GCE

AS and A Level Specication

Physics A
For exams from June 2014 onwards For certification from June 2014 onwards

GCE Physics A for exams from June 2014 onwards (version 1.5)

Contents
1 Introduction
1.1 1.2 1.3 1.4 Why choose AQA? Why choose GCE Physics A? How do I start using this specification? How can I find out more?

2
2 2 3 3

2 3
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

Specification at a Glance Subject Content

Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity Unit 2 PHYA2 Mechanics, Materials and Waves Unit 3 Investigative and Practical Skills in AS Physics Unit 4 PHYA4 Fields and Further Mechanics Unit 5 PHA5A-5D Nuclear Physics, Thermal Physics and an Optional Topic Unit 6 Investigative and Practical Skills in A2 Physics How Science Works Guidance on Centre Assessment Mathematical Requirements

4 5
6 9 12 14 18 33 35 41 48

Scheme of Assessment

49
49 49 50 50 51 51

4.1 Aims 4.2 Assessment Objectives 4.3 National Criteria 4.4 Prior Learning 4.5 Synoptic Assessment and Stretch and Challenge 4.6 Access to Assessment for Disabled Students

Administration

52
52 52 52 53 53 53 54 54

5.1 Availability of Assessment Units and Certification 5.2 Entries 5.3 Private Candidates 5.4 Access Arrangements and Special Consideration 5.5 Language of Examinations 5.6 Qualification Titles 5.7 Awarding Grades and Reporting Results 5.8 Re-sits and Shelf-life of Unit Results

Administration of Internally Assessed Units

55
55 56 56 56 57 57 57 57

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

7
7.1 7.2

Moderation (Route T only)

Moderation Procedures Post-moderation Procedures

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58 58

A B C D E

Appendices
Performance Descriptions Spiritual, Moral, Ethical, Social and other Issues Overlaps with other Qualifications Key Skills Data and Formulae Booklet

59
59 63 64 65 66

Vertical black lines indicate a significant change or addition to the previous version of this specification.
1

GCE Physics A for exams from June 2014 onwards (version 1.5)

1 Introduction
1.1 Why choose AQA?
1
Its a fact that AQA is the UKs favourite exam board and more students receive their academic qualifications from AQA than from any other board. But why does AQA continue to be so popular?

Service

Specifications

Ours are designed to the highest standards, so teachers, students and their parents can be confident that an AQA award provides an accurate measure of a students achievements. And the assessment structures have been designed to achieve a balance between rigour, reliability and demands on candidates.

We are committed to providing an efficient and effective service and we are at the end of the phone when you need to speak to a person about an important issue. We will always try to resolve issues the first time you contact us but, should that not be possible, we will always come back to you (by telephone, email or letter) and keep working with you to find the solution.

Ethics

Support

AQA runs the most extensive programme of support meetings; free of charge in the first years of a new specification and at a very reasonable cost thereafter. These support meetings explain the specification and suggest practical teaching strategies and approaches that really work.

AQA is a registered charity. We have no shareholders to pay. We exist solely for the good of education in the UK. Any surplus income is ploughed back into educational research and our service to you, our customers. We dont profit from education, you do.

If you are an existing customer then we thank you for your support. If you are thinking of moving to AQA then we look forward to welcoming you.

1.2 Why choose Physics A?

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

GCE Physics A for exams from June 2014 onwards (version 1.5)

1.3 How do I start using this specification?

Already using the existing AQA GCE Physics specifications?
Register to receive further information, such as mark schemes, past question papers, details of teacher support meetings, etc, at http://www.aqa.org.uk/rn/askaqa.php. Information will be available electronically or in print, for your convenience. Tell us that you intend to enter candidates. Then we can make sure that you receive all the material you need for the examinations. This is particularly important where examination material is issued before the final entry deadline. You can let us know by completing the appropriate Intention to Enter and Estimated Entry forms. We will send copies to your Exams Officer and they are also available on our website http://www.aqa.org.uk/examsadministration/entries/early-entryinformation

Not using the AQA specifications currently?

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

1.4 How can I find out more?

Ask AQA
You have 24-hour access to useful information and answers to the most commonly-asked questions at http://www.aqa.org.uk/rn/askaqa.php If the answer to your question is not available, you can submit a query for our team. Our target response time is one day.

Teacher Support
Details of the full range of current Teacher Support and CPD courses are available on our website at http://web.aqa.org.uk/qual/cpd/index.php There is also a link to our fast and convenient online booking system for all of our courses at http://events.aqa.org.uk/ebooking/

Latest information online

You can find out more, including the latest news, how to register to use Enhanced Results Analysis, support and downloadable resources, on our website at http://www.aqa.org.uk/

GCE Physics A for exams from June 2014 onwards (version 1.5)

2 Specification at a Glance

AS Examination Unit 1 PHYA1 Particles, quantum phenomena and electricity Written Examination (70 marks/120 UMS), 6 or 7 structured questions 1 hours 40% of the total AS marks 20% of the total A Level marks Available June only Unit 2 PHYA2 Mechanics, materials and waves Written Examination (70 marks/120 UMS), 6 or 7 structured questions 1 hours 40% of the total AS marks 20% of the total A Level marks Available June only Unit 3
EITHER

AS Award 1451

Investigative and practical skills in AS Physics

PHA3T, Centre Marked Route T 50 marks Practical Skills Assignment (PSA 9 raw marks) Investigative Skills Assignment (ISA 41 raw marks) PHA3X, Externally Marked Route X 55 marks Practical Skills Verification (PSV teacher verification) Externally Marked Practical Assignment (EMPA 55 raw marks) 20% of the total AS marks 10% of the total A Level marks A2 Examination Unit 4 PHYA4 Fields and further mechanics Written Examination (75 marks/120 UMS) 1 hours Section A is 25 multiple choice questions, each worth one mark. Section B is a written paper of 4/5 structured questions and consists of 50 marks. 20% of the total A Level marks Available June only Unit 5 One of Units PHA5A, PHA5B, PHA5C, PHA5D Written Examination (75 marks/120 UMS) 1 hours Section A: Nuclear and Thermal Physics 40 marks Compulsory section 4/5 structured questions Section B: one of the following options. Each paper has 4/5 structured questions and 35 marks.
OR

Available June only

A Level Award 2451

Options: A Astrophysics B Medical Physics C Applied Physics D Turning Points in Physics 20% of the total A Level marks (Section A 10%, Section B 10%) Available June only Unit 6
EITHER

Investigative and practical skills in A2 Physics

PHA6T, Centre Marked Route T 50 marks Practical Skills Assessment (PSA 9 marks) Investigative Skills Assignment (ISA 41 marks)

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

OR

Available June only

AS

A2

A Level

GCE Physics A for exams from June 2014 onwards (version 1.5)

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. At A2, the two A2 theory units present a generally context-free approach to GCE level Physics, as at ASLevel, leaving teachers to select the contexts and applications which bring the subject alive. The first unit of the A2 course 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.

GCE Physics A for exams from June 2014 onwards (version 1.5)

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

3 3.1

Subject Content Unit 1 Particles, Quantum Phenomena and Electricity

3.1 Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity

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

3.1.1 Particles and Radiation

3.1.1 Particles and Radiation

on and develops previous GCSE studies and provides opportunities for practical work and looks into important applications. Constituents of the atom

Constituents of the atom

Proton, neutron, electron. Proton, neutron, electron. Their charge and mass in SI units relative Specific charge of nuclei and ofof ions. Atomic mass Their charge and mass in SIand units and units. relative units. Specific charge nuclei and unit is not required. of ions. Atomic mass unit is not required. Proton number Z, nucleon number A, nuclide notation,notation, isotopes isotopes Proton number Z, nucleon number A, nuclide

Stable and and unstable Stable unstable nuclei nuclei

The strong nuclear force; its in keeping the nucleus stable; The strong nuclear force; its role inrole keeping the nucleus stable; short-range attraction to about 3 fm, short-range attraction to about 3 fm, very-short range repulsion below about 0.5 fm; very-short range repulsion below about 0.5 fm. Equations alpha decay - decay including the neutrino. Equations forfor alpha decay and and decay including the antineutrino.
Candidates should know that for every typethe of particle, there is a corresponding antiparticle. They antiparticle. They should know that positron, the antiproton, the antineutron should know that the positron, theantiparticles antiproton, theof antineutron and the antineutrino are neutron the antiparticles and the antineutrino are the the electron, the proton, the of the electron, the proton, the neutron and the neutrino, respectively. and the neutrino respectively. Comparison of particle and antiparticle masses,masses, charge and rest energy MeV Comparison of particle and antiparticle charge and in rest energy in MeV. Photon model of electromagnetic radiation, the Planck constant, Photon model of electromagnetic radiation, the Planck constant,

Particles, antiparticles Candidates should knowand that photons for every type of particle, there is a corresponding

Particles, antiparticles and photons

hc Knowledge of annihilation and pair production processes and the respective Knowledge of annihilation and pair production processes and the respective energies involved. The 2 use of E = mc is not required in calculations. energies involved. The use of E = mc2 is not required in calculations.

E = hf =

Particle interactions interactions Particle

Concept of exchange particles to explain forces between elementary particles. The electromagnetic force; virtual photons as the exchange particle. The electromagnetic force; virtual photons as the exchange particle. The weak interaction limited -, + decay, electron capture and electron-proton + The weak interaction , exchange decay, electron capture and electron-proton collisions; W + and W collisions; W+ andlimited W- asthe 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.

Concept of exchange particles to explain forces between elementary particles

and mesons (pion, kaon). Hadrons: baryons (proton, neutron) and antibaryons (antiproton and antineutron) and mesons (pion, kaon). Hadrons are subject to the strong nuclear force. Candidates should that the proton Hadrons are subject to know the strong nuclear force. is the only stable baryon into which other baryons eventually decay; in particular, the stable decay of the neutron should be known. Candidates should know that the proton is the only baryon into which other baryons eventually Leptons: electron, muon, neutrino (electron and muon types). decay; in particular, the decay of the neutron should be known. Leptonselectron, are subject to the weak interaction. Leptons: muon, neutrino (electron and muon types). Candidates will be expected to know Leptons are subject to the weak interaction. baryon numbers for the hadrons. Lepton numbers for leptons to will be baryon given in the data booklet. Candidates will the be expected know numbers for the hadrons. Lepton numbers for the leptons will be given in the data booklet.

Classification of particles Hadrons: baryons (proton, neutron) and antibaryons (antiproton and antineutron)

Classification of particles

GCE Physics A for exams from June 2014 onwards (version 1.5)

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

Quarks Quarks antiquarks andand antiquarks 3.1 Unit 1 Particles, Quantum Phenomena and Electricity Up (u), down (d) and strange (s) quarks only.only. Up (u), down (d) and strange (s) quarks This module involves two contrasting topics in physics: particle physics and Quarks and antiquarks Properties of quarks: charge, baryon number and and strangeness. Properties ofantiquarks quarks: charge, baryon number strangeness. and Quarks electricity. Through the study of these topics, students should gain an awareness Up (u), down (d) and strange (s) quarks only. Combinations of quarks andantiquarks antiquarks required for baryons (proton and neutron Combinations of quarks and required (proton and neutron only), antibaryons Up (u), down (d) and strange (s) quarks only.for baryons of the on-going development of new ideas in physics and of the application of in(antiproton and only) and mesonsnumber (pion only) andand kaon) only. Properties ofantineutron quarks: charge, baryon strangeness. only), antibaryons (antiproton and antineutron and mesons (pion and kaon) Properties of quarks: charge, baryon number and strangeness. + depth knowledge ofantiquarks well-established topics such as (proton electricity. Combinations of quarks required for baryons and Particle neutronphysics Change of quark character in and and decay. only. Combinations of quarks and antiquarks required for baryons (proton and neutron - to +antineutron introduces students the fundamental properties and nature of matter, only), antibaryons (antiproton and only) and mesons (pion and kaon) radiation Change of quark character in and and decay. Application of the conservation laws for charge, baryon number, lepton number and strangeness only), antibaryons (antiproton antineutron only) and mesons (pion and kaon) and quantum phenomena. In contrast, the study of electricity in this module builds only. to particle interactions. The necessary data will be provided in questions for particles outside those Application of the conservation laws for charge, baryon number, lepton number and only. + specified. on and develops previous GCSE studies and provides opportunities for practical Change of quark character in and decay. + strangeness to particle interactions. The necessary data will be provided in Change of quark character in into - and decay. work and looks important applications. Application of the conservation laws for charge, baryon number, lepton number and questions for outside those specified. Application of particles the conservation laws for charge, baryon number, lepton number and 3.1.2 Electromagnetic Radiation and Quantum Phenomena strangeness to particle interactions. The necessary data will be provided in Particles and Radiation 3.1.1 strangeness to particle interactions. The necessary data Radiation and Quantum Phenomenawill be provided in 3.1.2 Electromagnetic questions for particles outside those specified. for particles outside specified. Constituents of those the atom questions The photoelectric effect The photoelectric effect Radiation and Quantum Phenomena 3.1.2 Electromagnetic Proton, neutron, electron. Radiation and Quantum 3.1.2 Electromagnetic Work function , threshold frequency fo, photoelectric hf = + Ek ; the stopping potential Work function , photoelectric equation hf = Phenomena + Eequation k; the stopping potential Their charge and mass in SI units and relative units. Specific charge of nuclei and experiment is not required. The photoelectric effect photoelectric experiment is not required. effect The of ions. Atomic mass unit is not required. Work function , photoelectric equation hf = + Ek; the stopping potential function , photoelectric hf = + EA stopping potential k; Collisions ofProton electrons with atoms number Zequation , nucleon number , the nuclide notation, isotopes Work Collisions of with atoms experiment is electrons not required. experiment is not required. TheThe electron volt. electron volt. and unstable nuclei Stable of electrons with atomsof ionization and excitation in the Collisions Ionisation and excitation; understanding of electrons with atoms Collisions Ionisation and excitation; understanding ofits ionisation excitation the fluorescent tube. The strong nuclear force; role inand keeping thein nucleus stable; The electron volt. fluorescent tube. The electron volt. short-range attraction to about 3 very-short range repulsion below about 0.5 fm; Ionisation and excitation; understanding offm, ionization and excitation in the and excitation; understanding of ionization and excitation in the Ionisation Energy levels and photon emission Energy levels and photon emission Equations fluorescent tube. for alpha decay and decay including the neutrino. fluorescent tube. Line spectra (e.g. hydrogen) as evidence of transitions discrete Line spectra (e.g.of of atomic atomic hydrogen) as evidence of transitions betweenbetween discrete energy levels in Particles, antiparticles and photons levels Energy and photon emission atoms. energy levels in atoms. and photon emission Energy levels should know that as for evidence every type particle, there is a discrete corresponding Line spectra (e.g. of atomic hydrogen) ofof transitions between hf =hf E = EE E2Candidates 1 1 2 (e.g. Line spectra of atomic hydrogen) as evidence of transitions between discrete antiparticle. They should know that the positron, the antiproton, the antineutron energy levels in atoms. levels and induality atoms. Wave-particle energy the antineutrino are the antiparticles of the electron, the proton, the neutron hf = E E 1 2 hf =Wave-particle duality E1 E2 should Candidates know that electron diffraction suggests the wave nature of and the neutrino respectively. Candidates should duality know that electron diffraction suggests the wave nature of particles and the Wave-particle particles and the photoelectric effect suggests the particle nature of and rest energy in MeV. Comparison of the particle and antiparticle masses, charge duality Wave-particle photoelectric effect suggests particle nature of electromagnetic waves; details of particular Candidates should know that electron diffraction suggests the wave nature of electromagnetic waves; details of particular methods of particle diffraction are Photon model of electromagnetic radiation, the Planck constant, Candidates should know that electron diffraction suggests the wave nature of not methods of particle diffraction are not expected. particles and the photoelectric effect suggests the particle nature of expected. hc particles and the photoelectric effect suggests the particle nature of electromagnetic waves; h details of particular methods of particle diffraction are not E = hf = electromagnetic waves; details particular of particle diffraction are not de Broglie wavelength de Broglie wavelength = ,of where mv ismethods the momentum. expected. mv expected. Knowledge of annihilation and pair production processes and the respective h 2 h = The de Broglie wavelength , where mv the momentum. is not required in calculations. energies involved. use of E is =momentum. mc where mv is the momentum. Current Electricity 3.1.3 de Broglie wavelength = , mv where mv is the mv Particle Charge, current and interactions potential difference Current Electricity 3.1.3 3.1.3 Current Electricity Concept exchange particles explaindifference forces between elementary Electricity 3.1.3 Current Electric current as the of rate of flow of charge; to potential as work done per particles The electromagnetic force; virtual photons as the exchange particle. Charge, current and potential difference unit charge. current and and potential difference Charge, Charge, current potential difference electron capture and electron-proton TheW weak interaction limited -, + decay, Electric current as the rate of flow of charge; potential difference as work done per Q current Electric as the rate of flow of charge; potential difference work per + Electric current as the rate of flow of charge; potential difference as work as done per done unit charge. I = unit and V = . W and W as the exchange collisions; particles. charge. t Q unit charge. diagrams to represent the above reactions or interactions in Q Simple Feynman W W and V =of particles . IQ = V going in and out and exchange particles. terms IResistance = and V = . by R = . t is definedQ t Q I Classification of particles V V Resistance is defined by R = . baryons neutron) and antibaryons (antiproton and antineutron) Current / voltage characteristics is Hadrons: defined by R = .(proton, Resistance is defined by Resistance I I kaon). mesons For an ohmic and conductor, a(pion, semiconductor diode and a filament lamp; candidates Current /Hadrons voltage characteristics are subject to the strong sensor nuclearand force. should have experience of the use of a current a voltage sensor with a Current/voltage characteristics Current / voltage characteristics For an ohmic conductor, a semiconductor diode and a filament lamp; candidates Candidates should know that the proton is the only stable baryon into which other data logger to capture data from which to determine V I curves. an ohmic conductor, a a semiconductor diode and and a filament lamp; candidates should have For For an ohmic conductor, semiconductor diode a filament lamp; candidates should have experience of the use of a current sensor and a voltage sensor with baryons eventually decay; in particular, the decay of the neutron should be known. experience of use ofcase a current sensor sensor with data logger to capture dataa from Ohms law as athe special where Ia and V. a voltage should have experience of the use of current sensor and aa voltage sensor with a data to logger to capture data from which to determine I muon curves. I electron, V curves. which determine Leptons: muon, neutrino (electron V and types). logger to capture data from which to determine V I curves. Resistivity data Leptons are subject to weak Ohms law as a special case I V. interaction. Ohm's law as special case where where I the Ohms aa special case where IV V. RAlaw as Candidates will be expected to know baryon numbers for the hadrons. Lepton = Resistivity L numbers for the leptons will be given in the data booklet. Resistivity RA of the qualitative effect of temperature on the resistance of metal Description RA = = L and thermistors. Applications (e.g. temperature sensors). conductors L Description of as theaqualitative effect of temperature on the resistance of metal Superconductivity property of certain materials which have zeroof resistivity Description of the qualitative effect of temperature on the resistance metal at 7 conductors and temperature thermistors. which Applications (e.g. temperature sensors). and below a critical depends on the material. Applications (e.g. conductors and thermistors. Applications (e.g. temperature sensors). as a property of certain materials which have zero resistivity at verySuperconductivity strong electromagnets, power cables). Superconductivity as a property of certain materials which have zero resistivity at

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

Subject Content

I=

GCE Physics A for exams from June 2014 onwards (version 1.5)

Q W and V = . t Q

Resistance is defined by R =

V . I

Current / voltage characteristics For an ohmic conductor, a semiconductor diode and a filament lamp; candidates should have experience of the use of a current sensor and a voltage sensor with a data logger to capture data from which to determine V I curves. Ohms law as a special case where I V.

