapid increa
Supernovae,
• Defining
composition and
properties:
neutron
density
rapid
stars
increase
and black
of neutron stars;
in absolute
holes
escape
magnitude of velocity for blackcomposition
> ccomposition
supernovae; holes. and density of neu
and density of
Defining
Use
neutron properties:
ofstars;
supernovae asrapid
escape velocity > increase
standard in
candles
c for black absolute magnitude
to determine
holes. of supernovae;
distances. Use of supernovae as standard
Controversy
composition
concerning
Use andasdensity
accelerating
of supernovae standard ofcandles
neutron
Universe and
to stars;
darkescape
determine energy. velocity
distances. > c forconcerning
Controversy black holes.
concerning accelerating Univer
accelerating
Use
Universe of supernovae
and dark energy.as standard candles
Supermassive black holes at the centre of galaxies. to determine distances. Controversy
Supermassive black holes at th
concerning
Calculation of
Supermassive accelerating
theholes
black radius Universe
of centre
at the the event and dark energy.
horizon for a black hole Schwarzschild
of galaxies. Calculation of the radius of the
radius
(Supermassive
Rs )
Calculation
black holes at the centre of galaxies.
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
( R= ) 2GM 2GM
R s s≈ 2
Rs ≈ 2
2cGM c 3
Rs ≈ 2
A.1.4 Cosmology c A.1.4 Cosmology
A.1.4 Cosmology
• Doppler
A.1.4 Cosmology effect • Doppler effect
• Doppler
∆f effect
v ∆λ v ∆f v ∆λ v
• zDoppler
= = effect
and =− z= = and =−
∆f f cv λλ
∆ cv f c λ c
z = = and
For v f « c applied to = − For v « c applied to optical and
c λ opticalc and radio frequencies.
Calculations on binary stars viewed in the plane of orbit, galaxies and Calculations quasars. on binary stars vie
Forv <<
For c applied
v «c applied to optical
to optical and frequencies.
and radio radio frequencies.
Hubble’s
• Calculations
Calculations law on binary
on binary stars viewed
stars viewed in the
in the plane plane
of orbit, of orbit,
galaxies quasars. •andHubble’s
andgalaxies quasars. law
Red shift Red shift
vHubble’s
• • Hubble's
= Hd law
law v = Hd
Red shift
Simple interpretation as expansion of universe; estimation of age of universe, Simple interpretation as expans
Red shift
v = Hd assuming H is constant.
vassuming H is constant.
= Hd interpretation
Simple
Qualitative treatment as expansion
of Big Bang of universe;
theoryestimation
includingestimation of age of universe,
Qualitative treatment of Big Ban
Simple interpretation
assuming as expansion
H is constant. of universe; of evidence fromassuming
age of universe, cosmological
H is constant.
microwave background radiation, and relative abundance of H and Hemicrowave
. background radiatio
Qualitative
Qualitativetreatment of Bigof
treatment Bang
Bigtheory
Bangincluding evidence from
theory including cosmological
evidence from microwave background
cosmological
• Quasars
radiation, and relative abundance of H and He.
microwave background radiation, and relative abundance of H and He. • Quasars
Quasars as the most distant measurable objects. Quasars as the most distant me
Quasars as bright radio sources.
• • Quasars
Discovery Discovery as bright radio sourc
Quasars
Quasars
Quasars as the
asshow
the most most
large distant
optical
distant measurable
red shifts;
measurable objects.of distance.
estimation
objects. Quasars show large optical red
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.
23
Unit 5B Medical Physics

Unit 5B Medical Physics
This option offers an opportunity for students with an interest in biological and medical topics to study some of
This option
the applications offersprinciples
of physical an opportunity for students
and techniques with an interest in biological and
in medicine.
medical topics to study some of the applications of physical principles and
B.2.1 techniques
Physics of inthe Eye
medicine.
B.2.1 Physics of the Eye
• Physics of vision
• Physics of vision
Simple structure of the eye.
Simple
The eye as an opticalofrefracting
structure the eye.system, including ray diagrams of image formation.
The eye as an optical refracting system; including ray diagrams of image
• formation.
Sensitivity of the eye
• Spectral response
Sensitivity as aeye
of the photodetector.
Spectral response as a photodetector.
• Spatial resolution
• Spatial resolution
Explanation in terms of the behaviour of rods and cones.
Explanation in terms if the behaviour of rods and cones.
3
• • Persistence of
Persistence of vision
vision
Excluding a physiological
Excluding a physiological explanation.
explanation.
• Lenses
• Lenses
Properties of converging and diverging lenses; principal focus, focal length and
Properties of converging and diverging lenses; principal focus, focal length and power,
power,
1 1 1 1 v
power = , + = and m =
f u v f u
• • Ray
Ray diagrams
diagrams
Image formation.
Image formation.
• Defects of vision
• Myopia,
Defectshypermetropia
of vision and astigmatism.
Myopia, hypermetropia
Correction and of
of defects astigmatism.
vision using lenses
•
Ray diagrams and calculations of powers (in dioptres) of correcting lenses for
• Correction
myopia and of defects of vision using lenses
hypermetropia.
Ray diagrams
The and
format of calculations offor
prescriptions powers (in dioptres) of correcting lenses for myopia and
astigmatism.
hypermetropia.
B.2.2 Physics
The formatof the Ear
of prescriptions for astigmatism.
• The ear as a sound detection system
B.2.2 Simple
Physicsstructure
of the Ear
of the ear, transmission processes.
• • Sensitivity
The ear as and frequency
a sound response
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
Production intensity levels
and interception of sounds
of equal loudness curves.
Measurement
Human perception ofofsound
relativeintensity levels
intensity levels and
and thethe use
need for of dB and dBA
a logarithmic scalescales.
to reflect this.
Definition of intensity.
• • Relative
The intensity
threshold levels of sounds
of hearing
Measurement of −12sound −intensity levels and the use of dB and dBA scales.
I 0 = 1.0 × 10 Wm 2
I
intensity level = 10 log
I0
24
• The ear as a sound detection system
Simple structure of the ear, transmission
GCE Physics A Specificationprocesses.
for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.3)
• 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.
• The threshold of hearing
• The threshold of hearing
I 0 = 1.0 × 10 −12 Wm −2
I
intensity level = 10 log
I0
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.
3
• 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.
25
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.
• GCEDifferential
New tissue absorption
Physics A specification of2008:
for first teaching X-rays
Excluding details of the absorption processes.
• • Exponential attenuation
Exponential attenuation
Linearcoefficient
Linear coefficient µ , mass
µ, mass attenuation
attenuation coefficient
coefficient µ m and
µm, half-value half-value thickness
thickness
µ
I = I 0 e − µx µm = .
3 ρ
• • Image contrast
contrast enhancement
enhancement
UseofofX-ray
Use X-ray opaque
opaque material
material as illustrated
as illustrated by the
by the barium barium
meal meal technique.
technique.
• Radiographic image detection
• Radiographic image detection
Photographic detection with intensifying screen and fluoroscopic image
Photographic detection
intensification; reasonswithfor
intensifying screen and fluoroscopic image intensification; reasons for
using these.
using these.
• CT scanner
• Basic
CT principles of CT scanner: movement of X-ray tube: narrow, monochromatic
scanner
X-rayprinciples
Basic beam: array
of CT of detectors:
scanner; movementcomputer
of X-rayused
tube;to process
narrow, the signalsX-ray
monochromatic andbeam;
produce
array of
a visual image. Candidates will not be asked about the construction or operation
detectors; computer used to process the signals and produce a visual image. Candidates will not be
of theabout
asked detectors.
the construction or operation of the detectors.
Comparisons of ultrasound,
Comparisons of ultrasound, CTMR
CT and and MRIadvantages
scans; scans; advantages and disadvantages
and disadvantages limited to image
limited to image resolution, cost and safety issues.
resolution, cost and safety issues.
26
UnitGCE
5CUnit
New GCE Physics A5C
Applied Applied
specification
Physics Physics
for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New Unit 5C Applied Physics
New GCE Physics A specification for
Physics A specification for first
first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to
to QCA
QCA (July
(July 2007)
2007)
The option
Unit 5CThe option
offers
Applied opportunitiesoffers opportunities
Physics for students tofor students
reinforce and extendto reinforcethe work and extend
of units PHYA1, the PHYA2,
work ofPHYA4
and PHYA5 New The
units GCE option
PHYA1,
section Physics
Unit 5C Applied Physics A offers
of the
A PHYA2, opportunities
specification
specification PHYA4 forby for
and students
considering
first teachingPHYA5 to
applications
2008: reinforce
section
version A
in
0.2, of and
the
areas
draftof extend
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engineering
submitted the
to work
and
QCA of 2007) It
by(July
technology.
The Unit
embraces option5C
units Applied
offers
PHYA1,
rotational dynamics Physics
opportunities
PHYA2, and for
PHYA4 students
thermodynamics.
considering applications in areas of engineering and technology. It embraces and to
PHYA5 reinforcesection and A extend
of the the work
specification of by
units Unit
The
PHYA1, 5C
option Applied
PHYA2, offers Physics
opportunities for students to reinforce and extend the work of may
The The considering
Unit
rotational
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Unit 5C offers
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in areas of engineering and technology. It embraces
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of Physics. The
Rotational emphasis
Questions
units dynamics
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novel
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contexts,concepts but and
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emphasis
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will be be
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Questions
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given. but in all such
C.3.1
• Concept Rotational of moment
of
I = ∑ mr for for dynamics
Physics. of inertia
Questions may set in novel or unfamiliar
C.3.1 Expressions
Expressions
Rotational
Concept ofdynamics moment
moment moment ofof of inertia
inertia will be givenwill be wheregiven where necessary.
necessary.
C.3.1
• I = •∑ mr 2
Rotational
Expressions
Concept cases
of moment thefor scene
dynamics momentof inertia willinertia
ofbe set and
inertia will allberelevant
given where informationnecessary. will be given.
2
Rotational
I = ∑2 for mr moment kinetic energy
• ••••I C.3.1
Expressions = Concept
∑ mr Rotational
Rotational
Concept
Rotational 1 2 2 kinetic
of moment
of kinetic
moment ofenergy
dynamics
energy
of
of inertia
inertia will be given where necessary.
inertia
Expressions
E
II = =
k ∑ 1mr I ω for moment of inertia will be given where necessary.
• Rotational Expressions
E
2 2for
•k= =∑kinetic
mr
Concept
I ω 2 moment
energy of moment of inertia of will be given where necessary.
inertia 3
• Factors
1 Expressions
Rotational
2 2 affecting for
kinetic the
moment energy
energy of storage
inertia will capacity
be given ofwhere
a flywheel. necessary.
= 2 Expressions
•E k Rotational IFactors
ω
Factors I = kinetic
affecting
∑
affecting mr forthe2 moment
energy
the
energy energy of inertia
storage storage
capacity
willcapacity
be
of a
given
flywheel.of where
a necessary.
flywheel.
Use
E = of 1 flywheels in machines.
I ω 2
Rotational
••E Rotational
Factors Use affecting
IωofExpressions
2 flywheels
2 thekinetic
kinetic energy infor energystorage
momentcapacity
machines.
energy of inertiaofwill a flywheel.
be given where necessary.
k =
1k
Use 2 of 1flywheels in machines.
UseFactors • of Angular
Factors
E
flywheels= I ω 2displacement,
affecting
2 in machines. the energy velocity
storage and acceleration
capacity of a flywheel.
• Angular E•kk =affecting
Equations
1
Iωdisplacement,
2Rotational
for the energyaccelerated
kinetic
uniformly storage
energy capacity
velocity and of a flywheel.
acceleration
motion:
• UseEquations Use
Angular
Factors of
2 flywheels
displacement,
affecting in
the machines.
energy velocity
storage and acceleration
capacity
• Angular ofdisplacement,
Factors flywheels
E kω =2 for
affecting 1 in
2=
2machines.
Iωuniformly velocity
the energy
1 + α taccelerated motion:
and
accelerated acceleration
storage capacity of
motion: of aa flywheel.
flywheel.
Equations • Use Use
Angular
Equations of
for
of flywheels
displacement,
for
uniformly
ω
flywheels = uniformly
ω + in machines.
accelerated
α
in t machines. velocity motion: and acceleration
• Angular Equations
displacement,
Factors θ 2=αfor ω 1 1
+ 2 α t velocity
affecting
1tuniformly
the energy
accelerated
andstorage acceleration
motion: capacity of a flywheel.
••Equations ω2 = ωfor
Angular 1θ+ t
displacement,
uniformly
=2ofω1flywheels accelerated
t +2 2 α t in velocity
1 velocity and
motion: acceleration
Angular Use displacement,
ω12 for =ω machines. and acceleration
θ = ω21t =+ωω
Equations α=t ω
2 1 + +α2tα θ accelerated motion:
αuniformly
21t
Equations ω 1=+ω
222 for uniformly
+ 1 2α θ
accelerated motion:
•2 Angular 2θ
ωθ 2==ω
= 1 ωt1displacement,
( ω + + + α αωt t ) t
velocity and acceleration
ω 2 θ= Equations
ω1ω
= 2t 2
2
+ +12αω
= 1
θ α1 1+tfor
1 2α t uniformly
= 2 (ω 1 ω2 ) t
accelerated motion:
2
θ= 1 2
12 +
1 2 θ ω=22 2ω = 1ω tt + 1 α
+ 2ωαtt θ+ α t
• Torqueθ =ω 22 =
(ω1and
θ + 1ω+
ω ω ω )22t2α2θ 1 acceleration
+
21angular
1 =
2 α
• Torque T =θIα= ω θand 2 1 angular
2= = ω
ω(2ω=1 +ωω ( ω 1+++ω22ωα αt 2+θθ) t12 α t
acceleration
2 ) t1
1 2 2 θ 12=
• Torque T and = I α angular 1acceleration
1 (ω12 + ω 22) t
2
• Torque
Angular θθand = 1 angular acceleration
2 (angular
momentum + ωω21) t+acceleration
T =•Torque Iα Torque and
and=
angular 2 ω12 = acceleration 2α θ
• • Angular angular
T = I α momentum
momentum = Iω
• Angular ••T =Torque Iαmomentum
angular
Torque and
and angular
momentum θ = 2 (ω=1 acceleration
angular
1
+I ωω2 ) t
acceleration
Conservation of angular momentum.
angular T
Angular
• Conservation
T = I
momentum
= I α
α momentum = of I ωangular momentum.
•
• Angular Angular
• momentumTorque momentum and angular
Conservation Power
• Angular
angular ofmomentum
angular==momentum.
momentum = I ω acceleration
••angularPower
angular
Angular
W = Tθ momentum
T =
momentum I α
momentum I ω
= Tω momentum.
Conservation
angular ofPangular = II ω
• Power Conservation
W = Tθ momentum
Conservation
angular
Awareness momentumofofthat,
angular P =inTω
angular momentum.
=momentum.
rotating ω machinery, frictional couples have to be taken into
• Angular momentum
W =• TθConservation
Power
Awareness P = Tω that, of angular
in rotating momentum.
• Power Conservation
account.
W = T angular
θ
of
momentum
P
angular
= Tω = machinery,
momentum.
Iω frictional couples have to be taken into
•
Awareness Power
account.
Power
••W =Power that,
Tθ Conservation in rotating
P = Tω of machinery, frictional couples have to be taken into
C.3.2 Thermodynamics
Awareness that, in and
rotatingangular
Engines momentum.
machinery, frictional couples have to be taken into
account. W
Awareness = T θθ that, in P =
rotatingTω machinery, frictional couples have to be taken into
W
account.= T P = Tωand Engines
• Awareness• Power
First law that, ofthat, thermodynamics
in rotating machinery,
machinery, frictional frictional couples couples have have to to be
be taken
Awareness
account.
C.3.2 Thermodynamics and in rotating
Engines machinery, frictional couples have to be taken into account. into
• Awareness
First W
law = T
of that,
θ thermodynamicsin rotating
P = Tω taken into
C.3.2 account. Q = ∆U + W
Thermodynamics
account. and Engines
C.3.2
• First
law Q =of∆Awareness
Thermodynamicsthermodynamics
U +W and that, Engines
and in Engines
rotating machinery, frictional couples have to be taken into
C.3.2 • wherelaw
Thermodynamics
First Q isofheat entering
thermodynamics and the system, ∆U is increase in internal energy and W is
Engines
Q =
C.3.2 ∆ U + W
Thermodynamics
where account.
Q thermodynamics
is heat entering and Engines the system, ∆U is increase in internal energy and W is
• First work law done
Qis= heat ∆law
of
U + of W by the system.
• ••QC.3.2
where =Q First
First
work
∆U +done
First W entering
Thermodynamics
law ofbythermodynamics
of thermodynamics
the system.
thermodynamics the system, and Engines∆U is increase in internal energy and W is
• done Non-flow
where
Q U Q is processes
heat entering the system, ∆U is increase in internal energy and W is
work Q =
=∆ by the
U heat
∆First +W
+ W system.
• Q is
•where Non-flow , entering the system, ∆U is increase in internal energy and W is
processes
Isothermal,
work done law
byadiabatic,
the of system.
thermodynamicsconstant pressure and constant volume changes
work where Q is heat entering the
the system, ∆U is
is increase in volume
internal energy and W is
• Non-flow pVdone
where
where = nRT QQby
processes
Isothermal, =isis∆ the
heat
heatU +system.
adiabatic, Wentering
entering constant
the system, pressure
system, ∆U and
∆U is increase inconstant
increaseinternalinenergy andchanges
internal energy
W is work and
done W by
is the
Isothermal,• work Non-flow
pV
work
system. =
adiabatic:
done
adiabatic,
nRT
done by
by
pV γ the
processes the=
system.
constant
system.
constant pressure and constant volume changes
• Non-flow Isothermal,
processes
where Q γ is heat entering
adiabatic, constantthe system,
pressure and ∆Uconstant
is increase in internal
volume changes energy and W is
pV •= nRTadiabatic:
Non-flow
isothermal:
Isothermal, pVpV
processes
adiabatic, ==constant
constant
constant pressure and constant volume changes
Non-flow
• isothermal:
pV = work done
processes by the system.
adiabatic: pV =Isothermal, pVnRT γ
= constant pV
adiabatic, = constant constant = p∆V pressure
isothermal:
atnRT constant
Isothermal,
adiabatic: pV Non-flow= pV
pressure
adiabatic,
constant
γ
= constant
processes
∆Wconstant pressure and and constant
constant volume volume changes
changes
at
pV
adiabatic: • constant
=
Application nRT pV γ
= pressure
of first
constant law ∆W of p∆V
=thermodynamics to the above processes.
at constant pV =
isothermal: nRT
Isothermal,
pressure pV γ ∆W = constant
adiabatic,
=law p∆V constant pressure and constant volume changes
Application
adiabatic: pVpV =ofγconstant
first
= of thermodynamics to the above processes.
Application
isothermal:
adiabatic:
at constant
of pV first= pVnRTpressure
law =ofconstant
constant ∆W
thermodynamics = p∆V to the above processes.
isothermal:
at constant
isothermal: pressure pV
pV =
=pV constant
∆W
constant = p∆V
Application adiabatic: of first γ
lawconstant of =thermodynamics to the above processes.
at
Application constant
at constant of first pressure
pressure law of=∆W p∆V
thermodynamics
∆W = p∆V to the above processes.
Application isothermal: of pV = constant
Application at constant of first firstpressurelaw
law of of thermodynamics
thermodynamics
∆W = p∆V
to
to thethe above
above processes.
processes. 27
Application of first law of thermodynamics to the above processes.