Resistivity Resistivity RA = L Description of the effect of temperature on the resistance of metal conductors and Description of qualitative the qualitative effect of temperature on the resistance of metal thermistors. Applications (e.g. temperature sensors). conductors and thermistors. Applications (e.g. temperature sensors). Superconductivity as a as property of certain which havewhich zero resistivity at and below a critical Superconductivity a property of materials certain materials have zero resistivity at temperature which depends on the material. Applications very material. strong electromagnets, power and below a critical temperature which depends(e.g. on the Applications (e.g. CE CEPhysics PhysicsA Aspecification specification for for first first teaching teaching 2008: 2008:version version 0.2, 0.2, draft draft submitted submitted to toversion QCA QCA (July (July 2007) 2007) cables). New New GCE GCE Physics Physics A specification A specification for first for first teaching teaching 2008: 2008: version 0.2, 0.2, draft draft submitted submitted to QCA to QCA (July (July 2007) 2007) very strong electromagnets, power cables). New New New New GCE GCE GCE GCE Physics Physics Physics Physics A A A A specification specification specification specification for for for for first first first first teaching teaching teaching teaching 2008: 2008: 2008: 2008: version version version version 0.2, 0.2, 0.2, 0.2, draft draft draft draft submitted submitted submitted submitted to to to to QCA QCA QCA QCA (July (July (July (July 2007) 2007) 2007) 2007)

Circuits

Resistors Resistors Resistors Resistors in in in series; series; series; series; R R R R = = = = R R R R + + + + R R R R+ + + + R R R R + + + + T T T T 11 1 1 3 3 3 1 in 1 1 1 1 1 1 1 12222 1 3 1 1 1 1 1 1 = = + + + + + + Resistors in in parallel; parallel; Resistors Resistors = +1 + +1 + + + Resistors in parallel; in parallel; 1 1 1 1 1 1 1 =1 1 1 1 1 1 1 R R R R R R R R R = = = = + + + + + + + + + + Resistors Resistors Resistors Resistors in in in parallel; parallel; parallel; parallel; RT R+ R 2 R3 R R1 R 2 TT 11in 22 33 RT 1+ 3 R R R R R R R R R R R 22 R R R R112 R 2 TT T T 22 2 2 33 3 3 2 11 energy =R I;E V t, P = IV, P = I R ; application, e.g. Understanding of high current requirement for a energy E E= =IIV Vt, t,P P= =IV, IV, P =E R ; application, application, e.g. e.g. Understanding Understanding of of high high current current energy P = IIE 2 2 2 2 R ; application, R ; application, e.g. e.g. Understanding Understanding of high of high current current energy energy = I = V I t, V P t, = P IV, = IV, P = P I = I 3 starter motor in a motor car. R R R R ; ; ; ; application, application, application, application, e.g. e.g. e.g. e.g. Understanding Understanding Understanding Understanding of of of of high high high high current current current current energy energy energy energy E E E E = = = = I I I I V V V V t, t, t, t, P P P P = = = = IV, IV, IV, IV, P P P P = = = = I I I I requirement requirement for for a a starter starter motor motor in in a a motor motor car.motor requirement requirement for for a starter a car. starter motor in ain motor a motor car. car. requirement requirement requirement requirement for for for for a a a a starter starter starter starter motor motor motor motor in in in in a a a a motor motor motor motor car. car. car. car. d.c.d.c. Conservation of charge and energy in simple circuits. Conservation Conservation of of charge charge and and energy energy in in simple simple d.c. d.c. circuits. circuits. Conservation Conservation of charge of charge and and energy energy indc simple in simple circuits. circuits. Conservation Conservation Conservation Conservation of of of of charge charge charge charge and and and and energy energy energy energy in in in in simple simple simple simple d.c. d.c. d.c. d.c. circuits. circuits. circuits. circuits. The relationships between currents, voltages and resistances in resistances series and in parallel circuits, including The The relationships relationships between between currents, currents, voltages voltages and and resistances resistances in in series series and and parallel parallel The The relationships relationships between between currents, currents, voltages voltages and and resistances series in series and and parallel parallel The The The The relationships relationships relationships relationships between between between between currents, currents, currents, currents, voltages voltages voltages voltages and and and and resistances resistances resistances resistances in in in in series series series series and and and and parallel parallel parallel parallel cells in series and identical cells in parallel. circuits, circuits, including including cells cells in in series series and and identical identical cells cells in in parallel. parallel. Questions Questions will will not be beQuestions circuits, circuits, including including cells cells in series in series and and identical identical cells cells in parallel. innot parallel. Questions will will not not be be circuits, circuits, circuits, circuits, including including including cells cells cells cells in in in in series series series series and and and identical identical identical identical cells cells cells cells in in in in parallel. parallel. parallel. parallel. Questions Questions Questions Questions will will will will not not not not be be be Questions will not be set require the use of simultaneous equations to calculate currents or set set which which require require the the use use of ofincluding simultaneous simultaneous equations equations to to calculate calculate currents currents or or set set which which require require thewhich the use use of simultaneous ofand simultaneous equations equations to calculate to calculate currents currents or or be potential differences. set set set set which which which which require require require require the the the the use use use use of of of of simultaneous simultaneous simultaneous simultaneous equations equations equations equations to to to to calculate calculate calculate calculate currents currents currents currents or or or or potential potential differences. differences. potential potential differences. differences. potential potential potential potential differences. differences. differences. differences. Potential Potential divider divider Potential Potential divider Potential divider Potential Potential Potential divider divider divider divider Potential The The potential potential divider divider used used to to supply supply variable variable pd pd e.g. e.g. application application as as an an audio audio The The potential potential divider divider used to supply to supply variable pd e.g. pd e.g. application as an as audio an audio The potential divider usedused to supply variable pd variable e.g. application as application an audio 'volume' control. The The The potential potential potential potential divider divider divider divider used used used used to to to to supply supply supply supply variable variable variable variable pd pd pd pd e.g. e.g. e.g. e.g. application application application application as as as as an an an an audio audio audio audio volume volume control. control. The volume volume control. control. Examples should include the use of variable resistors, thermistors and L.D.R.'s. The use of the volume volume volume volume control. control. control. control. Examples Examples should should include include the the use use of of variable variable resistors, resistors, thermistors thermistors and and L.D.R.s. L.D.R.s. Examples Examples should should include include thethe useuse of of variable resistors, resistors, thermistors thermistors and and L.D.R.s. L.D.R.s. potentiometer as a measuring instrument is variable not required. Examples Examples Examples Examples should should should should include include include include the the the the use use use use of of of of variable variable variable variable resistors, resistors, resistors, resistors, thermistors thermistors thermistors thermistors and and and and L.D.R.s. L.D.R.s. L.D.R.s. L.D.R.s. The The use use of of the the potentiometer potentiometer as as a a measuring measuring instrument instrument is is not not required. required. The The useuse of the of the potentiometer potentiometer as a as measuring a measuring instrument instrument is not is not required. required. The The The The use use use use of of of of the the the the potentiometer potentiometer potentiometer potentiometer as as as as a a a a measuring measuring measuring measuring instrument instrument instrument instrument is is is is not not not not required. required. required. required. force force and internal resistance Electromotive Electromotive force and and internal internal resistance resistance Electromotive Electromotive force force and and internal internal resistance resistance Electromotive Electromotive Electromotive Electromotive force force force force and and and and internal internal internal internal resistance resistance resistance resistance Electromotive E E E E = = = =II(R (R+ +r) r) =E = = I (R = I + (R r) + r) E E E Q Q = = = = Q = = = = IIII (R (R (R (R + + + + r) r) r) r) Q Q Q Q Q Applications; e.g. low internal resistance for a carfor battery. Applications; e.g. e.g. low low internal resistance for a car car battery. Applications; internal resistance for a battery. Applications; Applications; e.g. e.g. low low internal internal resistance resistance for a car a car battery. battery. Applications; Applications; Applications; Applications; e.g. e.g. e.g. e.g. low low low low internal internal internal internal resistance resistance resistance resistance for for for for a a a a car car car car battery. battery. battery. battery. Alternating currents currents Alternating Alternating Alternating currents currents Alternating currents Alternating Alternating Alternating currents currents currents currents Alternating Sinusoidal voltages voltages and currents only; root mean square, peak and peak-to-peak Sinusoidal and currents only; root mean square, peak and peak-to-peak Sinusoidal Sinusoidal voltages voltages and and currents currents only; only; root root mean mean square, square, peak peak and and peak-to-peak peak-to-peak Sinusoidal voltages and currents only; only; root mean square, peak and peak peak-to-peak values for sinusoidal Sinusoidal Sinusoidal Sinusoidal Sinusoidal voltages voltages voltages voltages and and and and currents currents currents currents only; only; only; root root root root mean mean mean mean square, square, square, square, peak peak peak and and and and peak-to-peak peak-to-peak peak-to-peak peak-to-peak values for for sinusoidal sinusoidal waveforms only. values waveforms only. values values for for sinusoidal sinusoidal waveforms waveforms only. only. waveforms only. values values values values for for for for sinusoidal sinusoidal sinusoidal sinusoidal waveforms waveforms waveforms waveforms only. only. only. only. IIoo V V Io Io Vo Vo oo = IIrms = V V = = I rmsI = = V rmsV= = III Ioo V V V V rms rms rms rms rms 0 0 o o oo o o III = Irms = = 2 2= 2 2 V V V = = = = V rms 2 2 2 2 rms rms rms rms rms rms 2 2 2 2 2 2 2 2 peak Application to to calculation calculation of mains electricity peak and peak-to-peak voltage values. Application of mains electricity and peak-to-peak voltage values. Application Application to calculation to calculation of mains of mains electricity electricity peak peak and and peak-to-peak peak-to-peak voltage voltage values. values. Application to calculation of mains electricity peak and peak-to-peak voltage values. Application Application Application Application to to to to calculation calculation calculation calculation of of of of mains mains mains mains electricity electricity electricity electricity peak peak peak peak and and and and peak-to-peak peak-to-peak peak-to-peak peak-to-peak voltage voltage voltage voltage values. values. values. values. Oscilloscope Oscilloscope Oscilloscope Oscilloscope Oscilloscope Oscilloscope Oscilloscope Oscilloscope Use of of an an oscilloscope oscilloscope as a d.c. d.c. and a.c. voltmeter, voltmeter, to measure time intervals and Use as a and a.c. to measure time intervals and Use Use of an of oscilloscope an oscilloscope as a as d.c. a d.c. and and a.c.a.c. voltmeter, voltmeter, to measure to measure time time intervals intervals and and Oscilloscope Use Use Use Use of of of of an an an an oscilloscope oscilloscope oscilloscope oscilloscope as as as as a a a a d.c. d.c. d.c. d.c. and and and and a.c. a.c. a.c. a.c. voltmeter, voltmeter, voltmeter, voltmeter, to to to to measure measure measure measure time time time time intervals intervals intervals intervals and and and No details of the structure of the No details of the structure of the frequencies and and to to display display a.c. waveforms. frequencies a.c. waveforms. No No details details the of the structure structure of the of and the frequencies frequencies and and to as display toadisplay a.c. a.c. waveforms. waveforms. Use of an oscilloscope dc and ac voltmeter, to measure time of intervals and frequencies and to No No No No details details details details of of of of the the the the structure structure structure structure of of of the the the the frequencies frequencies frequencies frequencies and and and and to to to to display display display display a.c. a.c. a.c. a.c. waveforms. waveforms. waveforms. waveforms. instrument is is required required but familiarity with the operation of thewith controls is expected. expected. instrument but familiarity with the operation the controls is display a.c. waveforms. No details of theof structure of the instrument is required butof familiarity with the instrument instrument is required is required but but familiarity familiarity with the the operation operation of the of the controls controls is expected. is expected. instrument instrument instrument instrument is is is is required required required required but but but but familiarity familiarity familiarity familiarity with with with with the the the the operation operation operation operation of of of of the the the the controls controls controls controls is is is is expected. expected. expected. expected. operation of the controls is expected.

in series; R = R1 + R2 + R3 +... Circuits Circuits Circuits Circuits Resistors Circuits Circuits Circuits Circuits R Resistors in parallel; Resistors in in series; series; R Resistors =R R +R R +R R + RT = + T= T 11 + 22 33 + Resistors Resistors in series; in series; RT R= RR RR R 1+ 1+ 2+ 2+ 3+ 3+

GCE Physics A for exams from June 2014 onwards (version 1.5)

New GCE 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) New

Unit 2 2 Mechanics, Mechanics, Materials Materials and and Waves Waves Unit This AS AS module is about about the principles principles and applications applications of mechanics, materials materials This is the and mechanics, 3.2 Unit 2 module PHYA2 Mechanics, Materials andof Waves and waves. The first section introduces vectors and then develops knowledge and and waves. The first section introduces vectors and then develops knowledge and understanding of forces and energy from GCSE Additional Science. In the second understanding of forces and energy from GCSE Additional Science. Infirst thesection second This AS unit is about the principles and applications of mechanics, materials and waves. The section, materials are studied studied in terms terms of their their bulk bulk of properties and tensile strength. introduces vectors materials and then develops knowledge and understanding forces andand energy from GCSE section, are in of properties tensile strength. Additional Science. the second section, materials are studied in terms their bulk properties and tensile The final In section extends GCSE studies on waves waves by of developing in-depth The final section extends GCSE studies on by developing in-depth strength.knowledge The final section extends GCSE studies on waves by developing in-depth knowledge of the knowledge of the characteristics, properties and applications of waves, including of the characteristics, properties and applications of waves, including characteristics, properties and applications of waves, including refraction, diffraction, superposition and refraction, diffraction, diffraction, superposition superposition and and interference. interference. refraction, interference. Mechanics 3.2.1 Mechanics 3.2.1

3.2 3.2

3.2.1 Scalars and and vectors vectors Mechanics Scalars

triangle. triangle. Moments Moments Moments Moment of a force force about a point point defined as force perpendicular perpendicular distance from the Moment ofof a force about a point defined as forceas x perpendicular distance from the point from to the the line of Moment a about a defined force distance action of the force; torque. point to the line of action of the force; torque. point to the line of action of the force; torque. Couple ofof a pair of equal and opposite forces defined force x perpendicular distance between the Couple of a pair pair of equal equal and opposite opposite forcesas defined as force force perpendicular perpendicular Couple a of and forces defined as lines of action of the forces. distance between the lines of action of the forces. distance between the lines of action of the forces. The principle of moments and its applications in simple in balanced situations. The principle of moments moments and its applications applications in simple balanced situations. situations. The principle of and its simple balanced Centre of mass; calculations of the position position of the the centre of masslamina of a a regular regular Centre ofof mass; calculations of the of position of the centre of mass of a regular are not expected. Centre mass; calculations the of centre of mass of lamina are not expected. lamina are not expected. Motion a straight line line Motion along along a a straight straight Motion along line Displacement, speed, velocity and acceleration. Displacement, speed, velocity and acceleration. acceleration. Displacement, speed, velocity and s v , a= = v v= = s , v a t t t t Representation by graphical methods of uniform non-uniform acceleration; acceleration; interpretation of Representation by graphical methods of and uniform and non-uniform non-uniform acceleration; Representation by graphical methods of uniform and velocity-time and displacement-time graphs for uniform and non-uniform acceleration; significance interpretation of velocity-time and displacement-time graphs for uniform and non- of interpretation of velocity-time and displacement-time graphs for uniform and nonareas and acceleration; gradients. uniform significance of areas and gradients. uniform acceleration; significance of areas and gradients. Equations forfor uniform acceleration; Equations for uniform acceleration; Equations uniform acceleration; u+v u v= =u u+ + at at ,, s= = t +v t v s 2 2 2 at 2 2 2 at , v2 =u u2 +2 2as as s = ut + , v = + s = ut + 2 2 Acceleration due to gravity, gravity, g; ; detailed detailed experimental methods g ofare measuring g are are Acceleration due to gravity, g; detailed experimental methods of measuring not required. Acceleration due to g experimental methods of measuring g not required. not required. Terminal speed. Terminal speed. speed. Terminal

The addition of vectors by calculation or scale drawing. Calculations will be limited two The resolution of vectors vectors into two two components at right right angles angles to eachto other; The resolution of into components at to each other; perpendicular vectors. examples should should include include the the components components of of forces forces along along and and perpendicular perpendicular to to an an examples The resolution of vectors into two components at right angles to each other; examples should include inclined plane. inclined plane. the components of forces along and perpendicular to an inclined plane. Conditions for for equilibrium equilibrium for for two two or or three three coplanar coplanar forces forces acting acting at at a a point; point; Conditions Conditions for equilibrium for two or three coplanar forces acting at a point; problems may be solved problems may may be be solved solved either either by by using using resolved resolved forces or by using a closed problems either by using resolved forces or by using a closed triangle.forces or by using a closed

The addition addition of of vectors vectors by by calculation calculation or or scale scale drawing. drawing. Calculations Calculations will will be be limited limited The Scalars and vectors to two perpendicular vectors. to two perpendicular vectors.