• Non-flow processes
Isothermal, adiabatic, constant pressure and constant volume changes
pV = nRT
adiabatic: pV γ = constant
New GCE Physicsisothermal:
A specification
pV =for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
constant
NewGCE
New GCEPhysics
specificationfor
forfirst
firstteaching
teaching2008:
2008:version
version0.2,
0.2,draft
draftsubmitted
submittedtotoQCA
QCA(July
(July2007)
2007)
New GCE Physics A specification
at constant pressure W for=first
p∆Vteaching 2008: version 0.2, draft submitted to QCA (July 2007)
Application of first law of thermodynamics to the above processes.
• The p - V diagram
•• The p- -VVpdiagram
The diagram
• • pThe
Representation
The -pV–diagram of processes on p – V diagram.
V diagram
Representation
Representation
Estimation of
Representation work ofofprocesses
processes
done in terms
ofprocesses
processes ononppof– –area diagram.
VVdiagram.
– below the graph.
Representation of on onp –p V diagram.
V diagram.
Estimation
Estimation
Expressions
Estimation of
of forwork
work work
of done
done done
workdone in in
donein interms
terms
are not of
of
terms area
area
required
of areabelow
below except thegraph.
the
below graph.
for
the the constant pressure case,
graph.
Estimation
Expressions for of work
work done are terms
not of area
required below the graph.
except for the
Expressions
W = p∆V
Expressions for
Expressions
work
for
for
done
workdone
work
are
done not
are
are required
not
not
required
except
required
except
for
except
for
the
the
for constant
constant
the constant
constant
pressure
pressure
pressure
pressure
case, W
case,
case, case,
= p∆V
W W==p∆Vp∆V
Extension
W = p∆V to cyclic processes:
Extension
Extension Extension
totocyclic to cyclic
cyclic processes:
processes:
processes:
work
Extension done per
to cyclic cycle
processes: = area of loop.
work
workdone
work done
doneper
work percycle
per
done cycle
cycle
per =area
==area
cycle area of of ofloop.
loop.
= area loop.
of loop.
• Engine cycles
3 Engine
•• Engine
Understandingcycles
cycles of a four-stroke petrol cycle and a Diesel engine cycle, and of the
• • EngineEngine cycles
cycles
Understanding
Understanding
corresponding of ofaafour-stroke
indicator four-stroke
diagrams; petrol
petrol cyclecycle
cycle
comparison andaand
and aDiesel
Diesel engine
engine cycle,
cycle, andofand
and offor
the
the
Understanding
Understanding of of aafour-stroke
four-stroke petrol cycle and with
petrol a Dieselthe theoretical
a engine
Diesel engine
cycle, diagrams
and cycle, of the
of the corresponding
corresponding
corresponding indicator
indicatoraindicator
thesecorresponding
cycles; knowledge
diagrams;indicator diagrams;
diagrams;
comparisonof diagrams;
engine comparison
comparison
with constructional
thecomparison
theoretical
with the
withdiagrams
the
details theoretical
withtheoretical
theis not diagrams
diagrams
required;
fortheoretical
these
for
for for of
a where
diagrams
cycles; knowledge
these
these cycles;
cycles;
questions
these
engineare aknowledge
aset
cycles; knowledge
on otherdetails
a knowledge
constructional ofengine
of engine
cycles, they
isofnot
engineconstructional
constructional
willconstructional
required; bewhere details
details
interpretative
questions isis
and
details
are not
not required;
required;
isall
set not
on essential where
where
required;
other cycles, where
they will be
questions
questions
information areare
will
interpretative set
setbe onon other
other
given;
and all cycles,
cycles,
indicator
essential they
they
diagrams
information will
will be
be
will interpretative
interpretative
predicting
questions are set on other cycles, they will be interpretative and all essentialbe given; and
indicator and
and
measuring all
all
diagrams essential
essential
power
predicting and
and measuring
information
information
efficiencypowerwill
information will
andbe be given;
given;
efficiency
will be given; indicator
indicator diagrams
diagrams
indicator diagrams predicting
predictingpredicting andmeasuring
and measuring
and measuring power
power and and
and
power
efficiency
efficiency input power = calorific value × fuel flow rate.
input
efficiency power = calorific value x fuel flow rate.
Indicated input
inputpower
Indicated power
power
input as
power ==as
power calorific
calorific
= calorific value
value ××fuel
value fuel flowrate.
×flow
fuel rate.rate.
flow
Indicated
Indicated
Indicated power
power
(area ofpas
(areaofpower as
p–– V loop) x×(no.
loop)
V as (no. of cycles/s)
of cycles/s) x (no.×of(no. of cylinders).
cylinders).
Output (area(area
or brake
Output(areaofof p p – –
power
or brake V V loop)
loop) × × (no.
(no.
P = of
T of
ω cycles/s)
cycles/s)
– V loop) × (no. of cycles/s) × (no.
of ppower × × (no.
(no. ofofcylinders).
cylinders).
of cylinders).
Output
Output oror brake
brake
friction
Output
friction power
orpower power
power
brake = indicated
power
= indicated P P
power= =TTω ω
power = Tω
–P brake – power.
brake power.
friction
Engine friction
efficiency;
Engine
power
power
friction
efficiency; ==
overall,
power indicated
indicated
overall, thermal
= indicated
thermal
power
power
and ––brake
brake
mechanical
andpower
mechanical – brakepower.
power.
efficiencies.
power.
efficiencies.
Engine
Engine
Overall
Engine efficiency;
efficiency;
efficiency = overall,
overall,
brake thermal
thermal
power/input and
and mechanical
mechanical
power. efficiencies.
efficiencies.
Overallefficiency;
efficiency = overall,
brake power/input thermal power. and mechanical efficiencies.
Overall
Overall
Thermal efficiency
efficiency
efficiency ===brake
brake
indicated power/input
power/input
power/input power.
power.
Overall
Thermal efficiency
efficiency = brake
= indicated power/input power.
power/input power.
power.
Thermal
Thermal
Mechanical
Thermal efficiency
efficiency
efficiency ==indicated
efficiency indicated
= =brake indicated power/input
power/input
power/indicated
power/input power.
power. power.
power.
Mechanical
Mechanical efficiencyefficiency= = brakepower/indicated
brake power/indicated power. power.
Mechanical
Mechanical efficiency =
efficiency brake = power/indicated
brake power/indicated power. power.
• Second Law and engines
•• Second
Second
•
Need for
• Second Law
Second
Law
an and
and
engine
Law Law engines
toand
engines
and operate
engines engines between a source and a sink
Need
Need for
for
Need an
an
Needfor engine
engine
for an engine to
to
engine operate
operate
Q in −toQ tooperate between
between
between aa source
asource
source and
and
and asink
a asinksink
Wan operate
out between a source and a sink
efficiency = WW = QQ in−−QQ out
Q − Q
== Q in====W =Q in in
in out
efficiency
efficiency
efficiency
efficiency
out
QQinin Q in QQinin Q T −T
in
maximum theoretical efficiency = TTHH−−TTCC
maximum
maximum theoretical
theoretical
maximum theoretical efficiency== H TH TCH − TC
efficiency
efficiency
maximum theoretical efficiency =T
THH T
source at TH H
source
source at
source at THat T T
H H
Qin
QQinin Qin
W
WW W
Qout
QQoutout Qout
sink at TC
sink sink atTTCCat TC
sink at
Reasons
Reasons for theforlower
the lower efficienciesofofpractical
efficiencies practical engines.
engines.
Reasons
Reasons
Maximisingfor
for the
the
use
Maximising oflower
lower
W
use ofand
Reasons for the lower outefficiencies
efficiencies
W Q
and Qin of
of practical
practical
combined
in combined
efficiencies
out heat
heat engines.
engines.
andengines.
and
of practical power
power schemes.
schemes.
Maximising
Maximising use
use of ofWW and
and
Maximising use of W and Q Q inin combined
combined heat
heat and
and power
power
out Qout in combined heat and power
out schemes.
schemes.
schemes.
28
New GCE Physics

New A specification for first teachingfirst
2008: version 0.2, draft submitted to QCA (Julyto2007)
New GCE
GCE Physics
Physics A A specification
specification for
for first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted to QCA
QCA (July
(July 2007)
2007)
• Reversed heat engines