Projectile motion motion Projectile Projectile motion

principles. The memorising of projectile equations is not required. Newtons laws laws of of motion Newton's Newtons of motion motion Knowledge and application of thelaws three laws of of motion in appropriate appropriate situations. Knowledge and application the three laws in Knowledge and application of theof three of motion in motion appropriate situations. situations. For constant constant mass, mass, F F= = ma ma . . For
For constant mass, F = ma.

Independence of vertical and horizontal motion; problems will be solvable first principles. The Independence of vertical vertical and horizontal horizontal motion; problems problems will from be soluble soluble from first first Independence of and motion; will be from memorising of projectile equations is not required. principles. The memorising of projectile equations is not required.

GCE Physics A for exams from June 2014 onwards (version 1.5)

New NewGCE GCE Physics Physics A Aspecification 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) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

GCE Work, energy and power Work, energy and power Work, A energy andfor power New specification first teaching 2008: version 0.2, draft submitted to QCA (July 2007) Physics New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New New GCE GCE Physics Physics AA 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) W = cos W = Fs Fs cos
Work, energy and power W P = Fs cos P= 3.5 Options energy and power Work, tt Work, energy energy and and power power Work, WUnit = Fs cos 5A Astrophysics W W W= = Fs Fs cos cos = Fv P= P Fv Work, energy fundamental and power physical principles are applied to the study and In t this option, W W = Fs cos useful output power of energy Conservation of energy = PConservation interpretation of the Universe. Students will gain deeper insight into the behaviour W W = efficiency input power of t = = PP Principle of conservation applied examples gravitational Principle of conservation of energy, energy, applied to examples involving gravitational P = Fv of objects at great distances from Earth andto discover theinvolving ways in which information tt W potential energy, kinetic energy and work done against resistive forces. potential energy, kinetic energy and work done against resistive forces. from these objects can be gathered. The underlying physical principles of the = P PConservation of energy energy Conservation of =E Fv= t mg h E = mg h optical and other devices used are covered and some indication given of the new p p Principle of of conservation of energy, applied applied to examples involving gravitational energy, kinetic PP = = Fv Fv Principle conservation of energy, to examples involvingpotential gravitational information gained by the use of radio astronomy. Details of particular sources of energy 2 2 Conservation 1 1 energy and work done against resistive forces. potential energy, kinetic energy and work done against resistive forces. E mv E = mv Pkk== Fv 22 Conservation of of energy energy Conservation and their are not required. Principle ofmechanisms conservation of energy, applied to examples involving gravitational E = mg h p p of Principle Principle of conservation conservation of of energy, energy, applied applied to to examples examples involving gravitational gravitational Conservation of energy potential energy, kinetic energy and work done against involving resistive forces. Materials Materials 3.2.2 3.2.2 Lenses and Optical Telescopes A.1.1 2 conservation 1 potential potential energy, energy, kinetic kinetic energy energy and and work work done done against against resistive resistive forces. forces. Principle of of energy, applied to examples involving gravitational Ep = mg mv E k = 2 h Bulk properties of Bulk properties of solids solids potential energy, kinetic energy and work done against resistive forces. EE mg mg h h Lenses p p== 2 1 = mv m E = mg h m Materials 3.2.2 EPrincipal k 11 p 2 2 2 focus, focal length of converging lens. Density = = Density 3.2.2 Materials EE ==2 2 mv mv kk 2 of V 1 Formation images by a converging lens. V of solids E = mv Bulk properties k 3.2.2 Materials 2 Ray diagrams. Hookes law, elastic limit, experimental Hookes law, elastic limit, experimental investigations. investigations. Materials Materials 3.2.2 3.2.2 m of solids Bulk properties Materials 3.2.2 = Density Bulk properties of solids F F =k k L L1 1= 1 + = V Bulk properties properties of of solids solids Bulk Tensile strain stress. Tensile strain and tensile stress. m and Bulk properties oftensile solids u v f Density = Hookes law, elastic limit, experimental investigations. Density m m Elastic strain energy, breaking stress. Elastic strain energy, breaking stress. m = =V for first teaching 2008: L = Density Density New GCE Physics A specification version 0.2, draft submitted to QCA (July 2007) F = k Density 1 telescope consisting of Astronomical Hookes V V stored = F L .. two converging lenses Derivation of energy stored = 1 F L Derivation of law, elastic limit, experimental investigations. Venergy 22 Tensile strain and tensile stress. Hooke's law, elastic limit, experimental investigations. Ray diagram to show the image formation in normal adjustment. Hookes Hookes law, law, elastic elastic limit, limit, experimental experimental investigations. investigations. Hookes law, elastic limit, experimental investigations. F Description = kL strain of plastic behaviour, fracture and Description of plastic behaviour, fracture and brittleness; brittleness; interpretation interpretation of of simple simple Elastic energy, breaking stress. F = k L Angular magnification in normal adjustment. FF = = k k L L F = kL Tensile strain and tensile stress. 1 stress-strain curves. stress-strain curves. energy stored = 2 L . Derivation of 3.5 Options angle subtended by image atF eye Tensile strain and tensile stress. Tensile Tensile strain strain and and tensile tensile stress. stress. Tensile strain and tensile stress. Elastic strain energy, breaking stress. M = The Young modulus The Young modulus Elastic strain energy, breaking stress. Description of plastic behaviour, Elastic Elastic strain strain energy, energy, breaking breaking stress. stress. 1 Elastic strain energy, breaking stress. Unit 5A Astrophysics angle subtended by object at unaided energy stored = Ffracture L . eyeand brittleness; interpretation of simple Derivation of 2 1 1 stress 1 stress-strain curves. energystored stored F L Derivation of tensile tensile stress FL L energy energy stored = = F F L L.. . F Derivation Derivation of of Derivation of 22 2 fracture Focal lengths of the= lenses. = The Young modulus In this option, fundamental physical principles are applied to interpretation the study andof simple Description of plastic behaviour, brittleness; = = and The Young modulus Description of plastic behaviour, fracture and brittleness; interpretation of of simple Description of plastic behaviour, fracture and brittleness; interpretation of simple tensile strain tensile strain A L A L The Young modulus Description Description of plastic plastic behaviour, behaviour, fracture fracture and and brittleness; brittleness; interpretation interpretation of simple simplecurves. f o of stress-strain curves. interpretation of the Universe. Students will gain deeper insight into the stress-strain behaviour stress-strain curves. M = One method of One simple simple method of measurement. measurement. stress-strain curves. curves. ofstress-strain objects at great distances from Earth the ways in which information tensile stress and discover F L f e The Young modulus = =Young The Young modulus The Young modulus Use of stress-strain graphs to find the modulus. Use of stress-strain graphs to find the Young modulus. The Young modulus these objects can be gathered. The underlying The The Young Young modulus modulus tensile strain from ALL physical principles of the tensile stress F Reflecting telescopes FL tensile stress F L some indication given of the new The optical and other devices used are covered and Waves Waves 3.2.3 3.2.3 = = Young modulus One simple method of measurement. =tensile The Young modulus tensile stress stress = FF LL Focal point of concave mirror. tensile strain L modulus. information by=the use of strain radio astronomy. Details of particular sources = graphs = AA The The Young Young modulus modulus tensile L Use of gained stress-strain to find= the Young Progressive Waves Progressive Waves tensile tensile strain strain One AA LL concave primary mirror and convex Cassegrain arrangement a parabolic simple method of measurement. and their mechanisms are not using required. One simple method of measurement. One simple method of measurement. Oscillation of particles of the medium; amplitude, frequency, wavelength, Oscillation of the the,of particles offind the medium; amplitude, frequency, wavelength, One One simple simple method method of measurement. measurement. Waves 3.2.3 secondary mirror ray diagram to show path of rays through the telescope as far as Use of stress-strain graphs to the Young modulus. Use of stress-strain graphs to find the Young modulus. Use of stress-strain graphs to find the Young modulus. and Optical Telescopes A.1.1 Lenses speed, phase, path difference. speed, phase, path difference. Use Use of of stress-strain stress-strain graphs graphs to to find find the the Young Young modulus. modulus. the eyepiece. Progressive Waves Waves 3.2.3 Waves 3.2.3 c c= = ff merits of reflectors and refractors including a qualitative treatment of Relative Lenses 3.2.3 Waves Waves Waves 3.2.3 3.2.3 Oscillation of the particles of the medium; amplitude, frequency, wavelength, Progressive Waves Progressive spherical and chromatic aberration. Waves Principal focus, focal length of converging speed, phase, path difference. Longitudinal and transverse waves Longitudinal and transverse waveslens. Oscillation of the particles of the medium; frequency, wavelength, Progressive Progressive Waves Waves of images by a converging lens. amplitude, Oscillation of power the particles of the including medium; amplitude, frequency, wavelength, Formation Progressive Waves c =f Characteristics and examples, sound electromagnetic waves. Resolving Characteristics and examples, including sound and and electromagnetic waves. Oscillation speed, phase, path difference. Oscillation of of the the particles particles of of the the medium; medium; amplitude, amplitude, frequency, frequency, wavelength, wavelength, speed, phase, path difference. Ray diagrams. Oscillation of the particles of the medium; amplitude, frequency, wavelength, speed, phase, path Polarisation as evidence for the nature of transverse waves; applications e.g. Polarisation as evidence for the nature of transverse waves; applications e.g. Appreciation of diffraction pattern produced by circular aperture. c = f speed, speed, phase, phase, path path difference. difference. Longitudinal and transverse waves for transmitter and receiver. c1 = f 1 1 difference. Polaroid sunglasses, aerial alignment Resolving power of telescope, Rayleigh criterion, Polaroid sunglasses, aerial alignment for transmitter and receiver. c+ c == f= f Characteristics and examples, including sound and electromagnetic waves. Longitudinal and transverse waves v c = f Longitudinal and transverse waves u at a plane surface Refraction at a plane surface Characteristics and examples, including sound and electromagnetic waves. Refraction Polarisation as evidence for the nature of transverse waves; applications e.g. Longitudinal and and transverse transverse waves waves Longitudinal Characteristics and examples, including sound and electromagnetic waves. D Polarisation as evidence for the nature of transverse waves; applications e.g. c c Polaroid sunglasses, aerial alignment for transmitter and receiver. telescope consisting of two converging lenses Astronomical Characteristics Longitudinal and transverse waves Characteristics and and examples, examples, including including sound sound and and electromagnetic electromagnetic waves. waves. Polarisation as evidence foralignment the nature of transverse waves; applications e.g. = Refractive index of a substance ss,, n n = Refractive index of a substance Polaroid to sunglasses, aerial for transmitter and receiver. Ray diagram show the image formation in normal adjustment. Charge coupled device c c Characteristics and examples, including sound and electromagnetic waves. Polarisation Polarisation as as evidence evidence for for the the nature nature of of transverse transverse waves; waves; applications applications e.g. e.g. Refraction at a plane surface s s Polaroid sunglasses, aerial alignment for transmitter and receiver. Angular magnification in normal adjustment. Refraction at a capture plane surface Polaroid Use of CCD to Polaroid sunglasses, sunglasses, aerial aerial alignment alignment for for transmitter transmitter and and receiver. receiver. Polarisation asare evidence for images. the nature of transverse waves; applications e.g. Polaroid sunglasses, c for Candidates not expected to methods determining refractive indices. Candidates are not expected to recall recall methods for determining refractive indices. angle subtended by image at eye c Refraction at a plane surface Structure and operation of the charge coupled device: n = Refractive index of a substance s , aerial alignment for transmitter and receiver. Law of refraction for a boundary between two different substances of refractive Law of refraction for a boundary between two different substances of refractive M = n = Refractive index of a substance s , Refraction at at aa plane plane surface surface Refraction A CCD is silicon chip divided into eye picture c elements (pixels). c cs angle subtended by object at unaided indices n and the form indices n11 and n n in the form s 2 2 in n = Refractive index of a substance s , c c Candidates are not expected to recall methods for determining refractive indices. Incident photons cause electrons to be released. Candidates not expected tosrecall Focal lengths of are the lenses. c s for determining refractive indices. n = n sin n sin 11 = n2 sin == Refractive Refractive index index of aa substance substance ,s, nn methods 11 sin 22.. 2of Law of refraction for a boundary between two different substances refractive The number of electrons liberated is proportional to the intensity of of the light. cc Law of refraction for a boundary between two substances refractive of refractive s different s of f Candidates arereflection not expected to recall methods for determining indices. o Total internal including calculations the critical angle at Total internal reflection including calculations of the critical angle at a a boundary boundary indices n and n in the form These electrons are trapped in potential wells in the CCD. M = 1 2 indices n1are and nnot the form to 2 in Candidates Candidates are not expected expected to recall recall methods methods for for determining determining refractive refractive indices. indices. Law of refraction for a boundary between two different substances of refractive between a substance of refractive index n and a substance of lesser refractive between a substance of refractive index n and a substance of lesser refractive fn 11 e sin An electron pattern is which is identical to the image formed on the CCD. n 1 = n n 2for sin .built up between sin sin a .2 1 1= 1 of 2 Law Law of refraction refraction for a boundary boundary between two two different different substances substances of of refractive refractive indices and n2 the form index n index n or air; air; 1 2 inis 2 2 or When exposure complete, the charge is processed to give an image. 10 Total internal reflection including calculations of the critical angle at a boundary Total internal reflection including calculations of the critical angle at a boundary indices indices nn and and n in in the the form form Reflecting 1 telescopes 1 22 n1 sin nn 1 = aefficiency 2 sin 2 . Quantum of pixel > 70%. between substance of refractive index n and a substance of lesser refractive between a substance of refractive index n and a substance of lesser refractive 1 1 Focal point of concave mirror. n1 n1 sin sin == nn sin . . 11 2 2 sin 22 GCE Physics New W W A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

3.5 Options Waves Waves 3.2.33.2.3 3.2.3 Waves 3.5 Options Waves Waves Unit 5A Astrophysics GCE Physics A for exams from June 2014 onwards (version 1.5) Progressive Progressive Progressive Waves Unit 5A Astrophysics Oscillation Oscillation of the of particles the particles ofIn the of medium; the medium; amplitude, amplitude, frequency, frequency, wavelength, wavelength, this option, fundamental physical principles are applied to the study and Oscillation of the particles of the medium; amplitude, frequency, wavelength, speed, speed, phase, phase, path path difference. difference. interpretation of the Universe. Students will gain deeper insight into the this option, fundamental physical principles are applied to the study andbehaviour speed, phase, In path difference. c= fc = f of objects at great distances from Earth and discover the ways in which information interpretation of the Universe. Students will gain deeper insight into the behaviour c= f from these objects can be gathered. The underlying physical principles of the of objects at great distances from Earth and discover the ways in which information and transverse and transverse waves waves Longitudinal Longitudinal transverse waves Longitudinal and optical and other can devices used are covered and some indication given of of the the new from these objects beelectromagnetic gathered. The underlying physical principles Characteristics Characteristics and examples, and examples, including including sound sound and and electromagnetic waves. waves. Characteristicsoptical and examples, including sound and electromagnetic waves. information gained by the useare of radio astronomy. Details of particular sources and other devices used covered and some indication given of the new Polarisation Polarisation as evidence as evidence for the for nature the nature of transverse of transverse waves; waves; applications applications e.g. e.g. Polarisation asinformation evidence the nature of transverse waves; applications e.g. and theirfor mechanisms are not required. gained the use radio astronomy. Details of particular sources Polaroid Polaroid sunglasses, sunglasses, aerial aerial alignment alignment for transmitter forby transmitter and of receiver. and receiver. Polaroid sunglasses, aerial alignment are for transmitter and receiver. and their mechanisms not required. Lenses and Optical Telescopes A.1.1 Refraction at a surface plane surface at a plane at a plane surface Refraction Refraction at a plane surface Refraction Lenses and Optical A.1.1 c Telescopes c Lenses c Refractive index of a substance s , = Refractive Refractive index index of a substance of a substance s, n s , =n = Principal focus, focal of converging lens. = Refractive index of a substance s Lenses c,s n clength s c Formation of images by a converging lens. Principal focus, focal length of sconverging lens. Candidates Candidates are not are expected not expected to recall to recall methods methods for determining for determining refractive refractive indices. indices. Candidates are not expected to recall methods for determining refractive indices. Ray diagrams. Candidates are not expected to recall for determining refractive indices. Formation of images bymethods a converging lens. LawNew of Law refraction of refraction for a for boundary a boundary between between two different two different substances substances of refractive of refractive GCE Physics A specification for first 2008: version 0.2, draft submitted to QCA Law of refraction for a between two different substances of refractive indices n2007) and n2 in the 1 boundary 1 boundary 1 teaching Law of refraction for a between two different substances of (July refractive Ray diagrams. 1 + = indices indices n1 and n1 nand n2 in form the form 2 in the form indices n1 and n21in the form u 1v1 f n1 sinn = 1n= sin n2 2sin . 2 . + = 1 1sin 2 n sin = n sin 1 1 2 2 . first v f teaching New GCE Physics A specification for 2008: version 0.2, draftangle submitted toboundary QCA (July 2007) n 2u Astronomical Total Total internal internal reflection reflection including including calculations calculations of the of critical the critical angle at a two boundary at a telescope consisting of converging lenses Total internal reflection including calculations of the critical angle at a boundary = reflection sininternal Total including calculations of the critical angle at a boundary between a substance of c between between a substance a substance of refractive of refractive index index n and n a and substance a substance of lesser of lesser refractive refractive Ray diagram to show the image formation in normal adjustment. 1 1 nAstronomical telescope consisting ofair; two of converging lenses 1 refractive index n and a substance of lesser refractive index n2 or between a substance of refractive index n a substance lesser refractive 1 and 1 index index n2 or n air; Angular magnification in normal adjustment. 2 or air; Ray diagram to show the image formation in normal adjustment. index n2 or air; n2 angle subtended by image at eye sin c treatment = Angular magnification in normal adjustment. Simple of fibre optics including function of the cladding with lower n1 M = angle subtended image at eye angle subtended byby object unaided eye refractive index around central core limited toat step index only; application to Simple treatment of M fibre = optics including function of the cladding with lower refractive index around communications. angle subtended by lenses. object unaided eye Focal lengths ofapplication the central core limited to index only; toat communications. Simple treatment ofstep fibre optics including function of the cladding with lower f lengths of the limited lenses. Superposition of waves, stationary waves o refractive index Focal around central core to step index only; application to M= 3 Superposition of waves, stationary waves The formation of stationary waves by two waves of the same frequency travelling in f f communications. o e M = The formation of stationary by two waves of the same frequency travelling in opposite opposite directions; no mathematical treatment required. f waves waves, stationary waves Superposition telescopes directions; the formula fore fundamental frequency in terms of tension and mass per unit length ofReflecting Simple graphical representation of stationary waves, nodes and antinodes on is not The formation of stationary waves by two waves of the same frequency travelling in required. Focal point of concave mirror. strings. Reflecting telescopes opposite directions; no mathematical treatment required. Simple graphical representation of arrangement stationary waves, nodes antinodes on strings. Cassegrain using a and parabolic concave primary mirror and convex Focal point of concave mirror. Interference Simple graphical representation of stationary waves, nodes and antinodes on secondary mirror , ray diagram to show path of rays through the telescope as far as arrangement using a parabolic concave primary mirror and convex The concept ofCassegrain path difference and coherence strings. the eyepiece. Interference secondary mirror, ray diagram to show path ofto rays through the telescope as far as Theconcept laser as a source of coherent monochromatic light used demonstrate Relative merits of reflectors and refractors including a qualitative treatment of The of path difference and coherence. the eyepiece. Interference interference and spherical diffraction; comparison with non-laser light; awareness of safety and chromatic aberration. The laser as a source of coherent monochromatic light used to demonstrate interference and treatment of Relative merits of reflectors and refractors including a qualitative The concept of path difference and coherence issues diffraction; comparison with non-laser light; awareness of safety issues. spherical andpower chromatic aberration. The laser as will a of coherent used to demonstrate Resolving source Candidates not be required tomonochromatic describe how alight laser works. Candidates will not diffraction; be required to describe how a laser works. interference and comparison with non-laser light; awareness of safety Appreciation of diffraction pattern produced by circular aperture. Requirements two source and single source double-slit systems for the Resolving power of Requirements of two source and single source double-slit systems for the production of fringes. issues Resolving power of telescope, Rayleigh criterion, production of fringes. Appreciation of diffraction pattern produced by circular aperture. Candidates will not be required to describe how a laser works. The appearance of the interference fringes produced by a double-slit system, interference The appearance ofthe fringes produced by a double slit system, Resolving power of telescope, Rayleigh criterion, Requirements of two source and single source double-slit systems for the D w , where s is the slit separation. fringe spacing = production of fringes. Ds interference Charge coupled device of The appearance the fringes produced by a double slit system, where s is the slit separation. Use of CCD to capture images. D Diffraction Charge coupled device w= fringe spacing , where soperation is the slit of separation. Structure and charge Appearance of Use the diffraction athe single slit. coupled device: of CCD to pattern capturefrom images. s Diffraction A CCD is silicon chip divided into picture elements (pixels). The plane transmission grating at normal optical details of the Structurediffraction and operation of the chargeincidence; coupled device: Appearance of the diffraction pattern from a single slit. Diffraction Incident photons cause electrons to be released. spectrometer will not be A CCD is required. silicon chip divided into picture elements (pixels). The plane transmission diffraction grating normal incidence; details ofto the spectrometer willthe light. Appearance of diffraction pattern from a single slit. The of electrons liberated isoptical proportional the intensity of Derivation of d the sin =number n , where nat is the order number. Incident photons cause electrons to be released. not be required. The plane transmission diffraction grating at normal incidence; optical details of the These electrons are trapped in potential wells in The of electrons is proportional to the the CCD. intensity of the light. Applications; e.g. tonumber spectral analysis of liberated light from stars. Derivation of d will sin not = nelectron , required. spectrometer be An pattern is built up which is identical the image formed on the CCD. These electrons are trapped in potential wells in to the CCD. Derivation of d sin = n , where n is the order number. where n is the order number. When exposure is complete, the charge is processed to give an image. An electron pattern is built up which is identical to the image formed on the CCD. Applications; e.g. to spectral analysis light from stars. Applications; e.g. to spectral analysis of light from stars. Quantum efficiency of pixel > 70%. When exposure is complete, the charge is processed to give an image. Quantum efficiency of pixel > 70%.

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GCE Physics A for exams from June 2014 onwards (version 1.5)

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 Teaching and learning resources web page. The investigative and practical skills will be internally assessed through two routes; Route T Investigative and Practical skills (Teacher assessed) Route X Investigative and Practical skills (Externally Marked). Route T Investigative and Practical skills (Teacher assessed)

The assessment in this route is through two methods; Practical Skills Assessment (PSA) Investigative Skills Assignment (ISA). The PSA will be based around a centre assessment throughout the AS course of the candidates ability to follow and undertake certain standard practical activities. The ISA will require candidates to undertake practical work, collect and process data and use it to answer questions in a written test (ISA test). See Section 3.8 for PSA and ISA details. It is expected that candidates will be able to use and be familiar with standard laboratory equipment which is deemed suitable at AS level, throughout their experiences of carrying out their practical activities. This equipment might include: Electric meters (analogue or digital), metre rule, set squares, protractors, vernier callipers, micrometer screwgauge (zero errors), an electronic balance, stopclock or stopwatch, thermometer (digital or liquid-inglass), newtonmeters. Candidates will not be expected to recall details of experiments they have undertaken in the written units 1 and 2. However, questions in the ISA may be set in experimental contexts based on the units, in which case full details of the context will be given. Route X Investigative and Practical skills (Externally Marked) The assessment in this route is through a one off opportunity of a practical activity. The first element of this route is that candidates should undertake five short AQA set practical exercises throughout the course, to be timed at the discretion of the centre. Details of the five exercises will be supplied by AQA at the start of the course. The purpose of these set exercises is to ensure that candidates have some competency in using the standard equipment which is deemed suitable at this level. No assessment will be made but centres will have to verify that these exercises will be completed. The formal assessment will be through a longer practical activity. The activity will require candidates to undertake practical work, collect and process data and use it to answer questions in a written test. The activity will be made up of two tasks, followed by a written test. Only one activity will be provided every year. Across both routes, it is also expected that in their course of study, candidates will develop their ability to use IT skills in data capture, data processing and when writing reports. When using data capture packages, they should appreciate the limitations of the packages that are used. Candidates should be encouraged to use graphics calculators, spreadsheets or other IT packages for data analysis and again be aware of any limitations of the hardware and software. However, they will not be required to use any such software in their assessments through either route. The skills developed in course of their practical activities are elaborated further in the How Science Works section of this specification (see section 3.7).

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GCE Physics A for exams from June 2014 onwards (version 1.5)

In the course of their experimental work candidates should learn to: demonstrate and describe ethical, safe and skilful practical techniques process and select appropriate qualitative and quantitative methods make, record and communicate reliable and valid observations make measurements with appropriate precision and accuracy analyse, interpret, explain and evaluate the methodology, results and impact of their own and others experimental and investigative activities in a variety of ways.

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GCE Physics A for exams from June 2014 onwards (version 1.5)

New GCE Physics AA specification for first teaching 2008: version 0.2, draft submitted to to QCA (July 2007) New GCE Physics A specification specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics for first teaching 2008: version 0.2, draft submitted QCA (July 2007) New GCE Physics A specification for teaching first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE 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) New

3.4 Unit 44 Fields and Further Mechanics 3.43.4 Unit 4 Fields and Further Mechanics 3.4 Unit Fields and Further Mechanics Unit 4 PHYA4 Fields and Further Mechanics 3.4 Unit 4 Fields and Further Mechanics 3.4 Unit 4 Fields and Further Mechanics 3.4 Unit 4 Fields and Further Mechanics 3.4 Unit 4 Fields and Further Mechanics This isis the first A2 module, building on the key ideas and knowledge covered inin AS This is the first A2 module, building on the key ideas and knowledge covered in AS This the first A2 module, building on the key ideas and knowledge covered AS 3.4 Unit 4 Fields and Further Mechanics 3.4 Unit 4 Fields and Mechanics This is the first A2 unit, building onadvances the key ideas and knowledge covered in and AS Physics. The first section This is the first A2 Further module, building on the key ideas and knowledge covered in AS AS This is the first A2 module, building on the key ideas and knowledge covered in AS physics. The first section the study of momentum introduces circular physics. The first section advances the study of momentum and introduces circular physics. The section advances the study of momentum and introduces circular This is the first A2 module, building on the key ideas and knowledge covered This isstudy the first A2 module, building on the key ideas andmotion knowledge covered in in AS advances the of momentum and introduces circular and oscillatory and covers gravitation. physics. The first section advances the study of momentum and introduces circular This isThe the first A2and module, building on the key ideas and knowledge covered in AS AS and oscillatory motion covers gravitation. Electric and magnetic fields are physics. first section advances the study of momentum and introduces circular and oscillatory motion and covers gravitation. Electric and magnetic fields are and oscillatory motion and covers gravitation. Electric and magnetic fields are physics. The first section advances the study of momentum and introduces circular This is the A2 module, building on the key ideas and knowledge covered in physics. The first section advances the study of momentum and introduces circular Electric and magnetic fields are covered, together with basic electromagnetic induction. Electric fields leads and oscillatory motion and covers gravitation. Electric and magnetic fields are physics. The first section advances the study of momentum and introduces circular and oscillatory motion and covers gravitation. Electric and magnetic fields are covered, together with basic electromagnetic induction. Electric fields lead into covered, together with basic electromagnetic induction. Electric fields lead into covered, together with basic electromagnetic induction. Electric fields lead into and oscillatory motion and covers gravitation. Electric and magnetic fields are physics. The first section advances the study of momentum and introduces circular and oscillatory and covers gravitation. Electric and magnetic fields are into capacitors and how motion quickly they charge and discharge through a resistor. Magnetic fields leads into the covered, together with basic electromagnetic induction. Electric fields lead into and oscillatory motion and covers gravitation. Electric and magnetic fields are capacitors and how quickly they charge and discharge through a resistor. covered, together with basic electromagnetic induction. Electric fields lead into capacitors and how quickly they charge and discharge through a resistor. capacitors and how quickly they charge and discharge through a resistor. covered, together with basic electromagnetic induction. Electric fields lead into and oscillatory motion and covers gravitation. Electric and magnetic fields are generation and transmission of alternating current. covered, together with basic electromagnetic induction. Electric fields lead into capacitors and how quickly they charge and discharge through a resistor. covered, together with basic electromagnetic induction. Electric fields lead into into Magnetic fields lead into the generation and transmission ofof alternating current. capacitors and how quickly they charge and discharge through aa resistor. Magnetic fields lead into the generation and transmission of alternating current. Magnetic fields lead into the generation transmission alternating current. capacitors and how quickly they charge and discharge through a resistor. covered, together with basic electromagnetic induction. Electric fields lead capacitors and how quickly they charge and discharge through resistor. Magnetic fields lead into the generation transmission of alternating current. capacitors and how quickly they charge and discharge through a resistor. Magnetic fields lead into the generation and transmission of alternating current. Magnetic fields lead into the generation transmission of alternating current. capacitors and how quickly they charge and discharge through a resistor. 3.4.1 Further Mechanics Magnetic fields lead into the generation and transmission of alternating current. Further Mechanics 3.4.1 Further Mechanics 3.4.1 Further Mechanics 3.4.1 Magnetic fields lead into the generation and transmission of alternating current. Magnetic fields lead into the generation and transmission of alternating current. Further Mechanics 3.4.1 Further Mechanics 3.4.1 Further Mechanics 3.4.1 Further Mechanics 3.4.1 concepts 3.4.1 Momentum concepts Momentum concepts Momentum Momentum concepts Further Mechanics Further Mechanics 3.4.1 Momentum concepts Momentum concepts as the rate of change ofof momentum Force Force as the rate of change of momentum Momentum concepts Force as the of change momentum Momentum concepts Force as the rate rate of change of momentum Force as the rate of change of momentum momentum Momentum concepts ( ) mv Force as the rate of change of momentum mv ( ) mv Force as the rate of change of Momentum concepts Force as the rate of change of momentum FF == F = ( ) mv Force as the rate of change of momentum ( ) mv t (mv Force as t (tmv ) )the rate of change of momentum F = FF = F = = ( )tt = mv t t Impulse F mv )) ( )= mv Impulse F =( mv Impulse F (mv F= = t tt F F t = ( (mv mv) ) aa Impulse t Impulse F t = ( mv ) tFof Impulse F tarea =( Impulse Significance area under force-time graph. Impulse t = mv ) Significance of area under a force-time force-time graph. Significance of under graph. Impulse F ttarea = (under mv )under Significance of area under a force-time force-time graph. Impulse F = ( mv ) Significance of under a force-time graph. Significance of area a force-time graph. Significance of area a graph. Principle ofof conservation ofof linear momentum applied toto problems inin one Significance of area under a force-time graph. Principle of conservation of linear momentum applied to problems in one Principle conservation linear momentum applied problems one Significance of area area under under amomentum force-time graph. Principle of conservation conservation of linear momentum applied to problems in one one Significance of a force-time graph. Principle of conservation of linear applied to problems in one dimension. Principle of conservation of linear momentum applied to problems in one dimension. dimension. dimension. Principle of of linear momentum applied to problems Principle of conservation of linear momentum applied to problems in in one dimension. Principle of conservation of linear momentum applied applied to to problems problems in in one one Elastic and inelastic collisions; explosions. dimension. Elastic and inelastic collisions; explosions. Elastic and inelastic collisions; explosions. Elastic and inelastic collisions; explosions. dimension. Principle of conservation of linear momentum dimension. Elastic and inelastic collisions; explosions. dimension. Elastic and inelastic collisions; explosions. Elastic and inelastic collisions; explosions. dimension. Elastic and inelastic collisions; explosions. motion Circular motion Circular motion Circular Elastic and inelastic collisions; collisions; explosions. explosions. Circular motion Elastic and inelastic Circular motion Circular motion inin a circular path atat constant speed implies there isis an acceleration and Motion Motion in a circular path at constant speed implies there is an acceleration and Motion a circular path constant speed implies there an acceleration and Circular motion Circular motion Motion in a circular path at constant speed implies there is anthere acceleration and requires a centripetal Motion in a circular path at constant speed implies is an acceleration and Circular motion Motion in a circular path at constant speed implies there is an acceleration and requires a centripetal force. requires a centripetal force. a in centripetal force. Motion a circular path constant speed implies there an acceleration and Circular requires Motion in amotion circular path at at constant speed implies there is is an acceleration and force. requires a centripetal force. Motion in acentripetal circular path at constant constant speed speed implies implies there there is is an an acceleration acceleration and and vv requires aa centripetal v 2force. requires a force. Motion in a circular path at requires centripetal force. Angular speed == = f Angular speed =v =2 2 ff Angular speed = Angular speed v requires a centripetal force. r v= requires a centripetal force. rv= 2 r Angular speed 2f Angular speed = f Angular speed == = 2 Angular speed = f f v r2 2 2 2 r v r vff Angular speed speed = = = =2 2 r v= v 2 2 Angular 2 a= r2 Centripetal acceleration Centripetal acceleration a = = r 2 Centripetal acceleration a = = r Centripetal acceleration 2 2 r v2 v r r v 2 r r a = = 2 r r Centripetal acceleration v 2 2 a = = r Centripetal acceleration a = v= = Centripetal acceleration a= r2 Centripetal acceleration 2 r 2 2 2 r v r mv a2 = = 2 r r Centripetal acceleration r2 mv m mv a = Centripetal acceleration Centripetal force Centripetal force FF == r 2r Centripetal force F = mv 2= =2 m r = Centripetal force = m mv 2 2 2 r r mv 2 r =2 r Centripetal force F mv = =m m 2 r r 2 Centripetal force FF == mm r Centripetal force F = = 2 Centripetal force = be r 2examined. 2 2 mv r2 The derivation of aa = vF / r not r mv The derivation of a= = v /will r will not be examined. The derivation of v / r will not be r 2 r examined. Centripetal force = m 2= r 2 The derivation of aof =F v /r will not be examined. Centripetal force = =m r be examined. 2r The derivation a = v /r r will not The derivation of aof == v2 /2 r/v will not be examined. The derivation a = / will not be examined. r The derivation of a v r will not be examined. harmonic motion Simple harmonic motion Simple harmonic motion Simple The derivation of a= = v22//r r will will not not be be examined. examined. The derivation of a v Simple harmonic motion Simple harmonic motion features of simple harmonic motion. Characteristic Simple harmonic motion Characteristic features of simple harmonic motion. Characteristic features of simple harmonic motion. Simple harmonic motion Simple harmonic motion Characteristic features of simple harmonic motion. Simple harmonic motion 2 2 2 Characteristic features of simple harmonic motion. Characteristic features harmonic motion. Characteristic features of simple motion. Simple harmonic motion Condition for shm: a= ( 2 f )of x simple Condition Characteristic features of harmonic motion. Condition for shm: a = ( 2 xharmonic for shm: a = 2 ffsimple ) x 2 Characteristic features simple harmonic motion. motion. 2 2 x harmonic Condition for shm: a(= = 2 2 Characteristic features of simple Condition for aa == 2 fof x Condition forshm: shm: Condition for shm: a (()2 ff x ))2 x 2 2 Condition for shm: (A 2 f ) 2 2 2 2 x= A cos 2 ft v = 2 f x x= =Condition A cos cos 2 ft ftand and v = 2 f A x x A 2 and v = 2 f A x for shm: shm: a a= = ((2 2ff ))222 x 2 Condition for x= =A A2 cos 2 ft and and v2 = 2 2 f22 A x2 2x 2x x == A cos and == A x f x cos 2 ft v = A Graphical representations linking and t .tt .. x A cos 2ft ft and v v 2f f A x Graphical representations linking xv va a and Graphical representations linking ,, , v ,, a and 2 x, x 2 2 x2 x, v, a and t . x= =A Acos cos 2 ft ft and v v= = 2 2 f A A Graphical representations linking x 2 and f x Graphical representations linking x , v , a and t. Graphical representations linking x , v , a and t . Velocity as gradient of displacement-time graph. Graphical representations linking x , v , a and Velocity as representations gradient of of displacement-time displacement-time graph. Velocity as gradient Graphical linking x, v, a graph. and t .t . Graphical representations linking x , v , a and Velocity as gradient of displacement-time graph. Velocity as gradient of displacement-time Velocity as gradient of displacement-time Graphical representations linking xgraph. , v, graph. agraph. and tt .. Velocity as gradient of displacement-time graph. Velocity as gradient displacement-time 2 fA. Maximum speed == 2 of fA. Maximum speed = 2 fA. Maximum speed Velocity as gradient of displacement-time graph. 2 2 fA. Maximum speed = 2 Maximum speed =2 2 fA Velocity as gradient of displacement-time graph. fA. Maximum speed = Maximum acceleration = (2 f )ff A. 2 fA. Maximum speed = Maximum acceleration = (2 )2 A. 2 Maximum acceleration = (2 ) A. 2 fA. Maximum speed = 2 2(2 2 Maximum acceleration = f ) A. 2 fA. Maximum speed = 2 Maximum acceleration = f) A Maximum acceleration =(2 (2 f ) A. fA. Maximum speed =2 Maximum acceleration = (2 fA. )2A. Maximum acceleration = (2 f ) harmonic systems Simple harmonic systems Simple harmonic systems Simple Maximum acceleration = (2 f ) A. Maximum acceleration = (2f )2A. Simple harmonic systems Simple harmonic systems Study of mass-spring system. Study of mass-spring system. Study of mass-spring system. Simple harmonic systems Simple harmonic systems Simple harmonic systems Study of mass-spring system. Simple harmonic systems Study of mass-spring system. Study of mass-spring system. Simple harmonic systems m Study of mass-spring system. m m Study ofof mass-spring system. TT = 2 Study mass-spring system. T= = 2 m ofm 2 Study m mmass-spring system. k2 T=
k pendulum. m k T of =2 2simple k Study k Study of simple pendulum. Study of simple pendulum. T = k Study of simple pendulum. Study of simple pendulum. k Study simple pendulum. l of Study simple pendulum. ll of TT = 2 T= = 2 lof Study simple pendulum. 2 Study of pendulum. l simple Study g2g g T= lofl simple pendulum. TT == 2 T = 2 2 lg k k TT == 2 T = 2 2 m