• Reversed heat engines
• • Reversed
Reversed heat engines
heat engines
Basic principles
Basic
Basic of heat pumps
principles
principles ofheat
of and
heat
heat refrigerators.
pumps
pumps and A knowledge
refrigerators. A of practical
A knowledge ofheat
practical heat
Basic principles of pumps andand refrigerators.
refrigerators. knowledge
A knowledge of practicalofheat
practical
pumps heat
or refrigerator
pumps or pumps
refrigerator
pumps or
or cycles and
refrigerator
refrigerator devices
cycles
cycles and
and is not required.
devices
devices is
is not
not required.
required.
cycles and devices is not required.
hot spacehot at TH
hot space
space at
at T
THH
Qin Q
Qinin
W W
W
Qout Q
Qout
out
cold space
cold at
cold TC
space at
space at T
TCC
Qout Qout
Q Qout
For a refrigerator:
For COPref = COP =ref = out Q
ForFora
a arefrigerator:
refrigerator:
refrigerator: COP
W ref =
Qin W
−
out =
Q = out
W out Qinin −
Q −QQout
out
3
Qin Q
Qininin
Q Qinin
Q
For a heatFor
pump:
For a
For
COP
a aheat
heat hp = COP
pump:
heat pump:
pump: COP =hp =
= =
=
W hpQin −W Q
W out Q −Q
Qinin − Qout
out
29
Unit 5D Turning
Unit PointsPoints
5D Turning in Physics
in Physics
New GCEThis
Physics A specification
option is intended toforenable
first teaching 2008: version
key developments in 0.2, draftto
Physics submitted to QCA
be studied (Julyso2007)
in depth that students can
New GCE PhysicsThis
A specification
option isfor first teaching
intended 2008: version
to enable 0.2, draft submitted
key developments to QCA (July
in Physics to be2007)
studied in
appreciate, from a historical viewpoint, the significance of major conceptual shifts in the subject both in terms
depth so that
of the understanding students
of the caninappreciate,
subject and from a historical
terms of its experimental viewpoint,
basis. Many presentthe
daysignificance
technological
of
industries
Unit major
are conceptual
the consequence
5D Turning Points shifts
of such in
keythe
indiscoveries.
Physics subject
developments both
andin terms
the topicsofillustrate
the understanding
how unforeseenof the
technologies
Unit 5Dsubjectdevelop
Turning from
andPoints new
in terms of its experimental basis. Many present day technological
in Physics
This option is intended
industries are the to consequence
enable key developments in Physics to be
of such key developments and studied in illustrate
the topics
This
D.4.1
depth option
soThe
how thatis intendedcan
discovery
students
unforeseen to
of enable
the
technologies key develop
Electron
appreciate, developments
from a fromhistorical in Physics
new viewpoint,
discoveries. to bethestudied in
significance
depth so that students can appreciate, from a
of major conceptual shifts in the subject both in terms of the understanding of the historical viewpoint, the significance
D.4.1
of
subject The
• majorCathode
and discovery
conceptual
in terms rays of of
its the
shifts in the Electron
experimentalsubjectbasis. both inMany termspresent
of the understanding
day technological of the
subject
industries and in
are theof
Cathode terms of
consequence
rays its experimental
cathode rays inof basis.
such keytube. Many present day technological
developments and the topics illustrate
• Production a discharge
industries
how unforeseen are
Production the consequence
technologies
of cathode develop of such
rays in afrom key developments
new
discharge discoveries.
tube. and the topics illustrate
how unforeseen
• discovery
Thermionic technologies
emission develop
of electrons from new discoveries.
D.4.1 The • Thermionic of the Electronof
emission electrons
D.4.1 The discovery
The principle
The of the
of Electron
thermionic
principle of thermionic emission.
emission.
• Cathode Work rays done onon an electron accelerated throughthrough
a pd
• Production ofdone
Cathode Work rays cathode an rays electron accelerated
in a discharge tube. a p.d.
3 Production 1
2
of
mv = eV2 cathode rays in a discharge tube.
• Thermionic emission of electrons
• Thermionic
The principle
Determinationemission
of thermionic of electrons
of emission.
The
•
• principle
Determination of thermionic of the
the specific
specific charge
emission. chargeof ofananelectron,
electron, e/m, e/m,by byanyanyoneonemethod
method
Work done on an electron
Significance accelerated
of Thomson’s through a of
determination p.d.
e/m.
Work done on an of
Significance electron
Thomson's accelerated
determination of e/m.a p.d.
through
1
21
mv 22 =Comparison
eV with the specific charge of the hydrogen ion.
mv = eVComparison with the specific charge of the hydrogen ion.
2
• The Principle
Determination use ofof of Millikan’s
equations
the specific determination
charge of an electron, of Q e/m, by any one method
•
• Condition
Determination of forthe holding
specific
Significance of Thomson’s determination of e/m. a charged
charge oil
of droplet,
an of
electron, chargee/m,Qby , stationary
any one methodbetween
Comparison oppositely
Significance with charged
of Thomson’s
the specific parallel
determination
charge plates e/m.
of theofhydrogen ion.
Comparison with QVthe specific charge of the hydrogen ion.
• Principle of Millikan’s = mgdetermination of Q
• •
Principle Principle
of dof Millikan's
Millikan’s
Condition for holding a charged
determination
determination oil droplet, of Qofof Q
charge Q, stationary between
Condition Motion for
Condition of
holding a falling
for holding oil
a charged droplet
a charged with
oiloildroplet, and
droplet, of without
chargeQan
of charge Q , electric
stationary
, stationary field; terminal
between
between oppositelyspeed,
charged parallel
oppositely charged parallel plates
oppositely Stokes’
plates charged Law for the
parallel viscous
plates force on an oil droplet used to calculate the droplet
QV
radius
QV = mg
d = mg F = 6πηrv
Motion ofda falling oil droplet with and without an electric field; terminal speed,
Motion
Stokes’ of
Law a falling
Significance
• Motion of athe
for oilviscous
falling droplet
ofoilMillikan’s
droplet with
force and
with
onresults
andan without
without anelectric
an
oil droplet electric tofield;
usedfield; terminal
terminal
calculate thespeed,
speed, Stokes' Law for the
droplet
viscous
Stokes’Quantisation force
Law for the viscous on an oil droplet
of electric force used to calculate the droplet radius
on an oil droplet used to calculate the droplet
charge.
radius
radius F = 6πηrv
D.4.2 Wave F = 6πParticle
ηrv Duality
• SignificanceNewton’s
• • Significance of Millikan’s
corpuscular results
of Millikan's theoryresults of light
• Significance
QuantisationComparison ofofelectric
Millikan’s
with charge. resultswave
Huygens’ theory in general terms.
Quantisation
Quantisation of of electric
electric charge.
charge.
D.4.2 The reasons
Wave Particle Duality why Newton’s theory was preferred.
D.4.2 Wave
D.4.2 Particle Duality
• • Wave
Newton’s Significance ParticleofDuality
corpuscular Young’s
theory ofdouble light slits experiment
• Explanation
Newton’s corpuscular
Comparison with Huygens’ for fringes
theory in general
waveoftheory light interms,general no terms.
calculations are expected.
•
Comparison
The
Newton's
Delayed
reasons with corpuscular
whyacceptance
Huygens’
Newton’s theory wave theory
of Huygens’
theory of
in
was preferred.
light
wave theory
general of light.
terms.
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Comparison why
Electromagnetic Newton’s
with Huygens'
wavestheory
wavewas theory preferred.
in general terms.
• SignificanceThe reasons of Young’s
why Newton's double theoryslitswasexperiment
preferred.
• Nature ofof electromagnetic
Explanation for fringes in general terms,experiment
Significance Young’s double waves
slits no calculations are expected.
Explanation
Delayed Maxwell’s for fringes
acceptance formulaof in for the speed
general
Huygens’ terms,theory
wave ofnoelectromagnetic
light. arewaves
calculations
of in a vacuum
expected.
• Significance
Delayed acceptance 1
of Young's double
of Huygens’ wave theory of light.
slits experiment
• c=
Electromagnetic
Explanation waves
for fringes in general terms, no calculations are expected.
• Electromagnetic µ 0acceptance
ε 0 wavesof Huygens' wave theory of light.
Nature of electromagnetic
Delayed waves
Nature where
Maxwell’s of electromagnetic
formula µ0 is for thethe wavesof electromagnetic
permeability
speed of free space and ε0 is the
waves in apermittivity
vacuum of free space.
Maxwell’s1 formula
Candidates for the
should speed
appreciate of electromagnetic
that ε0 relates waves
to the in a
electricvacuum
field strength due to a
c= 1charged object in free space and µ0 relates to the magnetic flux density due to a
c = µ0 ε 0
µ current-carrying
ε0 wire in free space.
where µ0Hertz’s
0 is the permeability
discovery of radio space and ε0 is the permittivity of free space.
of freewaves.
where µ0 is the
Candidates should permeability
appreciate of that
free εspace and ε0 is the permittivity of free space.
0 relates to the electric field strength due to a
Candidates should appreciate
charged object in free space and µ0 relates totothe that ε 0 relates themagnetic
electric field strengthdue
flux density duetotoaa
charged object in free
current-carrying wire in free space.
30 space and µ 0 relates to the magnetic flux density due to a
current-carrying wire
Hertz’s discovery of radio waves. in free space.
Significance radius of Millikan’s results
• •• Significance
Significance Quantisation of Millikan’s
of Millikan’s = of
6πelectric
ηrvresults results
charge.
QuantisationofofFelectric
Quantisation electric charge.
charge.
Quantisation
D.4.2 Wave of electric charge.
Particle Duality GCE Physics A Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.3)
D.4.2 Wave• Significance
Particle Duality of Millikan’s results
D.4.2D.4.2
Wave Wave Particle
Particle Duality Duality
• Newton’s Quantisation of electrictheory
corpuscular charge. of light
•• Newton’s
Newton’s Comparison corpuscular
corpuscular with theoryof
theory
Huygens’ of
wave light
light theory in general terms.
• Newton’sD.4.2 corpuscular
Wave with Particle theoryDuality of light
Comparison
Comparison
Thewith with
reasons Huygens’
Huygens’
why wave Newton’s wave
wave theory
theory
theory iningeneral
was general
preferred. terms.
terms.
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The reasons
Newton’s whyNewton’s
Newton’stheory
corpuscular theory
theory wasof preferred.
light
The The •reasons
reasons
• Significance why why Newton’s theory was
of Young’s double
was
preferred. preferred.
slits experiment
Significance Comparison ofYoung’s with Huygens’
Young’s double wave
slitsterms, theory in general terms.
experiment
•• Significance
• Significance Explanation
The of reasonsof
Young’s for why
fringes
double double
inslits
Newton’s
slits
general experiment
theory
experiment
was no calculations are expected.
preferred.
Explanation
Explanation
Delayed for
for fringes
fringes
acceptance inin general
general
of Huygens’ terms,
terms, nono calculations
calculations areexpected.
are expected.
Explanation for fringes in general terms, no wave calculationstheory are of light.
expected.
Delayed
Delayed acceptance
Significance
acceptance ofof Huygens’
Young’s
of Huygens’ wave
double theory
slits of light.
experiment
• wavewave theory of light.
• Delayed• acceptance
Electromagnetic
Electromagnetic
Explanationwaves
of Huygens’
waves waves theory of light.
for fringes in general terms, no calculations are expected.
• Electromagnetic
• Electromagnetic
Nature ofwaves waves
electromagnetic waves wave theory of light.
• Electromagnetic
Nature of electromagnetic
Delayed acceptance waves.of Huygens’
Nature
Nature of of electromagnetic
electromagnetic waves
waves
Nature of Maxwell’s formulaformula
electromagnetic
Maxwell's for the waves for the
speed speed of electromagnetic
of electromagnetic waves in a vacuum waves in a vacuum
Maxwell’s
Maxwell’s
• formula formula
Electromagnetic
formula
1 for the forthe
for thewavesspeed
speed ofofelectromagnetic
electromagnetic wavesininaavacuum
waves vacuum
Maxwell’s speed of electromagnetic waves in a vacuum
c1= 1Nature of electromagnetic waves
cc1= µ, 0 ε 0
c= c= µ Maxwell’s
ε formula for the speed of electromagnetic waves in a vacuum
µ 0 ε0 0 0 µ0 is the permeability of free space and ε0 is the permittivity of free space.
µ 0 ε 0 where
1
where
where
where cµ0 0is
µthe
µ0 isCandidates
where =isis thepermeability
the
permeability
the permeability
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charged µ
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appreciate
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and ε relates
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the electric
electric strength dueflux
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New GCEcurrent-carrying
Physics A specification wire for first teaching
0 2008: version 0.2, draft submitted to QCA (July 2007)
current-carrying
Hertz's Candidates
current-carrying
Hertz’s
discovery wire
discovery
wire of inradio
freeinin
should of free
free radio
space.
waves.
space.
waves.that ε0 relates to the electric field strength due to a
appreciate
space.
Hertz’scharged
Hertz’s discovery
discovery ofofradio
object radio
in free waves.
waves. space and µ0 relates to the magnetic flux density due to a
Hertz’s discovery of radio waves.
• The current-carrying
discovery of wire in free space.
photoelectricity
• The discovery Hertz’s of photoelectricity
discovery of radio waves.
The
Thefailure
failure of classical
of classical wavewave theory to explain
theory to observations
explain observations on photoelectricity; the existence ofthe
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 3
appreciate
vacuum photocell. how 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
that the maximum should kineticalso energyappreciate
of the emitted that photoelectric
photoelectrons is emission
independenttakes place
of the almost
intensity of the
instantaneously
incident light. and that the maximum kinetic energy of the emitted photoelectrons
is independent
Einstein's explanation of the intensity of the
of photoelectricity andincident
its significance light. in terms of the nature of electromagnetic
Einstein’s
radiation. explanation of photoelectricity and its significance in terms of the nature
of electromagnetic radiation.
• • Wave particle duality
Wave particle duality
de
de Broglie's
Broglie’s hypothesis supported
hypothesis by electron
supported diffractiondiffraction
by electron experimentsexperiments
h h
p= λ=
λ 2meV
• Electron microscopes
• Electron microscopes
Estimate of anode voltage needed to produce wavelengths of the order of the size
Estimate of anode voltage needed to produce wavelengths of the order of the size of the atom.
of the atom.
Principle
Principleof of
operation of the
operation oftransmission electron electron
the transmission microscope (T.E.M.).
microscope (T.E.M.).
Principle of operation of the scanning tunnelling microscope (S.T.M.).
Principle of operation of the scanning tunnelling microscope (S.T.M.).
D.4.3 Special Relativity
D.4.3 Special Relativity
• The Michelson-Morley experiment
• The Michelson-Morley
Principle experiment
of the Michelson-Morley interferometer.
Outline of
Principle ofthe
theMichelson-Morley
experiment asinterferometer.
a means of detecting absolute motion.
Significance
Outline of the failure
of the experiment to detect
as a means absolute
of detecting motion.
absolute motion.
The invariance
Significance of the of the to
failure speed
detectof light. motion.
absolute
The invariance of the speed of light.
Einstein’s theory of special relativity
•
The concept of an inertial frame of reference.
• Einstein's theory of
The two postulates of special relativity
Einstein’s theory of special relativity:
The
(i) concept of an inertial
physical frame the
laws have of reference.
same form in all inertial frames,
The
(ii) two postulates
the speed of light in theory
of Einstein's of special
free space relativity:
is invariant.
(i) physical laws have the same form in all inertial frames,
Time dilation
(ii) the speed of light in free space is invariant.
Proper time and time dilation as a consequence of special relativity.
Time dilation
−1
 v2  2
t = t 0 1 − 2 
 c 
Evidence for time dilation from muon decay.
• Length contraction 31
Length of an object having a speed v
D.4.3 Special
Principle Relativity
of the Michelson-Morley interferometer.
GCE •
PhysicsOutline
The
A Specificationof the
Michelson-Morley
Principle for AS experiment
of the Michelson-Morley
exams 2009 as
experiment
onwards a
andmeans
A2 of detecting
interferometer.
exams 2010 absolute
onwards (version 1.3) motion.
Significance
Principle
Outline ofofthe of the
theexperiment failure
Michelson-Morley to detect
as a means absolute
interferometer. motion.
of detecting absolute motion.
The invariance
Significance
Outline of theofexperimentof the
the speed
failure of
to detect
as light.absolute
a means motion.
of detecting absolute motion.
Significance
The invariance of the
• Einstein’s theory of special relativityof failure
the speed to detect
of light. absolute motion.
The
The invariance
concept ofof anthe speed
inertial frameof light.
of reference.
• Einstein’s theory of special relativity
The concept
• Einstein’s
The two postulates theory
of an of ofspecial
Einstein’s
inertial frame theory
relativity
of of special relativity:
reference.
(i) concept
The
The twophysical of an
postulates laws ofhave
inertial the same
frame
Einstein’s of form
reference.
theory in all inertial
of special frames,
relativity:
(ii) twophysical
(i)
The the speed
postulates ofoflight
laws have inthe
Einstein’s freesamespace
theory is
of invariant.
form in all inertial
special frames,
relativity:
• Time
Time dilation
(i)
(ii) physical
the speed
dilation lawsof lighthaveinthe freesamespace form in all inertial frames,
is invariant.
(ii)
Proper
Properdilationthe
time speed
and time of light
dilation in
as
time and time dilation as a consequence a free space
consequence is invariant.
of special of
relativity.
special relativity.
Time
Time dilation
Time
Time
Proper dilation
dilation time and time dilation as a consequence of special relativity.
Timedilation
Proper time −−11 time dilation as a consequence of special relativity.
and
v 22  122
Time
t = t 00 dilation
1 − −
 vc 22 − 12
t = t 01 − 22  2