lgk T= =2 2g gof E ,k E and total energy with displacement, and with time. Variation of E ,p E and total energy with displacement, and with time. Variation of E E total energy with displacement, and with time. Variation k, p and p T g of E , E and total energy with displacement, and with time. Variation k p g E and total energy with displacement, and with time. Variation of k,kE p E total energy with displacement, and with time. Variation of k,p p and E ,E and total energy with displacement, and with time. Variation of E , E and total energy with displacement, and with time. Variation of k Variation of of Ek,E E totaltotal energy with displacement, and with time. Variation , and Epp and energy with displacement, and with time. kp

14

GCE Physics A for exams from June 2014 onwards (version 1.5)

A specification for first teaching 2008: version 0.2, and draft submitted to QCA (July 2007) Forced vibrations resonance New GCE Physics AA specification for first teaching 2008: version 0.2, draft submitted toto QCA (July 2007) New GCE Physics specification for first teaching 2008: version 0.2, draft submitted QCA (July 2007)

vibrations and resonance Forced nce and the effects of damping on the sharpness of resonance. Qualitative treatment free and forced vibrations. Qualitative treatment of free and forced vibrations. difference between driver and driven of displacements. 3.4.2 ification for first teaching 2008: Gravitation versionand 0.2, draft submitted to QCA (July 2007) Resonance the effects of damping on the sharpness resonance. Resonance and the effects of damping on the sharpness of resonance. es of these effects in mechanical systems and stationary wave situationsof Phase difference between driver and driven displacements. Phase difference between driver and driven displacements. fication for first teaching 2008: version 0.2, submitted to QCA (July 2007) New GCE Physics A draft specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) tion Newton's law Examples of these effects in mechanical systems and stationary wave situations Examples of these effects in mechanical systems and stationary wave situations tions and resonance Gravity as a universal attractive force acting between all matter. ns lawof atment free and forced vibrations. Gravitation 3.4.2 Gravitation 3.4.2 point masses ions resonance asthe a and universal attractive acting between all matter. Forced vibrations resonance nd effects of damping on force thebetween sharpness ofand resonance. Force atment of free and forced vibrations. Newtons law nce between driver and driven displacements. Qualitative treatment of free and forced vibrations. Newtons law Gm m 1 submitted 2 , tion for effects firstpoint teaching 2008: version 0.2,sharpness draft to QCA (July 2007) nd the ofmechanical damping on the of resonance. F = where G is the gravitational constant. etween masses hese effects in systems stationary wave situations Resonance and the effects of damping on the sharpness of resonance. Gravity as aa universal attractive force acting between all matter. Gravity as universal attractive force acting between all matter. 2 and r nce between driver and driven displacements. Phase difference between driver and driven displacements. Gm Gm m g 2008: versionin 0.2, draft submitted to QCA and (July stationary 2007) 1m 2 hese effects mechanical systems wave F =situations where G isis the gravitational constant. Force between masses Examples of these effects in mechanical and stationary wave situations where G ispoint the gravitational constant. F = 2 12 2systems where G the gravitational constant. Force between point masses tional field strength ns and resonance rr w Gravitation 3.4.2 t of of a force field as a region in which a body experiences a force. ment free and forced vibrations. niversal attractive force acting between all field matter. Gravitational strength Gravitational field strength ce effectsby he of damping on the sharpness of resonance. Gravitational field strength entation gravitational field lines. law Gm 1 mNewtons 2 F = where G is the gravitational constant. n point masses forced vibrations. of aF force field as a region in which a body experiences between driver and driven displacements. niversal attractive force acting between all matter. Concept of aa force field as a region in which a body experiences aa force. Concept of force field as a region in which a body experiences force. 2 Concept Gravity as a universal attractive force acting between all matter.a force. r mping on the sharpness of resonance. e effects in mechanical systems and stationary wave situations g ce per unit mass defined by = Gm1 m 2 Representation by gravitational field lines. Representation by gravitational field lines. Gm m Representation by gravitational field lines. 1 2 F= where G is the gravitational constant. n point masses m = where G is the gravitational constant. Force between point masses F and driven displacements. field strength 2 F r2 r F hanical systems and stationary wave situations GM force field as a region in which a body experiences a force. g gg as force per unit mass defined by = as force per unit mass defined ggiven as force per mass definedby by g = ude of g unit g in a radial field by = field strength mm Gravitational field strength on by gravitational field 2 lines. r orce field as a region in which a body experiences a force. ersal attractive force acting between all matter. Concept of a force field as a region in which a body experiences a force. F GM g =Magnitude mass defined by Magnitude of gg gg in a radial field given by == GM of g in agravitational radial field given by nunit by gravitational field lines. Gm m Magnitude of in a radial field given by Representation by field lines. 1 2 tional potential m F= where G is the gravitational constant. oint r2 r2 orcemasses acting between all matter. F F zero r2 GM g unit mass defined by = tanding of the definition of gravitational potential, including value at g g as force per unit mass defined by = g = 2 potential gGm in a radial field given by Gravitational 1m 2 m potential m Gravitational where G is the gravitational constant. Gravitational potential and of gravitational potential difference. ld strength r GM of the r2 GM of the definition of gravitational potential, including zero zero value atvalue infinity, and of Understanding of gravitational including value at Understanding of the definition of gravitational potential, including zero at ein field as a field region in which a experiences a ggiven g ain radial given by = body W =definition m Vforce. one moving mass mUnderstanding Magnitude g in a radial field given by g = 2potential, 2 by of potential gravitational potential difference. r infinity, of gravitational difference. y gravitational field lines. and r and of gravitational potential difference. GM potential g of the definition ofinfinity, gravitational potential, including zero value at on inof which a body experiences a force. Work done in moving mass m given by V V in a radial field given by = ude F W = mm VV Work done in moving mass m given by potential done in moving mass m given by W = Gravitational potential potential g =difference. tgravitational mass defined by Work r eld g of lines. the definition of gravitational potential, including zero value at m Understanding of the definition of gravitational potential, including zero value at GM W = m V moving mass m given by cal representations of variations of and V with r. F VV== VV in ag radial field given by GM Magnitude gravitational potential difference. in a radial field given by Magnitude of GM of infinity, and of gravitational potential difference. g by = GM g ain radial field given by by = Gravitational potential V in a radial field given by r r V V a radial field given by = m V W = m V in moving mass m given Work done moving mass m given by W = m V r2 r g = Graphical d to g by GM representations of variations of gg and V with r. Graphical representations of variations of and GM GM V with r. r by Magnitude resentations of variations of g and V with r. g = field ven V V in by a radial given = tential V V in a radial field given by = of 2 V r Vr of gravitational g including V related to gr by == Vzero value at the potential, g V related to g by gdefinition by = of planets and satellites esentations of variations of g and V with r. Graphical representations of variations of ggand VVwith r Graphical representations of variations of and withr. r. r r avitational potential difference. period and speed related to radius of circular orbit. V V gravitational potential, including zero value at W = m V ving mass m given by g= by satellites g= related by V to g and of planets satellites nets and Orbits of planets and satellites considerations for an orbiting satellite. r Orbits tial difference. r GM and speed related to radius of circular orbit. Orbital and speed related to radius of circular orbit. a radial field by V =period period and speed related to radius of circular orbit. ance of a=geosynchronous orbit. W mgiven V Orbital en by nets and satellites r of derations for an orbiting Orbits planets and satellites satellite. Orbits of planets and satellites Energy considerations for an orbiting satellite. Energy considerations for an orbiting satellite. GM to orbit. and speed related radius of circular orbit. entations of variations of gOrbital and V with r. of a geosynchronous period and speed related to radius of circular orbit. c Fields V= ven by Significance aa geosynchronous Orbital of period and speed related orbit. to radius of circular orbit. Significance of geosynchronous orbit. erations satellite. V for anrorbiting Energy considerations for an orbiting satellite. ds g = Energy considerations for an orbiting satellite. f a geosynchronous orbit. mbs ationslaw of g and V with r. Significance of a geosynchronous orbit. Fields r 3.4.3 Electric Fields 3.4.3 Electric aw Significance of a geosynchronous 1 Q1Q 2 orbit. s Electric Fields 3.4.3 s and satellites where 0 is the etween point in a vacuum F = Coulombs law charges 1 Q1Q Coulombs law 2 4 0 0 is where n speed point charges in radius a vacuum F = orbit. r 2the d related to of circular w 2 Coulombs law 1 QQ 4 r 1Q 22 3.4.3 Electric Fields 0 1Q ations for an orbiting satellite. Q1Q 2 1 point where 0is the Force between charges in aa vacuum FF == 1 1 Q1Q vity of free space. where Force between point charges in vacuum 0 is the 2 22 where is the n point charges in a vacuum F = 0 free space. where 0 is the Force between point charges in a vacuum F = 4 to radius of circular orbit. geosynchronous orbit. r 2 4 0 r 2 4 0 r 4 0 0 r satellite. cting field strength Coulomb's law strength permittivity of free space. permittivity of free space. ree space. permittivity of free space. s orbit. F betweenF Force point charges in a vacuum unit charge by E = field ce per unit defined charge defined bystrength E = strength strength Electric field Electric field strength Electric Q F 1 Q1Q 2 Q F F ,where 0 is the F oint charges in a vacuum F as = per unit charge defined by force EE = on by electric field lines. force per unit charge defined by E E as unit defined by EE == entation by electric field lines. E as force per unit charge defined by 4 =Q r 2 charge Q 0 0 Q Q 1 1 Q1Q 2 Q 1 Q field Evacuum in a radial field given bywhere E = 0 is e space. a F= n by electric lines. is the the permittivity of free space. 2 Representation by electric lines. 2 E in a 4 radial field given by ude of E = 4 r 0 Representation by electric field lines. r 0 Representation lines. 2 1 Q by electric 0 r field 1 Q ength E in a radial field given by Magnitude E = V 2of E in 4 a radial field given by E = 1 1 Q 2Q 4 E E in a uniform field given by = r F 0 4 E in a radial field given by Magnitude of E = E in a radial Magnitude of V field given by E = 0 r 2 2 it charge defined by E= d 4 ude of E in a uniform field by E = 4 V 0 0r r Q given V E= E in a uniform field given by d Magnitude of E in a uniform field given by E = F d V y by electric d E = field lines. Magnitude ofQ EE in aa uniform field given by ==dV Q Magnitude in uniform field given byEE 1 of dd a radial field given by E =
1 Q 4 0 r 2

Qualitative treatment of free and forced vibrations. Resonance and the effects of damping on the sharpness of resonance. vibrations and resonance Phase difference between driver and driven displacements. ive treatment of free and forced vibrations. Examples of these effects in mechanical systems and stationary wave situations. vibrations and resonance Forced

nes.