Evidence vc for time dilation from muon decay.
t = t 0 1 −for
Evidence  dilation from muon decay.
time

Evidence  c 2for time dilation from muon decay.
• Length contraction
Evidence
• • LengthLength of for
an time
contraction object dilation
havingfrom muonvdecay.
a speed
Length contraction
• Length
Lengthofof
Length anan object
contraction 11 having a speed v
22 2object having a speed v
Length  of van  2
object
1 having a speed v

l = l 00 1 − 22  2 
 vc 1
l = l 01 − 22 2
v
•• lMass − c2 energy
= l 0 1and 

 c  of mass and energy
• Equivalence
Mass and energy
3 • • Mass Mass
and
and
energy m00c 22energy
Equivalence 22 energy of mass and
E =
Equivalencemc
Equivalence of mass E
of mass and=
and energy
m c 2energy 11
E = mc 2 E =  m 0vc 222  122
 
E = mc 2 E = 1 − 0vc 22 12
1 − 2 2
 vc 2 
1 − 
 c 2 

32
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:
3
The PSA will be based around a centre assessment throughout the A2 course of the candidate’s 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).
33
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.
34
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 3
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.
35
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
A 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
3 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:
B
• 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.
• 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:
C • 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.
(Unit 3 & 6)
36
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.
D 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.
3
(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
E 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.
(Unit 3 & 6)
37
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:
F
• 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.
3 • 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
G 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.
• 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.
H 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.
• Many opportunities through the assessment of questions requiring extended prose
which are evident throughout each of the assessment units in the specification.
38
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.
I 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.
• 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 3
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.
J 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.
• 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)
39
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
K 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.
• The supposed discovery of cold fusion was rejected after other scientists were unable to
reproduce the discovery. (A2 Unit 5 §3.5.2)
3 • 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
L 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.
• 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)
40
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. 3
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:
The PSA consists of the centre’s assessment of the candidate’s 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 candidate’s performance but the mark submitted
should represent the candidate’s 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.
41
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
3 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 candidate’s 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 candidate’s 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.
42
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. 3
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 candidate’s data from Stage 1
• the ISA written test, and
• a 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.
43
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
3 • 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 centre’s
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.
44
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. 3
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 candidate’s
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.
45
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:
3 • the candidate’s data in the Section A test papers (Stage 1 of the EMPA)
• the candidate’s completed Section B test paper (Stage 2 of the EMPA)
• a 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.
46
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
Selecting and using equipment Organisation and safety
group work
1A 1B 1C
Follows instructions in standard Uses standard laboratory Works in a safe and organised
procedures but sometimes needs equipment with some guidance manner following guidance
guidance. as to the appropriate instrument/ provided but needs reminders.
range.
2A 2B 2C
Follows instructions for standard Uses standard laboratory Works in an organised manner 3
procedures without guidance. equipment selecting the appropriate with due regard to safety with
Works with others making some range. only occasional guidance or
contribution. reminders.
3A 3B 3C
Follows instructions on complex Selects and uses standard Works safely without
tasks without guidance. laboratory equipment with supervision and guidance. (Will
Works with others making some appropriate precision and have effectively carried out own
contribution. recognises when it is appropriate to risk assessment.)
repeat measurements.
Total 3 marks Total 3 marks Total 3 marks
Unit 6
Following instructions and
Selecting and using equipment Organisation and safety
group work
4A 4B 4C
Plans and works with some Selects and uses suitable Demonstrates safe working
guidance, selecting appropriate equipment, practices in using a range of
techniques and following including at least two complex equipment appropriate to the A2
instructions. instruments or techniques course.
appropriate to the A2 course.
5A 5B 5C
Plans and works without guidance, Selects and uses suitable Demonstrates safe working
selecting appropriate techniques equipment, including more than practices in some of the
and following instructions. two complex instruments and more complex procedures
Participates in group work. techniques appropriate to the A2 encountered on the A2 course.
course.
6A 6B 6C
Plans and works without guidance, Selects and uses suitable Consistently demonstrates
selecting appropriate techniques equipment with due regard to safe working practices in the
and following complex instructions. precision, including a wide range of more complex procedures
Participates in group work. at least 6 complex instruments and encountered on the A2 course.
techniques appropriate to the A2
course.
Total 3 marks Total 3 marks Total 3 marks
47
CE Physics A specification for first New
teaching
GCE2008: version
Physics 0.2, draft submitted
A specification to QCA 2008:
for first teaching (July 2007)
Mathematical Requirements
3.9 Mathematical Requirements
er to develop their skills, knowledge

In order and understanding
to develop in science,
their skills, knowledge candidates needs to in science, candidates needs to
and understanding
GCE taught
been Physics and
A specification for first teaching
to have acquired 2008: version
competence in, 0.2, appropriate
the draft submittedareas
to QCAof(July 2007)
mathematics
have been taught and to have acquired competence in, the appropriate areas of mathematics
nt to the subject as ser out below;relevant to the subject as ser out below;
3.9 Mathematical Requirements
Mathematical Requirements
Candidates should be able to: Candidates should be able to:
In order to develop their skills, knowledge and understanding in science, candidates need to have been taught,
order to develop
metic their
• recognise
and skills,
to have and knowledge
Arithmetic
acquired and understanding
use competence
expressions •in,inthedecimal inand
and
appropriate
recognise science,
standard
areas
use candidates
form
of mathematics
expressions inneeds
relevant to to
decimalthe and
subject as set out
standard form
e been taught and
below.to have acquired
and competence in, the appropriate areas of mathematics
utationto the• subject
evant use ratios,
as serfractions
out and percentages
below;
computation • use ratios, fractions and percentages
• use calculators to find and use•Candidates
x n, use
1/x, √ x,should
log10x, be
calculators
x able to:
eto, log e xand use x , 1/x, √ x, log10x, e , loge x
find n x
Candidates should be able to:
• Arithmetic
use and computation
calculators to handle sin x,••
cosrecognise and use
x, tancalculators
x when x expressions
is expressed in decimal and standard form
in cos x,
use to handle sin x, tan x when x is expressed in
hmetic • degrees
recognise and
or radians.use expressions
• use in decimal and
ratios, fractions standard form
and percentages
degrees or radians.
d
ng
mputation • • useusean ratios, fractions
appropriate and percentages
number • use calculators to find and use
of •significant
Handling use anfigures
appropriate number of significant figures
• finduse data
calculators n
to find and use x , 1/x, √ x, log10x, e x, loge x
• arithmetic means. • find arithmetic means.
• use calculators to handle sin x, cos x, tan x when x is expressed in
• • makeuseorder
calculators to handle sin x, cos x, tan
of magnitude calculations. x when x is expressed in
• degrees
make order of magnitude calculations.
or radians.
degrees or radians.
ra 3 • Handling data
understand and use the symbols:• use an<<,
=, <, appropriate
>>,>,and number of significant figures
∝, ~.
Algebra • understand use the symbols: =, <, <<, >>, >, ∝, ~.
ndling • use an appropriate number of • significant
find arithmetic figures
means
a • change the subject of an equation •• makeby manipulation
change order the subjectof the
of magnitude
terms,
ofcalculations.
an equation by manipulation of the terms,
• including
find arithmetic
positive,means.
negative, integerincluding
and fractional indices
Algebra
positive, negative, integer and fractional indices
• understand and use the symbols: =, <, <<, >>, >, ∝, ~.
• • substitute
make order of magnitude
numerical calculations.
values into
•• algebraic
substitute
change equations
the numerical
subject using
of an appropriate
values
equation into algebraic equations
by manipulation of the terms,using appropriate
ebra units for physical quantities units
including for
• understand and use the symbols: =, <, <<, >>, >, ∝, ~. physical
positive, quantities
negative, integer and fractional indices
• • solve simple • substitute numerical values into algebraic equations using appropriate
change thealgebraic equations
subject of • units
solve
an equation byforsimple
physicalalgebraic
manipulation equations
of the
quantities terms,
s including positive,
• translate information negative, integer
Graphsbetween •graphical, and fractional
numerical indices
translate
• solve simple algebraicand
information algebraicgraphical,
between
equations. forms numerical and algebraic forms
• • plot
substitute
Graphs numerical
two variables values into
from experimental algebraic
• translate
• plotortwo
equations
information
other data between
variables
using appropriate
graphical, numerical and algebraic forms
from experimental or other data
units for physical quantities • plot two variables from experimental or other data
• understand that y = mx + c represents a linear that
• understand relationship
y = mx + c represents a linear relationship
• solve simple algebraic equations • understand that y = mx + c represents a linear relationship
• determine the slope and intercept of a linear
•• determine
determine thegraph
the
slope slope and intercept
and intercept of agraph
of a linear linear graph
aphs • translate information between graphical, numerical and algebraic forms
• draw and use the slope of a tangent
• • drawtoand
draw aand
curve
useusetheasthe a measure
slope of aoftangent
of a tangent
slope rate of to a
to a curve ascurve
a measure
as aofmeasure
rate of of rate of
• change
plot two variables from experimentalchangeor other data
change
• understand
y = mxphysical
+ c represents the possible physical significance of the area between
• • understand
understand thethat
possible • significance
a linear
curve and theof
aunderstand the
relationship
x the area
possible
-axis and bebetween
physical asignificance
able to calculate of theit area
it or measure by between a
curve and the x -axis and be able to calculate
curve
counting and the
squares
• determine the slope and intercept of a linear graph it or
x
as measure
-axis and
appropriate it
bebyable to calculate it or measure it by
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
• usechange
logarithmic plots to test exponential
•• sketch and power
use logarithmic
simple functions lawincluding
plots variations
to test exponential and power law variations
• sketch simple functions including
• understand–kthe • ysketch
possible physical
= kx 2,functions
k/x, ysimple
=significance y = k/x 2, yincluding
of
= sin x, 2 2
the area betweenya= k/x, y = kx , y = k/x , y = sin x,
x
y = cos x, y = e . y =tocos –k x
x, y = e it .or measure it by
curve and the x -axis and be able calculate
etry counting
• calculate squares
areas as appropriate
of triangles,
Geometry circumferences andof areas of circumferences
circles,
Geometry and trigonometry •• calculate
calculate areas
areas of triangles,
triangles, circumferences
and areasand areas of circles,
of circles,
surface areas and
and volumes of rectangular
• use logarithmic plots to test exponential
surface blocks,
areas
surface areas and cylinders
volumes
and volumes
and power
of and
rectangular
of rectangular blocks,and
law variations
blocks, cylinders cylinders and
ometry spheres trigonometry spheres
spheres
2
• sketch simple functions including • use yPythagoras'
= k/x, y = kxtheorem, /x 2,the
, y = kand y =angle
sin xsum
, of a triangle
• usey Pythagoras’
= cos x, y = e . theorem,
–k x and the angle sum of a triangle
• use Pythagoras’ theorem, and the angle sum of a triangle
• use sines, cosines and tangents in physical problems
ometry • • usecalculate
sines, cosines and tangents
areas of triangles, • • inunderstand
physical
use
circumferences problems
sines,thecosines
and areas andbetween
relationship tangents
of circles, in physical
degrees problems
and radians and
d • surface areas
understand and volumes
the relationship between
translate fromblocks,
of rectangular
degrees and
one to the other. and
cylinders
radians andbetween
translatedegrees and radians and translate
• understand the relationship
onometry spheres
from one to the other. from one to the other.
• use Pythagoras’ theorem, and the angle sum of a triangle
• use sines, cosines and tangents in physical problems
48
• 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 c) develop and demonstrate a deeper appreciation
should encourage candidates to: of the skills, knowledge and understanding of How
Science Works
a) develop their interest in, and enthusiasm for the
subject, including developing an interest in further d) develop essential knowledge and understanding
study and careers in the subject of different areas of the subject and how they
relate to each other.
b) appreciate how society makes decisions about
scientific issues and how the sciences contribute
to the success of the economy and society
4.2 Assessment Objectives (AOs)

The Assessment Objectives are common to AS and AO3: How Science Works – Physics
A Level. The assessment units will assess the Candidates should be able to:
following Assessment Objectives in the context of
the content and skills set out in Section 3 (Subject a) demonstrate and describe ethical, safe and skilful
Content). practical techniques and processes, selecting
appropriate qualitative and quantitative methods
These Assessment Objectives are the same for AS
and A Level. They apply to the whole specification. b) make, record and communicate reliable and valid
In the context of these Assessment Objectives, the observations and measurements with appropriate
following definitions apply: precision and accuracy
c) analyse, interpret, explain and evaluate the
4
• Knowledge: includes facts, specialist vocabulary,
principles, concepts, theories, models, practical methodology, results and impact of their own and
techniques, studies and methods others' experimental and investigative activities in
a variety of ways.
• Issues: include ethical, social, economic,
environmental, cultural, political and technological Quality of Written Communication (QWC)
• Processes: include collecting evidence, explaining, In GCE specifications which require candidates to
theorising, modelling, validating, interpreting, produce written material in English, candidates must:
planning to test an idea, peer reviewing.
• ensure that text is legible and that spelling,
AO1: Knowledge and understanding of science and punctuation and grammar are accurate so that
of How Science Works meaning is clear
Candidates should be able to: • select and use a form and style of writing
a) recognise, recall and show understanding of appropriate to purpose and to complex subject
scientific knowledge matter
b) select, organise and communicate relevant • organise information clearly and coherently, using
information in a variety of forms. specialist vocabulary when appropriate.
In this specification QWC will be assessed in PHYA1,
AO2: Application of knowledge and understanding PHYA2, PHYA4, and Section A of PHA5A- PHA5D.
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.
49
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 (%) Overall weighting of AOs (%)
Unit 1 Unit 2 Unit 3

AO1 19 19 2 40
AO2 19 19 2 40
AO3 2 2 16 20
Overall weighting of units (%) 40 40 20 100
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 Weightings (%) Overall weighting of AOs (%)
Unit Unit Unit Unit Unit Unit

1 2 3 4 5 6
AO1 9.5 9.5 1 7 7 1 35
AO2 9.5 9.5 1 12 12 1 45
4 AO3 1 1 8 1 1 8 20
Overall weighting of units (%) 20 20 10 20 20 10 100
4.3 National Criteria

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

There are no prior learning requirements. We However, any requirements set for entry to a course
recommend that candidates should have acquired following this specification are at the discretion of
the skills and knowledge associated with a GCSE centres.
Science (Additional) course or equivalent.
50
4.5 Synoptic Assessment and Stretch and Challenge

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

AS/A Levels often require assessment of a broader Reasonable adjustments are made for disabled
range of competences. This is because they candidates in order to enable them to access the
are general qualifications and, as such, prepare assessments. For this reason, very few candidates
candidates for a wide range of occupations and will have a complete barrier to any part of the
higher level courses. assessment.
The revised AS/A Level qualification and subject Candidates who are still unable to access a significant
criteria were reviewed to identify whether any of the part of the assessment, even after exploring all
competences required by the subject presented a possibilities through reasonable adjustments, may still
potential barrier to any disabled candidates. If this be able to receive an award. They would be given a
were the case, the situation was reviewed again to grade on the parts of the assessment they have taken
ensure that such competences were included only and there would be an indication on their certificate
where essential to the subject. The findings of this that not all the competences had been addressed.
process were discussed with disability groups and This will be kept under review and may be amended
with disabled people. in the future.
51
5 Administration
5.1 Availability of Assessment Units and Certification

Examinations and certification for this specification are available as follows:
Availability of units Availability of certification
AS A2 AS A Level
January 2010 1, 2 4 4
June 2010 1, 2, 3 4, 5, 6 4 4
January 2011 onwards 1, 2 4 4 4
June 2011 onwards 1, 2, 3 4, 5, 6 4 4
5.2 Entries
Please refer to the current version of Entry Procedures Unit 1 – PHYA1
and Codes for up-to-date entry procedures. You Unit 2 – PHYA2
should use the following entry codes for the units and
for certification. 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
5.3 Private Candidates

This specification is available to private candidates • supervising the practical components of the PSA/
under certain conditions. Because of the nature of the ISA or PSV/EMPA
assessment of the practical skills, candidates must
• supervising the written component of the ISA or
be attending an AQA centre which will supervise and
EMPA
assess the work. Private candidates should write to
AQA for a copy of Supplementary Guidance for Private • prime marking the internally assessed work.
Candidates. Candidates wishing to repeat or complete the
Entries from private candidates can only be accepted AS and/or A2 components may only register as
where the candidate is registered with an AQA private candidates if they already have a previously
registered centre that will accept responsibility for: moderated mark for Units 3 and 6, respectively, or if
they can find a centre that will comply with the above
requirements.
52
5.4 Access Arrangements and Special Consideration

We have taken note of equality and discrimination Access Arrangements
legislation and the interests of minority groups in
We can make arrangements so that candidates
developing and administering this specification.
with disabilities can access the assessment. These
We follow the guidelines in the Joint Council arrangements must be made before the examination.
for Qualifications (JCQ) document: Access For example, we can produce a Braille paper for a
Arrangements, Reasonable Adjustments and candidate with a visual impairment.
Special Consideration: General and Vocational
Qualifications. This is published on the JCQ website
(http://www.jcq.org.uk) or you can follow the link
Special Consideration
from our website (http://www.aqa.org.uk). We can give special consideration to candidates who
have had a temporary illness, injury or indisposition
Section 8.4 of the above JCQ document states
at the time of the examination. Where we do this, it is
that "a practical assistant is not permitted to carry
given after the examination.
out tasks which are the focus of the assessment".
Accordingly, only candidates who can carry out the Applications for access arrangements and special
tasks themselves can access marks for the Practical consideration should be submitted to AQA by the
Skills Assessment (PSA) in Unit 3 and Unit 6. Examinations Officer at the centre.
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. 5
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.
53
5.7 Awarding Grades and Reporting Results