15

by g = of variations of g and V with r. sentations r Orbits of planets and satellites V g = Orbital period and related to radius of circular orbit. GCE Physics A for exams from Junespeed 2014 onwards (version 1.5) nets and satellites r Energy considerations for an orbiting satellite. and speed related to radius of circular orbit. s and satellites Significance of a geosynchronous orbit. erations for an orbiting satellite. related to radius of circular orbit. fd aspeed geosynchronous orbit. 3.4.3 Electric Fields ations for an orbiting satellite. sgeosynchronous orbit. Coulombs law 1 Q1Q 2 w where 0 is the Force between point charges in a vacuum F = 1 Q1Q 2 4 0 r 2 where 0 is the n point charges in a vacuum F = permittivity 4 0of free r 2 space. 1 Q 1Q 2 where 0 is the point charges in a vacuumElectric F= ree space. 4field r 2strength Electric strength 0 field F strength e space. E Eas as force force per per unit unit charge charge defined by E = F Q unit charge defined by E = Representation by electric field lines. rength Representation by electric field lines. Q F 1 Q nit charge defined by E = Magnitude of E in a radial field given by n by electric field lines. Magnitude of E in a radial field given by E = Q 1 Q 4 0 r 2 E in a radial field given by E = by electric field lines. 4 0 r 2 V Q of E in a uniform field given by E = 1 0 Magnitude n a radial field given by E Magnitude = d V 2 of E in a uniform field given by E E in a uniform field given by 4 =0 r d V n a uniform field given by E = d 0.2, draft submitted to QCA (July 2007) on for first teaching 2008: version

on for first teaching 0.2, draft submitted to QCA (July 2007) 2008: version Electric potential

definition of absolute electric potential, including zero value at ng 3 charge Q given by W = Q V ctric potential difference. potential Electric Q 1 potential Electric Magnitude of radial field given by by given by = W= Q V V in aof ing charge Understanding definition of absolute electric potential, including zero value at a radial fieldQ given V Understanding of definition of absolute electric potential, including zero value at 4 r 0 and Q 1 infinity, of electric potential difference. on of absolute electric potential, including zero value at a radial field given by V infinity, and of electric potential difference. E=and V with r. ntations of variations of Q given by W = Q V Work done in moving charge 4 r otential difference. Work done 0 0 in moving charge Q given by W = Q 1V Q Graphical representations of variations of E and ectric gravitational fields Qand given by W =of Q V arge E and V with r.in a radial ntations of variations field given by V Vwith =1 r.Q Magnitude of V 4 0 r V in a radial field given by V = Magnitude ofcharacteristics e square law fields having many in common. 1 Q 0 lectric given and gravitational fields al by Vbut = charges 4 0 r Comparison of electric and gravitational fields esfield always attract may attract or repel. Graphical representations of variations of E and V with r. 4 e square law fields having 0 r many characteristics in common. V with r. in common. Graphical representations offields variations of E and Similarities; inverse square law having many characteristics esof always attract but charges or repel. and V with may r. attract ns variations of E Comparison of electric and gravitational fields Differences; masses alwaysand attract but charges may attract or repel. of electric fields Comparison Similarities; inverse squaregravitational law fields having many characteristics in common. and gravitational fields Similarities; inverse square law attract fields having many may characteristics in common. Differences; masses always but charges attract or repel. itance; are law fields having many characteristics in common. 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; Capacitance 3.4.4 Capacitance Capacitance Capacitance Definition of capacitance; Definition of capacitance; a capacitor Definition of capacitance; Q V and interpretation of area Q under a graph of charge against e; CQ = y a capacitor V under a graph of charge against C = of area interpretation 2 Q V and V = Q2/ C Energy stored by a capacitor 2 Energy stored by aQ capacitor stored a capacitor Energy rge = Q2/ C Derivation of by E1 = V and interpretation of area under a graph of charge against pacitor Derivation of and interpretation under a graph of charge pd Derivation E = interpretation of area under a graph of against charge against 2 Q V and ntation of charging and discharging of capacitors through of area p.d. rge interpretation of p.d. and area under a graph of charge against 2 2 1 1 1 2 2 2 2 E= C V = 2 Q V = 2 Q / C 2 C ntation of charging and capacitors E = discharging Q V = Cof V2 = Q2/ C through C, 2 Q/C Capacitor discharge their constants including determination from graphical data, Capacitor discharge discharge Capacitor C, - t/RC Graphical representation of charging and discharging of capacitors through Q = Q e ment of capacitor discharge, o Graphical representation of charging and discharging of capacitors through resistors Graphical representation of charging and discharging of capacitors through e constants including their determination from graphical data, resistors, experience ofresistors, the use of voltage and datalogger n have of charging and discharging ofacapacitors through - t/RC sensor Time constant = RC Q = Q e ment of capacitor discharge, o Time constant = RC, urves for a capacitor. Time constant = RC , sensor Calculation of voltage time constants including their determination from graphical data. d have experience of the use of a and datalogger Calculation of time constants including their determination from graphical data, Calculation of time constants including their determination from graphical data, - t/RC t/RC curves for a capacitor. Quantitative treatment of capacitor discharge Q = Q e Quantitative treatment of capacitor discharge, o t/RC tants including their Quantitative determination from graphical data, discharge, Q = Qo e- o treatment of capacitor Candidates should have experience of the use of a voltage sensor and datalogger nsity Q = Qo e- t/RC f capacitor discharge, Candidates should have experience of the use of a voltage sensor and datalogger to discharge curves for a capacitor. -carrying wire a magnetic field. experience ofin the use of plot adischarge voltage sensor should have and experience of the use of a voltage sensor and datalogger to plot discharge to Candidates plot curves fordatalogger a capacitor. nsity dfor is perpendicular to current. a capacitor. 3.4.5 curves for a capacitor. Magnetic Fields t-carrying wire in a magnetic field. Magnetic Fields 3.4.5 d rule. d is perpendicular to current. Magnetic flux density of the teslaflux ity B and definition Magnetic density d rule. Force on a current-carrying wire in a magnetic field. Force on a current-carrying wire in a magnetic field. naB magnetic field of the and definition tesla sity F = B I l, when field is perpendicular to current. ing wire in a magnetic field. F = B I l, when field is perpendicular to current. particles moving in a magnetic field. Flemings left hand rule. in a magnetic field Flemings rpendicular to current. left hand rule. B and definition of the tesla field is perpendicular to velocity. Magnetic flux density particles moving in a magnetic field. B and definition of the tesla Magnetic flux density rticles; application in devices such as the cyclotron. e field is perpendicular to velocity. and definition of thetesla Moving charges in a magnetic field 16 Moving a magnetic field in a magnetic field. in d flux linkage articles; application devices such asin the cyclotron. Forcecharges on charged particles moving agnetic field Force on charged particles moving in a magnetic field.

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) potential difference. definition of absolute potential, including zero value New GCEelectric Physics A specification for first teaching 2008:at version 0.2, draft submitted to QCA (July 2007) Work done in moving charge Q given rst teaching 2008: version 0.2, draft submitted to QCA (July 2007)by tric potential difference.

Understanding of definition of absolute electric potential, including zero value at infinity, and of electric

GCE Physics A for exams from June 2014 onwards (version 1.5)

3.4.5 Magnetic Fields Magnetic flux density

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

Moving charges in a magnetic field

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

Magnetic flux and flux linkage

Magnetic flux defined by F = BA, where B is normal to A. Flux linkage as NF, where N is the number of turns cutting the flux. Flux and flux linkage passing through a rectangular coil rotated in a magnetic field: flux linkage NF = BAN cos where is the angle between the normal to the plane of the coil and the magnetic field.

Electromagnetic induction
Simple experimental phenomena. Faraday's and Lenz's laws. Magnitude of induced emf = rate of change of flux linkage = Applications such as a moving straight conductor. Emf induced in a coil rotating uniformly in a magnetic field:

New GCE Physics specification for first teaching 2008: version 0.2, draftsubmitted submittedto toQCA QCA(July (July2007) 2007) New GCE Physics AA specification for first teaching 2008: version 0.2, draft New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

= BAN sin = BAN sin tt = BAN sin tt E The operation of a transformer; The operation transformer; The operation ofof aa transformer; The operation of a transformer; N s VVs The transformer equation =s s V s The transformer equation =N s = N The transformer equation V The transformer equation =p p p NN p NV pp Vp p Transformer efficiency /p I VV Transformer efficiency = Transformer efficiency == IsIs VV /I p s s pp pp Transformer efficiency =transformer. Is Vs / Ip Vp Causes of a Causes ofof inefficiency of atransformer. transformer. Causes ofinefficiency inefficiency of a Causes of inefficiency of a transformer. Transmission of electrical power at high voltage. Transmission electrical power at highvoltage. voltage. Transmission ofof electrical power at high Transmission of electrical power at high voltage.

17

GCE Physics A for exams from June 2014 onwards (version 1.5)

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to to QCA (July 2007) New New GCE GCE Physics Physics AA specification specification for for first first teaching teaching 2008: 2008: version version 0.2, 0.2, draft draft submitted submitted to QCA QCA (July (July 2007) 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

Unit 55 Nuclear Physics ,Thermal Physics and an Optional Topic Unit Unit 5Nuclear Nuclear Physics Physics ,Thermal ,Thermal Physics Physics and and an an Optional Optional Topic Topic Unit 5 Nuclear Physics ,Thermal Physics and an Optional Topic Optional Topic Unit3.5 53.5 Nuclear Physics ,Thermal Physics and an Optional Topic This module consists ofof two sections. The first part ofof Section AA Nuclear and 3.5 This This module module consists consists oftwo two sections. sections. The The first first part part ofSection Section ANuclear Nuclear and and 3.5 This module consists of two sections. The first part of Section A Nuclear and Thermal Physics looks at the characteristics of the nucleus, the properties of Thermal Thermal Physics Physics looks looks at at the the characteristics characteristics of of the the nucleus, nucleus, the the properties properties of ofat the This unit consists of two sections. The first part of Section A 'Nuclear and Thermal Physics' looks 3.5 This module consists of two sections. The first part Section A Nuclear and of Thermal Physics looks at the characteristics ofof the nucleus, theisproperties characteristics of the nucleus, the properties of unstable nuclei and how energy obtained from the nucleus. unstable nuclei and how energy is obtained from the nucleus. In the second part of unstable unstable nuclei nuclei and and how how energy energy is is obtained obtained from from the the nucleus. nucleus. In In the the second second part part of of Thermal Physics looks athow the characteristics of of the nucleus, the properties of nature unstable nuclei and energy is obtained from the and nucleus. In the and second part of are In the second part of Section A, the thermal properties materials the properties of gases section A, the thermal properties of materials and the properties and nature of section section A, A, the the thermal thermal properties properties of of materials materials and and the the properties properties and and nature nature of of unstable andthermal how energy is obtained from the nucleus. In the second part of of section A, the properties of materials and the properties and nature studied innuclei depth. gases are studied inin depth. gases gases are are studied studied indepth. depth. section A, the thermal properties of materials and the properties and nature of gases are studied in depth. Section B offers an opportunity to study one of the one following optional topicsoptional to gain deeper understanding Section BB offers opportunity toto study ofof the following topics toto gain Section Section B offers offers an an opportunity opportunity to study study one one of the the following following optional optional topics topics togain gain and gases are studied in an depth. Section Bselected offers an opportunity to study one of the following optional topics to gain awareness of a branch of physics: deeper understanding and awareness ofof a selected branch ofof physics; deeper deeper understanding understanding and and awareness awareness ofthe a aselected selected branch branch ofphysics; physics; Section B offers an opportunity study one of following optional topics to gain deeper understanding andto awareness of a selected branch of physics; A A Astronomy and cosmology Astronomy and cosmology, A A Astronomy Astronomy and and cosmology, cosmology, deeper understanding and awareness of a selected branch of physics; A Astronomy and cosmology, Medical Physics, Medical Physics B. B. Astronomy Medical Medical Physics, Physics, AB B. and cosmology, B. Medical Physics, C Applied Physics, C C Applied Applied Physics, Physics, C Applied Physics B. Medical Physics, C Applied Physics, Turning Points inin Physics. D D Applied Turning Turning Points Points inPhysics. Physics. CD D D Turning Points in Physics. Turning Points in Physics, Physics. D Turning Points in Physics. Nuclear and Thermal Physics Nuclear Nuclear and and Thermal Thermal Physics Physics Nuclear and Thermal Physics 3 Nuclear and Thermal Physics Nuclear and Radioactivity Thermal Physics 3.5.1 Radioactivity Radioactivity 3.5.1 3.5.1 3.5.1 3.5.1 Radioactivity Radioactivity 3.5.1 Radioactivity for the nucleus Evidence Evidence for for the the nucleus nucleus Evidence Evidence for the nucleus Qualitative study of Rutherford scattering. Qualitative Qualitative study study of of Rutherford Rutherford scattering. scattering. Evidence for the nucleus Evidence for the nucleus Qualitative study of Rutherford scattering. Qualitative of Rutherford scattering. study of Rutherford scattering. Qualitative and radiation , ,, and and study radiation radiation , and radiation properties and experimental identification using simple absorption Their Their properties properties and and experimental experimental identification identification using using simple simple absorption absorption , Their and Their properties and experimental identification using simple absorption , radiation and applications radiation experiments; e.g. to relative hazards of exposure to humans. experiments; experiments; applications applications e.g. e.g. to to relative relative hazards hazards of of exposure exposure to tohumans. humans. Theirexperiments; properties and experimental identification using simple absorption applications e.g. to relative using hazards of absorption exposure to humans. Their properties and experimental identification simple experiments; applications e.g. k k k experiments; applications e.g. to relative hazards to humans. k of The inverse square for to radiation, I= , including its experimental The The inverse inverse square square law law for for radiation, radiation, I I==2 ,exposure ,including including its its experimental experimental to relative hazards of law exposure humans. 2 2 The inverse square law for radiation,kI = x x x , including its experimental x2 The inverse square law for radiation, its experimental The inverse square law for radiation, I = 2 , including verification; applications, e.g. toto safe handling ofof radioactive sources. verification; verification; applications, applications, e.g. e.g. tosafe safe handling handling ofradioactive radioactive sources. sources. x verification; applications, e.g. to safe handling of radioactive sources. Background radiation; examples of its origins and experimental elimination from including its experimental verification; applications, e.g. to safe handling of radioactive sources. Background Background radiation; radiation; examples examples of of its its origins origins and and experimental experimental elimination elimination from from verification; applications, e.g. to safe handling of radioactive sources. Background radiation; examples of its origins and experimental elimination from calculations. calculations. calculations. Background radiation; examples ofits its origins origins and experimental elimination from calculations. Background radiation; examples of and experimental elimination from calculations. decay Radioactive Radioactive decay decay calculations. Radioactive Radioactive decay Random Radioactive decay nature ofof radioactive decay; constant decay probability ofof a given Random Random nature nature ofradioactive radioactive decay; decay; constant constant decay decay probability probability ofa agiven given Radioactive decay Random nature of radioactive decay; constant decay probability of a given Random nature of radioactive decay; constant decay probability of a given nucleus; nucleus; nucleus; nucleus; Random nature of radioactive decay; constant decay probability of a given nucleus; N N N - t-- nucleus; N= = -= N ,N N = N e - , ,N N = = N N e et t t o 0 - oo = N , N = N e o t tt N t N, N = No e- t = Use Use of activity A = N Use of activity Use of of activity activity A A = = N N t Use of activity A = N ln 2 ln ln 22 Use Half of activity AT = ln N 2; determination T1/2 = from graphical decay data life, T ; ;determination determination from from graphical graphical decay decay data data Half Half life, life, 1/2 1/2== = determination from graphical decay data Half Half life, life, T1/2 from ln 2 ;; determination T1/2 =decay ; curves determination from graphical decay data Half including life, and log graphs; applications e.g. relevance toto storage ofof including including decay decay curves curves and and log log graphs; graphs; applications applications e.g. e.g. relevance relevance tostorage storage of including decay curves anddecay log graphs; applications e.g. relevance to storage of graphical decay data including curves and log graphs; applications e.g. relevance to storage of radioactive waste, radioactive dating. radioactive radioactive waste, waste, radioactive radioactive dating. dating. including decay waste, curves and log graphs; applications e.g. relevance to storage of radioactive radioactive dating. radioactive waste, radioactive dating. waste, radioactive dating. instability Nuclear Nuclear instability instability radioactive Nuclear Nuclear instability Graph of N against ZZ for stable nuclei. Graph Graph of of N N against against Zfor for stable stable nuclei. nuclei. Nuclear instability Nuclear instability Graph of N against Z for stable nuclei. + ++ - -Possible modes ofof unstable including , ,+ and electron capture. Possible Possible decay decay modes modes of unstable unstable nuclei nuclei including including ,, ,, and and electron electron capture. capture. Graph ofdecay N against Z for stable nuclei. nuclei Graph of N against Z for stable nuclei. Possible decay modes of unstable nuclei including , , and electron capture. + and Changes of N and Z caused by radioactive decay in simple + -representation Changes Changes of of N N and and Z Z caused caused by by radioactive radioactive decay decay and and representation representation in in simple simple Possible decay modes of unstable nuclei including , , and electron capture. Possible decayof modes unstable nuclei including , and , and electron capture. Changes N andof Z caused by radioactive decay representation in simple decay equations. decay decay equations. equations. Changes of N and Z caused by radioactive decay and representation in simple decay equations. Changes of N and Z caused by radioactive decay and representation in simple decay equations. of nuclear excited states; ray emission; application e.g. use of technetium-99m as a decay Existence equations. Existence ofof nuclear excited states; ray emission; application e.g. use ofof Existence Existence ofnuclear nuclear excited excited states; states; ray ray emission; emission; application application e.g. e.g. use use of source in medical diagnosis. Existence of nuclear excited states; ray emission; application e.g. use of technetium-99m as a source in medical diagnosis. technetium-99m technetium-99m as as a a source source in in medical medical diagnosis. diagnosis. Existence of nuclear excited states; in ray emission; application e.g. use of technetium-99m as a source medical diagnosis. technetium-99m as a source in medical diagnosis.

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

18

GCE Physics A for exams from June 2014 onwards (version 1.5)

Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

Nuclear radius Estimate of radius from closest approach of alpha particles and determination of radius from electron Estimate of radius from closest 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 1/3 rom closest approach of alpha particles and determination of R= ro 0 A nderived diffraction; knowledge of typical values. from experimental data. derived from experimental data. us on nucleon number Calculation of nuclear density. Calculation of nuclear density. R = ro A1/3 Nuclear Energy mental data. 3.5.2 Nuclear Energy ar density. Mass and energy 2 Appreciation that applies to all energy changes. E = mc Mass and energy Simple calculations on mass difference binding Appreciation that E =and mc2 applies toenergy. 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 to allbinding energy energy changes. Graph of average per nucleon against nucleon number. Atomic massenergy. unit, u; conversion of units; on mass difference and binding Fission and fusion processes. ; Conversion of units; 1 u nuclear = 931.3 MeV. Simple calculations from masses of energy released in fission and fusion inding energy per nucleon against nucleon reactions. Graph of average bindingnumber. energy per nucleon against nucleon number. processes. Fission and fusion processes. Induced fission from nuclear masses Simple of energy released in fission and fusion calculations from nuclear ofreaction; energy released in mass. fission and fusion reactions. Induced fission by thermal neutrons; possibility of masses a chain critical The functions of the moderator, the control rods and the coolant in a thermal factors Induced fission nuclear reactor; affecting the choice of materials for the moderator, the hermal possibility of a chain reaction; critical mass. Induced fission by thermal neutrons; possibility a chain reaction; critical mass. control neutrons; rods and the coolant and examples of materials used; of details of particular moderator, rods and the coolant in a the thermal The functions of the moderator, control rods and the coolant in a thermal nuclear reactor; factors reactors are the not control required. affecting the choice of materials for the moderator, the control rods and the coolant and examples of tors affecting the choice of materials for the moderator, the aspects materials used; details particular are not required. eSafety coolant and examples of materials used;of details of reactors particular Fuel used, shielding, emergency shut-down. uired. Production, handling and storage of radioactive waste materials. Safety aspects

version Nuclear radius or first teaching 2008: 0.2, draft submitted to QCA (July 2007)

Fuel used, shielding, emergency shut-down. Thermal Physics g, emergency shut-down. Production, handling and storage of radioactive waste materials. g and storage of radioactive waste materials. Thermal energy Calculations involving change of energy. 3.5.3 Thermal Physics For a change of temperature; Q = m c where c is specific heat capacity. For a change of Q = m l where l is specific latent heat. state;Thermal energy ng change of energy. Ideal gases involving change of energy. mperature; Q = m c Calculations where c is specific heat capacity. Gas laws as experimental relationships between p,mc V, T mass. For a change of temperature; Q = T,and where c is specific heat capacity. te; Q = m l where l is specific latent heat. 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 p, V, T and mass. for N molecules. between Ideal gases e zero of temperature. Avogadro constant NAGas , molar constant R , Boltzmann constant . and mass. lawsgas as experimental relationships between p, V,kT as pV = nRT for n molecular moles andmass. as pV = NkT Molar mass and Concept of absolute zero of temperature.