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

Unit results remain available to count towards so by re-taking one or more units. The appropriate
certification, whether or not they have already been subject award entry, as well as the unit entry/entries,
used, as long as the specification is still valid. must be submitted in order to be awarded a new
Candidates may re-sit a unit any number of times subject grade.
within the shelf-life of the specification. The best result Candidates will be graded on the basis of the work
for each unit will count towards the final qualification. submitted for assessment.
Candidates who wish to repeat a qualification may do
54
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 AQA’s 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: Material to submit to moderator
For each candidate in the sample, the following
• candidates to sign the Candidate Record Form
material must be submitted to the moderator by the
(CRF) to confirm that the work submitted is their
deadline issued by AQA:
own, and
• the candidate’s data from Stage 1
• teachers/assessors to confirm on the CRF that
the work submitted is solely that of the candidate • the ISA written test
concerned and was conducted under the
• a Candidate Record Form showing the marks for
conditions laid down by the specification.
the ISA and the PSA.
The completed CRF for each candidate must
be attached to his/her work. Failure to sign the In addition each centre must provide:
authentication statement may delay the processing of • a Centre Declaration Sheet
the candidates’ results.
• details of any amendments to the task sheet with
In all cases, direct supervision is necessary to the information supporting the changes from the
ensure that the work submitted can be confidently Assessment Adviser, if there are any significant
authenticated as the candidate’s own. changes
If teachers/assessors have reservations about signing
the authentication statements, the following points of Route X
guidance should be followed: The practical work for the PSV and Stage 1 of
• If it is believed that a candidate has received the EMPA should be carried out in normal lesson
additional assistance and this is acceptable within time with a degree of supervision appropriate for
the guidelines for the relevant specification, the candidates working in a laboratory. The processing of
teacher/assessor should award a mark which raw data and the EMPA written test should be taken
represents the candidate’s unaided achievement. in normal lesson time under controlled conditions.
The authentication statement should be signed Redrafting of answers to any stage of the EMPA is
and information given on the relevant form not permitted. Candidates must not take their work
• If the teacher/assessor is unable to sign the away from the class.
authentication statement for a particular Material to submit to examiner
candidate, then the candidate’s work cannot be For each candidate, the following material must be
accepted for assessment submitted to the examiner by the deadline issued 6
by AQA:
• If malpractice is suspected, the Examinations
Officer should be consulted about the procedure • the candidate’s data from Stage 1 Section A
to be followed. (Task 1 and Task 2)
• the EMPA written test (Section B)
Route T
All teachers who have assessed the work of any • a Candidate Record Form including the PSV
candidate entered for each unit must sign the verification of safe and skilful practical techniques
declaration of authentication. and reliable and valid observations.
The practical work for the PSA and for the ISA should In addition each centre must provide:
be carried out in normal lesson time with a degree of • a Centre Declaration Sheet
supervision appropriate for candidates working in a
laboratory. The processing of raw data and the ISA • details of any amendments to the task sheet with
written test should be taken in normal lesson time the information supporting the changes from the
under controlled conditions. Assessment Adviser, if there are any significant
changes.
Redrafting of answers to any stage of the ISA is not
permitted. Candidates must not take their work away
from the laboratory.
55
6.2 Malpractice
Teachers should inform candidates of the AQA Malpractice in centre assessed work discovered
Regulations concerning malpractice. prior to the candidate signing the declaration of
Candidates must not: authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
• submit work which is not their own internal procedures. AQA would expect centres to
• lend work to other candidates treat such cases very seriously. Details of any work
which is not the candidate’s own must be recorded
• submit work typed or word-processed by a third on the Candidate Record Form or other appropriate
person without acknowledgement. place.
These actions constitute malpractice, for which a
penalty (e.g. disqualification from the examination) will Route X
be applied. If the teacher administering the EMPA believes that
a student is involved in malpractice, he/she should
Route T contact AQA.
Where suspected malpractice in centre assessed If the examiner suspects malpractice with the
work is identified by a centre after the candidate has EMPA, at any stage, he/she will raise the matter
signed the declaration of authentication, the Head of with the Irregularities Office at AQA. An investigation
Centre must submit full details of the case to AQA at will be undertaken, in line with the JCQ’s policies
the earliest opportunity. The form JCQ/M1 should be on Suspected Malpractice in Examinations and
used. Copies of the form can be found on the JCQ Assessments.
website (http://www.icq.orq.uk/).
6.3 Teacher Standardisation (Route T only)

We will hold annual standardising meetings for We will also contact centres if:
teachers, usually in the autumn term, for the centre
• the moderation of centre assessed work from
assessed units. At these meetings we will provide
the previous year has identified a serious
support in developing appropriate coursework tasks
misinterpretation of the centre assessed
and using the marking criteria.
requirements
If your centre is new to this specification, you must
send a representative to one of the meetings. If • inappropriate tasks have been set, or
you have told us you are a new centre, either by • a significant adjustment has been made to a
submitting an estimate of entry or by contacting the centre’s marks.
subject team, we will contact you to invite you to a
In these cases, centres will be expected to send a
meeting.
representative to one of the meetings. For all other
6 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 • all teachers marking some trial pieces of work and
to make sure that all candidates at the centre have identifying differences in marking standards
been marked to the same standard. One person
• discussing any differences in marking at a
must be responsible for internal standardisation. This
training meeting for all teachers involved in the
person should sign the Centre Declaration Sheet to
assessment
confirm that internal standardisation has taken place.
Internal standardisation involves: • referring to reference and archive material such
as previous work or examples from AQA’s teacher
standardising meetings.
56
6.5 Annotation of Centre Assessed Work (Route T only)

The Code of Practice for GCE states that the Work could be annotated by the following methods:
awarding body must require internal assessors to
• key pieces of evidence flagged throughout the
show clearly how the marks have been awarded
work by annotation either in the margin or in the
in relation to the marking criteria defined in the
text
specification and that the awarding body must
provide guidance on how this is to be done. • summative comments on the work, referencing
The annotation will help the moderator to see as precise sections in the work.
precisely as possible where the teacher considers
that the candidates have met the criteria in the
specification.
6.6 Submitting Marks and Sample Work for Moderation

(Route T only)
The total mark for each candidate must be submitted the specified date. Centres will be informed which
to AQA and the moderator on the mark forms candidates’ work is required in the samples to be
provided or by Electronic Data Interchange (EDI) by submitted to the moderator.
6.7 Factors Affecting Individual Candidates

Teachers should be able to accommodate the Candidates who move from one centre to another
occasional absence of candidates by ensuring that during the course sometimes present a problem for a
the opportunity is given for them to make up missed scheme of internal assessment. Possible courses of
assessments. action depend on the stage at which the move takes
If work is lost, AQA should be notified immediately of place. If the move occurs early in the course the new
the date of the loss, how it occurred, and who was centre should take responsibility for assessment.
responsible for the loss. Centres should use the JCQ If it occurs late in the course it may be possible to
form JCQ/LCW to inform AQA Candidate Services of arrange for the moderator to assess the work through
the circumstances. the ‘Educated Elsewhere’ procedure. Centres should
contact AQA at the earliest possible stage for advice
Where special help which goes beyond normal about appropriate arrangements in individual cases.
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 6
(see Section 6.1).
6.8 Retaining Evidence and Re-using Marks (Route T only)

The centre must retain the work of all candidates, to candidates after the deadline for enquiries about
with CRFs attached, under secure conditions, from results. If an enquiry about a result has been made,
the time it is assessed, to allow for the possibility of the work must remain under secure conditions in
an enquiry about results. The work may be returned case it is required by AQA.
57
7 Moderation (Route T only)
7.1 Moderation Procedures

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

On publication of the AS/A level results, we will of published results, giving feedback on the
provide centres with details of the final marks for the appropriateness of the tasks set, the accuracy of
centre assessed unit. the assessments made, and the reasons for any
The candidates’ work will be returned to the centre adjustments to the marks.
after moderation has taken place. The centre will We reserve the right to retain some candidates’ work
receive a report, with, or soon after, the despatch for archive or standardising purposes.
58
Appendices
A Performance Descriptions
These performance descriptions show the level of The grade awarded will depend in practice upon
attainment characteristic of the grade boundaries at the extent to which the candidate has met the
A Level. They give a general indication of the required Assessment Objectives (see Section 4) overall.
learning outcomes at the A/B and E/U boundaries at Shortcomings in some aspects of the examination
AS and A2. The descriptions should be interpreted may be balanced by better performances in others.
in relation to the content outlined in the specification;
they are not designed to define that content.
59
AS Performance Descriptions – Physics
Assessment Assessment Assessment

Objective 1 Objective 2 Objective 3
Assessment Knowledge and Application of knowledge How Science Works

Objectives understanding of science and understanding of science Candidates should be able to:
and of How Science Works and of How Science Works • demonstrate and describe
Candidates should be able to: Candidates should be able to: ethical, safe and skilful
• recognise, recall and show • analyse and evaluate practical techniques and
understanding of scientific scientific knowledge and processes, selecting
knowledge processes appropriate qualitative and
• select, organise and • apply scientific knowledge quantitative methods
communicate relevant and processes to unfamiliar • make, record and
information in a variety of situations including those communicate reliable
forms. related to issues and valid observations
• assess the validity, reliability and measurements with
and credibility of scientific appropriate precision and
information. 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.
A/B boundary Candidates characteristically: Candidates characteristically: Candidates characteristically:
a) demonstrate knowledge of a) apply principles and a) devise and plan
most principles, concepts concepts in familiar and experimental and
and facts from the AS new contexts involving only investigative activities,
specification a few steps in the argument selecting appropriate
b) show understanding of b) describe significant trends techniques
most principles, concepts and patterns shown by b) demonstrate safe and skilful
and facts from the AS data presented in tabular or practical techniques
specification graphical form and interpret c) make observations and
c) select relevant information phenomena with few errors measurements with
from the AS specification c) explain and interpret appropriate precision and
d) organise and present phenomena with few errors record these methodically
information clearly in and present arguments and d) interpret, explain, evaluate
appropriate forms using evaluations clearly and communicate the
scientific terminology. d) carry out structured results of their own and
calculations with few others’ experimental and
errors and demonstrate investigative activities, in
good understanding of the appropriate contexts.
underlying relationships
between physical quantities.
E/U boundary Candidates characteristically: Candidates characteristically: Candidates characteristically:
a) demonstrate knowledge of a) apply a given principle a) devise and plan some
some principles and facts to material presented in aspects of experimental
from the AS specification familiar or closely related and investigative activities
b) show understanding of contexts involving only a b) demonstrate safe practical
some principles and facts few steps in the argument techniques
from the AS specification b) describe some trends or c) make observations and
c) select some relevant patterns shown by data measurements, and record
information from the AS presented in tabular or them
specification graphical form
d) interpret, explain and
d) present information using c) provide basic explanations communicate some
basic terminology from the and interpretations of some aspects of the results
AS specification. phenomena, presenting of their own and others’
very limited evaluations experimental and
A d) carry out some steps within investigative activities, in
calculations. appropriate contexts.
60
A2 Performance Descriptions – Physics