Molecular kinetic theory model Ideal gas equation as pV = nRT for n moles and as pV = NkT for N molecules. N A, molar gas constant R, Boltzmann constant k. Explanation of relationships between ,A V and T in constant terms ofRa simple molecular Avogadro constantpN , molar gas , Boltzmann constant k. lecular mass. model. Molar mass and molecular mass. heory model 1 = molecular N m c2rms Assumptions leading and ionships between p, Vto and T derivation in terms ofof a pV simple 3

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

3RT

kinetic energy

1 3 3RT 2 = kT = m c rms . 2 2 2 NA

19

GCE Physics A for exams from June 2014 onwards (version 1.5)

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

GCE Physics A for exams from June 2014 onwards (version 1.5)

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics 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 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 Options 3.5 Options 3.5 Options 3.5 Options 3.5 Options Unit 5A Astrophysics Unit 5A 5A Astrophysics Astrophysics Unit Unit 5A Astrophysics Unit 5A InAstrophysics this option, fundamental physical principles are applied to the study and In this option, option, fundamental fundamental physical principles aredeeper applied to the study study and interpretation of the Universe. Students will gain insight behaviour In this physical principles are applied to and In this option, fundamental physical principles are applied to the study and interpretation ofthe the Universe. In this option, fundamental physical principles are applied to the the into study and interpretation of the Universe. Students will gain deeper insight into the behaviour of objects at great distances from Earth and discover the ways in which information interpretation of the Universe. Students will gain deeper insight into the behaviour Candidates will gain deeper insight into the behaviour of objects at great distances from Earth and discover the interpretation of the Universe. Students will gain deeper insight into the behaviour of objects at great distances from Earth and discover the ways ways in which which information ways in which information from these objects can be gathered. The underlying physical principles of the optical from these objects can be gathered. The underlying physical principles of the of objects at great distances from Earth and discover the in information of objects at great distances from Earth and discover the ways in which information from these objects can be gathered. The underlying physical principles of the and other devices used are covered and some indication is given of the new information gained by the use of optical andobjects other devices are covered and some indication given of from these can gathered. The physical principles of the from these objects can be beused gathered. The underlying underlying physical principles ofthe thenew radio astronomy. Details of particular sources and their mechanisms are not required. optical and other devices used are covered and some indication given of the new information gained by theused use of radio astronomy. Details of particular sources optical and devices are covered and indication given the optical and other other devices used are covered and some some indication given of of the new new information gained by by the the use of radio astronomy. astronomy. Details Details of of particular particular sources sources and their mechanisms are not required. information gained use of radio information gained by the use of radio astronomy. Details of particular sources A.1.1 and Lenses and Optical Telescopes and their their mechanisms are not required. required. mechanisms are theirand mechanisms are not not required. Lenses Optical Telescopes A.1.1 and Lenses and and Optical Optical Telescopes Telescopes A.1.1 Lenses A.1.1 Lenses A.1.1 Lenses and Optical Telescopes Lenses Principal focus, focal length of converging lens. Principal focus, focal length of converging lens. Lenses Lenses Principal focus, focal length of converging lens. Formation of images by a converging lens. Formation of images by a converging lens. Principal Principal focus, focus, focal focal length length of of converging converging lens. lens. Formation of images by a converging lens. Ray diagrams. Ray diagrams. Formation of Formation of images images by by a a converging converging lens. lens. Ray diagrams. Ray diagrams. 1 1 1 Ray diagrams. 1 +1 1 =1 1 1 1+ u v= f +1 =1 u +v v = ff u u v f telescope consisting Astronomical telescope Astronomical consisting of of two two converging converging lenses lenses telescope consisting of two converging lenses Astronomical Ray diagram to show the image formation in normal adjustment. telescope consisting of two converging lenses telescope consisting of two converging lenses Astronomical Astronomical Ray diagram to show the image formation in normal adjustment. Ray diagram to show the image formation in normal adjustment. Angular magnification in normal adjustment. Ray diagram to the image formation in Ray diagram to show show the image formation in normal normal adjustment. adjustment. Angular magnification in normal adjustment. Angular magnification in normal adjustment. Angular magnification in normal angle subtended by image adjustment. at eye Angular magnification in normal adjustment. M= anglesubtended subtendedby by imageat at eye angle angle subtended by image image at eye eye eye subtended by object at unaided M= = angle M M = angle subtended by object at unaided eye angle subtended by object at unaided angle subtended object at unaided eye eye Focal lengths of theby lenses. Focal lengths of the lenses. Focal lengths of the lenses. Focal lengths of the lenses. f Focal lengths of the lenses. M = fo o f f o f M = oe M M= = fe f fe e telescopes Reflecting Reflecting telescopes Focal point of concave mirror. Reflecting telescopes telescopes Reflecting telescopes Focal point of concave mirror. mirror. Cassegrain arrangement using a parabolic concave primary mirror and convex Focal point of concave Focal point concave mirror. Focal point of of concave mirror. Cassegrain arrangement usingto a show parabolic concave primary the mirror and convex secondary mirror , ray diagram path of rays through telescope as far as Cassegrain arrangement using a concave primary mirror and Cassegrain arrangement using a parabolic parabolic concave primary mirror and convex convex Cassegrain arrangement using a parabolic concave primary mirror and convex secondary mirror ray secondary mirror , ray diagram to show path of rays through the telescope as far ,as the eyepiece. secondary mirror , diagram to show path of rays through the secondary mirror , ray ray diagram to show path as of far rays through the telescope telescope as as far far as as diagram to show path of rays through the telescope as the eyepiece. the eyepiece. Relative merits of reflectors and refractors including a qualitative treatment of the eyepiece. the eyepiece. Relative merits of reflectors and refractors including including a qualitative of spherical andof chromatic Relative merits of reflectors and refractors atreatment qualitative treatment spherical and chromatic aberration. Relative merits of and Relative merits of reflectors reflectors and refractors refractors including including a a qualitative qualitative treatment treatment of of aberration. spherical and and chromatic chromatic aberration. spherical and chromatic aberration. aberration. Resolving power spherical Resolving power Resolving Resolving power Appreciation of diffraction pattern produced by circular aperture. power power Resolving Appreciation of diffraction pattern produced by circular circular aperture. Resolving power of telescope, Rayleigh criterion, Appreciation of of diffraction pattern produced by circular Appreciation pattern produced by Appreciation of diffraction diffraction pattern produced byaperture. circular aperture. aperture. Resolving power of telescope, Rayleigh criterion, Resolving power of telescope, Rayleigh criterion, Resolving power of telescope, Rayleigh criterion, Resolving power of telescope, Rayleigh criterion, D D D D coupled device Charge Charge coupled device Use of CCD to capture images. coupled device Charge Charge coupled device Use Charge coupled device Use of CCD to capture images. Structure and operation of the charge coupled device: of CCD to capture images. Use of CCD to capture images. Structure and operation of the charge coupled device: Use of CCD to capture images. A CCD is silicon chip divided picture elements (pixels). Structure and operation of charge coupled device: Structure and operation of the theinto charge coupled device: A CCD is silicon chip divided into picture elements (pixels). Structure and operation of the charge coupled device: Incident photons cause electrons to be released. A CCD is silicon chip divided into picture elements (pixels). A CCD is silicon chip divided into picture elements (pixels). Incident photons cause electrons to be released. A CCD is a silicon divided into picture (pixels). The number of chip electrons liberated iselements proportional to the intensity of the light. Incident photons cause electrons to be released. Incident photons cause electrons to be released. The number of electrons liberated is proportional to the intensity of the the light. These electrons areelectrons trapped in potential wells into the CCD. The number of electrons liberated is the intensity Incident photons to be released. The number ofcause electrons liberated is proportional proportional to the intensity of of the light. light. These electrons are trapped in potential wells in the CCD. An number electron built up which is identical tothe theCCD. image formed on the CCD. These electrons are trapped in potential wells in The of pattern electrons liberated is proportional to the intensity of the light. These electrons areis trapped in potential wells in the CCD. An electron pattern is built up up which which is identical to the image image formed on the CCD. CCD. When exposure complete, charge processed to giveformed an image. An electron pattern is is to on An electron pattern is built built up the which is identical identical to the the image formed on the the CCD. These electrons are is trapped in 'potential wells' inis the CCD. When exposure is complete, the charge is processed to give an image. Quantum efficiency of up pixel >the 70%. When exposure is complete, charge is processed to an image. When exposure is built complete, the chargeto isthe processed to give give anCCD. image. An electron pattern is which is identical image formed on the Quantum efficiency of pixel pixel > 70%. 70%. Quantum efficiency of > Quantum efficiency of pixel > 70%.
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GCE Physics A for exams from June 2014 onwards (version 1.5)

When exposure is complete, the charge is processed to give an image. Quantum efficiency of pixel > 70%.
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) A.1.2 Telescopes New GCENon-optical Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

Non-optical Telescopes Similarities and differences compared to optical telescopes including structure, positioning and use, Non-optical Telescopes including comparisons of resolving and collecting powers. Non-optical Telescopes Single dish radio telescopes, I-R, U-V and X-ray telescopes Single dish radio telescopes, I-R, and X-ray telescopes Single dishand radio telescopes, I-R,U-V U-V X-ray telescopes Similarities differences compared toand optical telescopes including structure, A.1.3 Similarities Classification of Stars compared to optical telescopes including structure, and differences Similarities compared to optical telescopes including structure, positioning and and differences use, including comparisons of resolving and collecting powers. positioning positioningand anduse, use,including includingcomparisons comparisonsof ofresolving resolvingand andcollecting collectingpowers. powers. Classificationby of luminosity Stars A.1.3 Classification Classification of Stars A.1.3 Classification of Stars A.1.3 Relation between brightness and apparent magnitude. by luminosity Classification by luminosity Classification Classification by brightness luminosityand apparent magnitude. Relation between Relation brightness Apparent magnitude, m and Relationbetween between brightness andapparent apparentmagnitude. magnitude. Apparent magnitude, m apparent magnitude. Relation between intensity and magnitude, m Apparent Apparent magnitude, m and apparent Relation between intensity magnitude. Measurement of m from photographic plates andmagnitude. distinction between photographic and visual Relation between intensity and apparent Relation between intensity and apparent magnitude. Measurement of m from photographic plates and distinction between photographic magnitude not required. Measurement of photographic plates and distinction between photographic Measurement ofm mfrom from photographic and visual magnitude not required. plates and distinction between photographic and visual magnitude not required. and visualmagnitude, magnitude not required. Absolute Absolute magnitude, M M Absolute magnitude, Parsec and light year.year. M Absolute magnitude, M Parsec and light Parsec and light year. Definition of M ,light relation to m to m M, relation Definition of Parsec and year. M , relation to m Definition of Definition of M, drelation to m m M = 5 log dd m 10 m M M= =5 5log log 10 10 Classificationby bytemperature, temperature, black black body Classification Classification body radiation radiation by temperature, black Classification byWiens temperature, blackbody bodyradiation radiation Stefans law and displacement law. Stefan's law and Wien's displacement law. law. Stefans law and Wiens displacement Stefans and Wiens displacement law. General law shape of black body curves, experimental verification is not required. General shape of black body curves, experimental verification is not required. General shape of black body curves, experimental verification is General shape displacement of black body law curves, experimental verification isnot notrequired. required. Use of Wiens to estimate black-body temperature of sources Use of Wiens displacement law to estimate black-body temperature of Use of Wien's displacement law to estimate black-body temperature of sources -3 Use of displacement law to estimate black-body temperature ofsources sources maxT =Wiens constant = 2.9 10 -3 mK. T = constant = 2.9 10 mK. max = 2.9 10-3 mK. in its application. Inverse square law, assumptions maxT = constant Inverse square law, assumptions in application. Inverse square law, inits its application. Use of Stefans law assumptions to estimate area needed for sources to have same power Inverse square law,law assumptions in itsarea application. Use of Stefans to estimate needed for sources to Use of Stefans law to estimate area needed for sources tohave havesame samepower power output as the sun. Use of Stefan's law to estimate area needed for sources to have same power output as the Sun. output as the sun. 4 the sun. output as P = AT P = AT 44 P = AT Assumption that a star is a black body. Assumption that a Assumption that a star is a is black body. body. Assumption that astar star isa ablack black body. Principles of the use of stellar spectral classes of the use of stellar spectral Principles Principles of the use of stellar spectralclasses classes Description ofthe the use main classes: Principles of of stellar spectral classes Description of the main classes: Description of the main classes: Spectral of the Intrinsic Prominent Description main classes: Temperature (K) Spectral Intrinsic Temperature Prominent Spectral Intrinsic Temperature(K) (K) Prominent Class Colour Absorption Lines Class Colour Absorption Lines Class Colour Intrinsic Colour Absorption Lines Spectral Class Temperature (K) Prominent Absorption Lines O blue 25 000 50 000 He+, He, H O blue 25 He+, He, O blue 25000 000 50 50000 000 He+, He,H H blue 25 000 50 000 He+, He, H B O blue 11 000 25 000 He, H B blue 11 000 25 000 He, H B blue 11 000 25 000 He, H B blue 11 000 25 000 He, H A blue-white 7 500 11 000 H (strongest) A blue-white 7 500 11 000 H (strongest) A blue-white blue-white 7 500 11 H (strongest) ionised metals A 7 500 11 000 H 000 (strongest) ionized metals ionized metals F White 6 000 7 500 ionized metals ionised metals F White 6 000 7 500 ionized metals F White 6 000 7 500 ionized G yellow-white 5 000 6 000 metals ionised & neutral metals F White 6 000 7 500 ionized metals G K yellow-white orange 5 000 6 0003 500 ionized & neutral 5 000 & neutral neutral metals G yellow-white 5 ionized G yellow-white 5000 000 6 6 000 000 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 3 neutral in n = K2 state. orange orange 3500 500 5 5000 000 neutralmetals metals M red < 3 500 neutral atoms, TiO M red < neutral M red <3 3500 500 neutralatoms, atoms,TiO TiO Temperature related to absorption spectra limited to Hydrogen Balmer absorption 22 Temperature related to absorption spectra Temperature related spectralimited limitedto toHydrogen HydrogenBalmer Balmerabsorption absorption n = 2 state. lines: need for atomsto inabsorption n = 2 state. lines: need for atoms in lines: need for atoms in n = 2 state. A.1.2 A.1.2 A.1.2

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

GCE Physics A for exams from June 2014 onwards (version 1.5)

GCE Physics New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted New to QCA (July 2007)A specification for first teach New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

The Hertzsprung-Russell diag General shape: main sequence General shape: main sequence, dwarfs and giants. shape: main sequence, dwarfs and giants. The Hertzsprung-Russell diagram General Axis scales range from 15 to 1 Axis scales range from 15 to 10 (absolute magnitude) and Axis scales shape: range from 10sequence, to 15 (absolute magnitude) and 50 000 K to 2 500 K (temperature) or General main dwarfs and giants. 50 000 K to 2 500 K (temperatu 50 000 K to 2 500 K (temperature) or OBAFGKM (spectral class). OBAFGKM (spectral class). Axis scales range from to 10 (absolute Stellar evolution: path of a star Stellar evolution: path of15 a star similar to ourmagnitude) Sun on the and Hertzsprung-Russell Stellar evolution: star similar to our on the Hertzsprung-Russell diagram from formation 50 000 K to 2 path 500 of Ka (temperature) orSun OBAFGKM (spectral class). diagram from formation to white diagram from formation to white dwarf. to white dwarf. Stellar evolution: path of a star similar to our Sun on the Hertzsprung-Russell stars anddwarf. black holes Supernovae, neutron stars an Supernovae, diagram from neutron formation to white Supernovae, neutron stars and black holesmagnitude of supernovae; Defining properties: rapid increa Defining properties: rapid increase in absolute Supernovae, neutron stars and black holes Defining composition and density of neu composition and density of neutron stars; escape > ccomposition for black holes. properties: rapid increase in absolute magnitude of velocity supernovae; and density of Defining properties: rapid in absolute magnitude of supernovae; neutron escape velocity > increase c for black holes. Use of supernovae as standard Use ofstars; supernovae as standard candles to determine distances. Controversy composition and of neutron stars; velocity > c forconcerning black holes. concerning accelerating Univer Use of supernovae asdensity standard candles to determine distances. Controversy accelerating concerning accelerating Universe and darkescape energy. Use of supernovae as standard candles to determine distances. Controversy Universe and dark energy. Supermassive black holes at th Supermassive black holes at the centre of galaxies. concerning accelerating Universe and dark energy. Supermassive black holes at the of galaxies. Calculation of the radius of the Calculation of the radius of centre the event horizon for a black hole Schwarzschild radius black holes at the centre of galaxies. (Supermassive Rs ) Calculation of the radius of the event horizon for a black hole Schwarzschild radius ( Rs ) Calculation of the radius of the event horizon for a black hole Schwarzschild radius 2GM ( R= ) 2GM Rs 2 R s s 2 c 3 2c GM Rs 2 A.1.4 Cosmology A.1.4 Cosmology c The Hertzsprung-Russell Hertzsprung-Russell diagram The diagram

A.1.4 Cosmology

effect Doppler effect Doppler Cosmology A.1.4 f v v f effect v v Doppler z= = = and = and = = effect zDoppler c f c cv f f cv z = and = = v c applied to optical and For to For v f c applied optical c and radio frequencies. c on binary stars vie Calculations on binary stars viewed in the plane of orbit, galaxies and Calculations quasars. For v << c applied to optical and radio v c applied to optical and frequencies. radio frequencies. For Hubbles law Calculations on binary stars viewed in the plane of orbit, galaxies andgalaxies quasars. Calculations on binary stars viewed in the plane of orbit, andHubbles quasars. law Red shift Red shift Hubbles law v = Hd v = Hd Hubble's law Red shift Simple interpretation as expans Simple interpretation as expansion of universe; estimation of age of universe,
Red shift v = Hd

Qualitative treatment of Bigof Bang evidence from cosmological background Qualitative treatment Bigtheory Bangincluding theory including evidence from microwave cosmological radiation, and relative abundance of H and He. Quasars Quasars microwave background radiation, and relative abundance of H and He.

assuming H is constant. assuming H is constant. v = Hd interpretation Simple as expansion of universe; estimation of age of universe, Qualitative treatment of Big Ban Qualitative treatment of Big Bang theory including fromassuming cosmological Simple interpretation as expansion of universe; estimation of evidence age of universe, H is constant. assuming H is constant. Quasars as the most distant measurable objects.

background radiatio . microwave background radiation, and relative abundance of H and Hemicrowave

Quasars as bright radio sources. Quasars Discovery

Quasars as the most distant measurable objects.of distance. Quasars asshow the most distant measurable objects. Quasars large optical red shifts; estimation Discovery as bright radio sources. Discovery as bright radio sources. Quasars show large optical red shifts; estimation of distance. Quasars show large optical red shifts; estimation of distance.