Assessment Knowledge and Application of knowledge How Science Works

Objectives understanding of science and understanding of science Candidates should be able to:
and of How Science Works and of How Science Works • demonstrate and describe
Candidates should be able to: Candidates should be able to: ethical, safe and skilful
• recognise, recall and show • analyse and evaluate practical techniques and
understanding of scientific scientific knowledge and processes, selecting
knowledge processes appropriate qualitative and
• select, organise and • apply scientific knowledge quantitative methods
communicate relevant and processes to unfamiliar • make, record and
information in a variety of situations including those communicate reliable
forms. related to issues and valid observations
• assess the validity, reliability and measurements with
and credibility of scientific appropriate precision and
information. 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.
A/B boundary Candidates characteristically: Candidates characteristically: Candidates characteristically:
performance a) demonstrate detailed a) apply principles and a) devise and plan
descriptions knowledge of most concepts in familiar and experimental and
principles, concepts new contexts involving investigative activities,
and facts from the A2 several steps in the selecting appropriate
specification argument techniques
b) show understanding of b) describe significant trends b) demonstrate safe and skilful
most principles, concepts and patterns shown by practical techniques
and facts from the A2 complex data presented in c) make observations and
specification tabular or graphical form, measurements with
c) select relevant information interpret phenomena with appropriate precision and
from the A2 specification few errors,and present record these methodically
arguments and evaluations
d) organise and present clearly and logically d) interpret, explain, evaluate
information clearly in and communicate the
appropriate forms using c) explain and interpret results of their own and
scientific terminology. phenomena effectively, others’ experimental and
presenting arguments and investigative activities, in
evaluations appropriate contexts.
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.)
A
61
A2 Performance Descriptions – Physics (cont.)

E/U boundary Candidates characteristically: Candidates characteristically: Candidates characteristically:

performance a) demonstrate knowledge of a) apply given principles or a) devise and plan some
descriptions some principles and facts concepts in familiar and aspects of experimental
from the A2 specification new contexts involving a and investigative activities
b) show understanding of few steps in the argument b) demonstrate safe practical
some principles and facts b) describe, and provide a techniques
from the A2 specification limited explanation of, c) make observations and
c) select some relevant trends or patterns shown by measurements, and record
information from the A2 complex data presented in them
specification tabular or graphical form
d) interpret, explain and
d) present information using c) provide basic explanations communicate some
basic terminology from the and interpretations of some aspects of the results
A2 specification. phenomena, presenting of their own and others’
very limited arguments and experimental and
evaluations investigative activities, in
d) carry out routine appropriate contexts.
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.
62
B Spiritual, Moral, Ethical, Social and other Issues

Moral, Ethical, Social and Cultural Issues Avoidance of Bias
It is clear that Physics plays a major part in the AQA has taken great care in the preparation of this
development of the modern world. This specification specification and specimen units to avoid bias of any
is keenly aware of the implications of this kind.
development. The general philosophy of the subject
is rooted in How Science Works (see Section 3.7). Health and Safety
This section of the specification makes full references
to the moral, ethical, social and cultural issues that AQA recognises the need for safe practice in
permeate physics and science in general at this level. laboratories and tries to ensure that experimental
work required for this specification and associated
practical work complies with up-to-date safety
European Dimension recommendations.
AQA has taken account of the 1988 Resolution of Nevertheless, centres are primarily responsible for the
the Council of the European Community in preparing safety of candidates and teachers should carry out
this specification and associated specimen units. their own risk assessment.
The specification is designed to improve candidates'
knowledge and understanding of the international Candidates should make every effort to make
debates surrounding developments in Physics and to themselves aware of any safety hazards involved in
foster responsible attitudes towards them. 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,
Environmental Education the components and test equipment.
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.
63
C Overlaps with other Qualifications

The AQA GCE Physics Specification A overlaps The overlap with GCE Mathematics rests only on the
with many of the Science specifications. The nature use and application of the formulae and equations
of Physics and Electronics means that there are given in Section 3.9.
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.
64
D Key Skills – Teaching, Developing and Providing

Opportunities for Generating Evidence
Introduction Areas of study and learning that can be used to
encourage the acquisition and use of Key Skills, and
The Key Skills Qualification requires candidates to
to provide opportunities to generate evidence for
demonstrate levels of achievement in the Key Skills
Part B of the units, are signposted on the next page.
of Communication, Application of Number and
Information Technology. The above information is given in the context of the
knowledge that Key Skills at level 3 will be available
The units for the ‘wider’ Key Skills of Improving own
until 2010 with last certification in 2012.
Learning and Performance, Working with Others and
Problem Solving are also available. The acquisition Key Skills Qualifications of Communication,
and demonstration of ability in these ‘wider’ Key Skills Application of Number and Information and
is deemed highly desirable for all candidates, but they Communication Technology will be phased out and
do not form part of the Key Skills Qualification. replaced by Functional Skills qualifications in English,
Mathematics and ICT from September 2010 onwards.
The units for each Key Skill comprise three sections:
For further information see the AQA website:
• What you need to know http://web.aqa.org.uk/qual/keyskills/com04.php
• 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.
65
Key Skills Opportunities in Physics A

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Communication
C3.1a 4 4 4 4 4 4
C3.1b 4 4 4 4 4 4
C3.2 4 4 4 4 4 4
C3.3 4 4 4 4 4 4
Application of Number
N3.1 4 4 4 4 4 4
N3.2 4 4 4 4 4 4
N3.3 4 4 4 4 4 4
Information Technology
ICT3.1 4 4 4 4 4 4
ICT3.2 4 4 4 4 4 4
ICT3.3 4 4
Working With Others
WO3.1 4 4
WO3.2 4 4
WO3.3 4 4
Improving Own Learning and
Performance
LP3.1 4 4
LP3.2 4 4
LP3.3 4 4
Problem Solving
PS3.1 4 4
PS3.2 4 4
PS3.3 4 4
66
E Data and Formulae Booklet
E Data and Formulae Booklet
DATA
GCE Physics Specification A
Data and Formulae Booklet
ΑΒΧ
FUNDAMENTAL CONSTANTS AND VALUES
Quantity
Quality Symbol Value Units
speed of light in vacuo c 3.00 × 10 8
m s-1
permeability of free space µo0 4π × 10-7 H m-1
permittivity of free space εo0 8.85 × 10-12 F m-1
charge of electron
magnitude of the charge of electron e 1.60 × 10-19 C
the Planck constant h 6.63 × 10-34 Js
gravitational constant G 6.67 × 10 -11
N m2 kg-2
the Avogadro constant NA 23
6.02 × 10-23 mol-1
molar gas constant R 8.31 J K-1 mol-1
the Boltzmann constant k 1.38 × 10-23 J K-1
the Stefan constant σ 5.56 × 10-8
5.67 W m-2 K-4
the Wein
Wien constant α 2.90 × 10-3 mK
electron rest mass
me 9.11 × 10-31 kg
(equivalent to 5.5 × 10-4 u)
electron charge/mass ratio e/m
e/ mee 1.76 × 1011 C kg-1
proton rest mass
mp 1.67(3) × 10-27 kg
(equivalent to 1.00728 u)
proton charge/mass ratio e/
e/mmpp 9.58 × 107 C kg-1
neutron rest mass
mn 1.67(5) × 10-27 kg
(equivalent to 1.00867 u)
gravitational field strength g 9.81 N kg-1
acceleration due to gravity g 9.81 m s-2
atomic mass unit
u 1.661 × 10-27 kg
(1u is equivalent to 931.3 MeV)
GEOMETRICAL EQUATIONS
arc length = rθ
ASTRONOMICAL DATA circumference of circle = 2π r
Body Mass/kg Mean radius/m area of circle = π r2
Sun 1.99 × 1030 6.96 × 108 surface area of cylinder = 2π rh
Earth 5.98 × 10 24
6.37 × 10 6
volume of cylinder = π r2h
area of sphere = 4π r2
E
volume of sphere 4
= π r3
3
67
68
69
70
GCE Physics A (2450) 2009 onwards
Qualification Accreditation Number: AS 500/2569/7 - A Level 500/2615/X
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GCE

AS and A Level Speciﬁcation

6 Administration of Internally Assessed Units 55

7 Moderation (Route T only) 58

1.1 Why choose AQA?

1.2 Why choose Physics A?

1.3 How do I start using this specification?

1.4 How can I find out more?

Unit 2 – PHYA2 Mechanics, materials and waves

Unit 3 Investigative and practical skills in AS Physics

Unit 5 – One of Units PHA5A, PHA5B, PHA5C, PHA5D

Unit 6 Investigative and practical skills in A2 Physics

3.1 Unit 1 Particles, Quantum Phenomena and Electricity

3.2 Unit This AS

Work, energy and power

3.3 Unit 3 Investigative and Practical Skills in AS Physics

Route T – Investigative and Practical skills (Teacher assessed)

Route X – Investigative and Practical skills (Externally Marked)

In the course of their experimental work candidates should learn to:

A specification for• first teaching

on for first teaching

3.4.5 Magnetic Fields

• Magnetic flux density

• Moving charges in a magnetic field

• Magnetic flux and flux linkage

g,Thermal Physics Fuel used, shielding, emergency shut-down.

• Molecular kinetic theory model

Average molecular kinetic energy

When exposure is complete, the charge is processed to give an image.

Unit 5B Medical Physics

• Sensitivity and frequency response

B.2.3 Biological Measurement

• Basic structure of the heart

• Simple ECG machines and the normal ECG waveform

B.2.4 Non-Ionising Imaging

• Fibre optics and Endoscopy

B.2.5 X-ray Imaging

• Physical principles of the production of X-rays

Application of first law of thermodynamics to the above processes.

New GCE Physics

• Reversed heat engines

3.6 Unit 6 Investigative and Practical Skills in A2 Physics

Route T – Investigative and Practical skills (Teacher assessed)

Route X – Investigative and Practical skills (Externally Marked)

In the course of their experimental work candidates should learn to:

3.7 How Science Works

Carry out experimental and investigative activities, including appropriate risk

Evaluate methodology, evidence and data, and resolve conflicting evidence

Consider applications and implications of science and appreciate their associated

3 • The experimental discovery of electron diffraction confirmed the dual nature of

3.8 Guidance on Centre Assessment

3.8.1 Centre Assessed Route T (PSA/ISA)

Practical Skills Assessment (PSA)

The nature of the assessment

The assessment criteria

Use of ICT during PSA

Investigative Skills Assignment (ISA)

Stage 1: Collection and Processing of data

Stage 2: The ISA written test

Use of ICT during ISA

Candidates absent for the practical work

Material from AQA

3.8.2 Externally Marked Route X (PSV/EMPA)

6 Administration of Internally Assessed