Quasars as the most distant me Discovery as bright radio sourc Quasars show large optical red

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GCE Physics A for exams from June 2014 onwards (version 1.5)

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

Unit 5B Medical Physics

This option offers an opportunity for students with an interest in biological and medical topics to study some of the applications of physical principles and techniques in medicine. This option offers an opportunity for students with an interest in biological and

Unit 5B Medical Physics

B.2.1 techniques Physics of in the Eye medicine.

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

Physics of the Eye B.2.1 Physics of vision of vision Simple structure of the eye. Physics Simple structure of the eye. The eye as an optical refracting 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 as a photodetector. Sensitivity of the eye Spectral response as a photodetector.

Spatial resolution Explanation in terms of the behaviour of rods and cones. Explanation in terms if the behaviour of rods and cones.

Spatial resolution

Persistence of of vision vision Persistence Excluding a physiological explanation. Excluding a physiological 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. Defects of vision Myopia, and astigmatism. Defectshypermetropia of vision
Myopia, hypermetropia and of astigmatism. Correction of defects vision using lenses Ray diagrams and calculations of powers (in dioptres) of correcting lenses for Correction defects of vision using lenses myopia and of hypermetropia. Ray diagrams and calculations offor powers (in dioptres) of correcting lenses for myopia and The format of prescriptions astigmatism. hypermetropia. Image formation.

the Ear B.2.2 Physics The formatof of prescriptions for astigmatism. The ear as a sound detection system B.2.2 Simple Physics of the Ear structure of the ear, transmission processes.

Sensitivity frequency response The ear as and a sound detection system Production and interception of equal loudness curves. Simple structure of the ear, transmission processes. Human perception of relative intensity levels and the need for a logarithmic scale to reflect this. Sensitivity and frequency response Relative levels of sounds Production intensity and interception of equal loudness curves. Measurement ofof sound levels and use dB and dBA scales. Human perception relativeintensity intensity levels and thethe need for of a logarithmic scale to reflect this. Definition of intensity.

Relative intensity levels of sounds The threshold of hearing Measurement of intensity levels and the use of dB and dBA scales. 12sound I 0 = 1.0 10 Wm 2 Definition of intensity. I intensity level = 10 log I0

24

The ear as a sound detection system Simple structure of the ear, transmission processes. GCE Physics A for exams from June 2014 onwards (version 1.5) Sensitivity and frequency response Production and interception of equal loudness curves. Human perception of relative intensity levels and the need for a logarithmic scale to reflect this. Relative intensity levels of sounds Measurement of sound intensity levels and the use of dB and dBA scales. Definition of intensity. The threshold of hearing I 0 = 1.0 10 12 Wm 2 I intensity level = 10 log I0

The threshold of hearing

Defects of hearing
The effect on equal loudness curves and the changes experienced in terms of hearing loss of: injury resulting from exposure to excessive noise; deterioration with age (excluding physiological changes).

B.2.3 Biological Measurement Basic structure of the heart

The heart as a double pump with identified valves.

Electrical signals and their detection; action potentials

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

Simple ECG machines and the normal ECG waveform

Principles of operation for obtaining the ECG waveform; explanation of the characteristic shape of a normal ECG waveform.

B.2.4 Non-Ionising Imaging Ultrasound imaging

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

Fibre optics and Endoscopy

Properties of fibre optics and applications in medical physics; including total internal reflection at the core-cladding interface; physical principles of the optical system of a flexible endoscope; the use of coherent and non-coherent fibre bundles; examples of use for internal imaging and related advantages.

MR Scanner
Basic principles of MR scanner; cross-section of patient scanned using magnetic fields: hydrogen nuclei excited during the scan emit radio frequency (RF) signals as they de-excite: RF signals detected and processed by a computer to produce a visual image. Candidates will not be asked about the magnetic fields used in an MR scanner, or about de-excitation relaxation times.

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GCE Physics A for exams from June 2014 onwards (version 1.5)

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.

GCE Differential tissue absorption of2008: X-rays New Physics A specification for first teaching version 0.2, draft submitted to QCA (July 2007)
Excluding details of the absorption processes.

Linear coefficient , mass attenuation coefficient m, half-value thickness Linear coefficient , mass attenuation coefficient half-value thickness m and

Exponential attenuation Exponential attenuation

I = I 0 e x

m =

Useof of X-ray opaque material as illustrated by the barium meal technique. Use X-ray opaque material as illustrated by the barium meal technique.

Image contrast contrast enhancement enhancement

Photographic detection withfor intensifying screen and fluoroscopic image intensification; reasons for intensification; reasons using these. using these.

Radiographic image detection Photographic detection with intensifying screen and fluoroscopic image
CT scanner

Radiographic image detection

X-rayprinciples beam: array detectors: computer used process the signals andbeam; produce Basic of CT of scanner; movement of X-ray tube;to narrow, monochromatic X-ray 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 detectors. asked the construction or operation of the detectors. Comparisons of ultrasound, CT and MRIadvantages scans; advantages and disadvantages Comparisons of ultrasound, CT and MR scans; and disadvantages limited to image resolution, cost and safety issues. limited to image resolution, cost and safety issues.

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

26

GCE Physics A for exams from June 2014 onwards (version 1.5)

option offers opportunities students to reinforce and extend the PHYA2, work ofPHYA4 The option offers opportunities for students tofor reinforce and extend the work of units PHYA1, Unit 5CThe Applied Physics The option offers opportunities for students to reinforce and extend the work of 2007) It and PHYA5 section A of the specification by considering applications in areas of engineering and technology. New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July units PHYA1, PHYA2, PHYA4 and PHYA5 section A of the specification by Unit 5C Applied Physics Unit 5C Applied Physics The option offers opportunities for students to reinforce and extend the work of units PHYA1, PHYA2, PHYA4 and PHYA5 section A of the specification by embraces rotational dynamics and thermodynamics. considering applications in areas of engineering and technology. It embraces Unit 5C Applied Physics The option offers opportunities for students to reinforce and extend the work of may units PHYA1, PHYA2, PHYA4 PHYA5 section A and of the specification by considering applications in areas engineering and technology. It work embraces Unit 5C Applied Physics The The emphasis should be on an understanding ofof the concepts theand application ofthe Physics. Questions rotational dynamics andand thermodynamics. option offers opportunities for students to reinforce extend of units PHYA1, PHYA2, PHYA4 and PHYA5 section A concepts of the by considering applications inPHYA4 areas of engineering and technology. Itspecification embraces dynamics and thermodynamics. be set inrotational novel or unfamiliar contexts, but in all such cases the scene be set and all relevant information will The emphasis should be on an understanding of and the The option offers opportunities for students to and extend work units PHYA1, PHYA2, and PHYA5 section A the ofwill the specification byapplication Unit 5C Applied Physics The option offers opportunities for students to reinforce reinforce and extend the work of of considering applications in areas of engineering and technology. It embraces be given. rotational dynamics and thermodynamics. The emphasis should be on an understanding of the concepts and the application of Physics. Questions may be set in novel section or unfamiliar contexts, but in all such units PHYA1, PHYA2, and PHYA5 A of the specification by considering applications inPHYA4 areas of engineering and technology. It embraces units PHYA1, PHYA2, PHYA4 and PHYA5 section A of the specification by rotational dynamics thermodynamics. The emphasis should be onand an understanding of the concepts and the application The option offers opportunities for students to reinforce and extend the work of of Physics. Questions may be set in novel or unfamiliar contexts, but in all such cases the scene will be set and all relevant information will be given. considering applications in areas of engineering and technology. It embraces rotational dynamics and thermodynamics. considering applications in areas of engineering and technology. It embraces The emphasis should be on an understanding of the concepts and the application C.3.1 Rotational dynamics of Physics. Questions may in novel or unfamiliar contexts, but in all such units PHYA1, PHYA2, PHYA4 and PHYA5 A of specification by cases the dynamics scene will be all relevant information will bethe given. and thermodynamics. Therotational emphasis should be onset an and understanding of the section concepts and the application rotational dynamics and thermodynamics. Rotational dynamics C.3.1 of Physics. Questions may be set in novel or unfamiliar contexts, but in all such cases the scene will be set and all relevant information will be given. considering applications in areas of engineering and technology. It embraces The emphasis should be on an understanding of concepts andin the of Physics. Questions may be set in novel or unfamiliar but allapplication such Rotational dynamics C.3.1 The emphasis should be on an understanding of the the contexts, concepts the application cases the of scene will be set and all in relevant information will be and given. cases Concept of moment of inertia rotational dynamics and thermodynamics. Concept moment of inertia of Physics. Questions may be set novel or unfamiliar contexts, but in such the scene will be set and all relevant information will be given. dynamics C.3.1 Rotational of Physics. Questions may be on setan in novel or unfamiliar contexts, but in all all such moment of inertia The emphasis should be understanding of the concepts and the application 2of Concept cases the scene will be set and all relevant information will be given. Rotational dynamics C.3.1 I mr = cases the scene will be set and all relevant information will be given. 2 Rotational dynamics C.3.1 of moment of inertia Concept of Physics. Questions may be set in novel or unfamiliar contexts, but in all such I = mr for for Expressions moment of inertia will be given where necessary. Expressions moment of inertia will be given where necessary. Rotational dynamics C.3.1 2 Concept of moment of inertia cases the scene will be set and all relevant information will be given. Rotational dynamics C.3.1 mr Expressions for moment of inertia will be given where necessary. of moment of inertia I = Concept Rotational kinetic energy I = mr 2moment 2 for Concept of moment of inertia Expressions of inertia will be given where necessary. dynamics Rotational energy of kinetic moment of inertia = Concept mr Rotational Rotational energy I C.3.1 1 2 2 kinetic Expressions for moment of inertia will be given where necessary. E = I I mr = k 1 2 2for 2 Expressions moment of inertia will be given where necessary. kinetic energy I mr = Rotational Concept of moment of inertia E = I k 2 Factors affecting the energy storage capacity of a flywheel. for moment of inertia will be given where necessary. 2 Rotational kinetic energy 1 Expressions 2 for moment of inertia will be given where necessary. = 2 Expressions I kinetic energy I mr = E k Rotational Factors affecting the energy storage capacity of a flywheel. Factors affecting the energy storage capacity of a flywheel. 2 Use of 1 flywheels in machines. E = I 2 Rotational kinetic energy k 1 2 flywheels Factors affecting the energy storage of a flywheel. Expressions momentcapacity of inertia will be given where necessary. of infor machines. Rotational kinetic energy = I Use in machines. E k Use 2 of 1flywheels 2 Angular displacement, velocity and acceleration of flywheels Factors affecting the energy storage capacity of a flywheel. 2 Use in machines. E = I 1 k =affecting 2 E Idisplacement, Factors the energyaccelerated storage of a flywheel. Angular velocity and acceleration Rotational kinetic energy capacity k 2 Equations for uniformly motion: Use of flywheels in machines. UseEquations Angular displacement, velocity and acceleration Factors affecting the energy storage capacity 2machines. of flywheels 1 in displacement, velocity and acceleration for uniformly accelerated motion: Angular Factors affecting the energy storage capacity of of a a flywheel. flywheel. E k = =I 2 2 1 + taccelerated motion: Equations for uniformly Use of flywheels in machines. Angular displacement, velocity and acceleration Use Equations for uniformly accelerated motion: = + t of flywheels in machines. 2 1 1 displacement, andstorage acceleration Angular Factors affecting the energy capacity of a flywheel. = + 2 t velocity Equations for accelerated motion: 1tuniformly 2 = for + t 1 1 Angular displacement, velocity and acceleration Equations uniformly accelerated motion: displacement, = t + t Use of flywheels in machines. velocity and acceleration 1 Angular 2t 2 = 2 12 + 1 2 = Equations uniformly motion: 2 for 1 = 2 + t + t + 2 accelerated 2 2 1t = Equations uniformly accelerated motion: 1= 2 for + 1 2 displacement, velocity and acceleration 2 Angular 2 1 1 = t + t = + t ( ) 1 2 = + t 2 1 2 = + t uniformly 2 2 = 1 + tfor 2 = Equations 1 + 2t 2 11 1 accelerated motion: 2 = = 1 2 ) t 2 2 (1 2+ t + t 1 = = 1 + 2 2 1 2 2 2 1 t + t = + t (1and )2 = +1 + t22 1 acceleration 1angular Torque 2 22 = 2 1 angular 2 and Torque 1 ( )acceleration = + t 2 21 + = 2 T = I 1 2 1 =+ t 2+ t 2 ( 2 1 = = + 2 1 2 )t 2 2 1 and angular acceleration T = I Torque 1 Torque and angular acceleration ) t+ 2 + 22 = 1 1 ( Angular momentum 2( and angular acceleration = = 2 T = I Torque 21) t 2+ 2 1 Torque and angular acceleration Angular momentum = I angular momentum T = I 1 = 2 ( + 2 ) t and T =Torque I 1 acceleration momentum = I angular momentum Angular Torque and angular angular acceleration Conservation of angular momentum. T = I Angular momentum Conservation = I angular momentum of angular momentum. T = I Angular momentum Angular Torque and angular momentum Power Angular = I acceleration angular Conservation ofmomentum angular momentum. momentum angular momentum = = I angular momentum T = I Power Angular momentum W = T Pangular = T momentum. Conservation of = I angular Conservation of angular momentum. Conservation of angular momentum. W = T momentum P= Trotating Power = I machinery, frictional couples have to be taken into angular momentum Awareness that, in Angular momentum angular momentum. Power TConservation W= P =T of Awareness that, in rotating frictional couples have to be taken into Conservation of angular momentum. account. Power = machinery, I angular momentum W = T P = T Power Awareness that, in rotating machinery, frictional couples have to be taken into account. Power W= T Conservation P = T of angular momentum. Power Thermodynamics and Engines C.3.2 Awareness that, in rotating machinery, frictional couples have to be taken into account. W = T = T Awareness that, in P rotating machinery, frictional couples have to be taken into Thermodynamics and Engines C.3.2 W = T P = T account. Power Awareness in rotating machinery, frictional couples have to be taken into account. into First law that, of thermodynamics Awareness that, in rotating machinery, account. and Engines C.3.2 Thermodynamics Awareness that, in rotating machinery, frictional frictional couples couples have have to to be be taken taken into W = T P = T First law of thermodynamics Q = U + W Thermodynamics and Engines C.3.2 account. account. Thermodynamics and Engines C.3.2 law of thermodynamics Q= Awareness U +W First that, in Engines rotating machinery, frictional couples have to be taken into C.3.2 Thermodynamics and Q is heat entering the system, U is increase in internal energy and W is where Thermodynamics and Engines C.3.2 First law of thermodynamics Q = U + W account. Thermodynamics and Engines C.3.2 Q thermodynamics is heat entering the system, U is increase in internal energy and W is where law done of First work by the system. Qis = U + of W First law of thermodynamics the system, U is increase in internal energy and W is where First thermodynamics work by the system. QC.3.2 =Q U heat +done W entering Thermodynamics and Engines First law of thermodynamics Non-flow processes done Q is heat entering the system, U is increase in internal energy and W is where work by the system. Q = U +W , entering the system, U is increase in internal energy and W is Q = U heat + W where Non-flow processes Isothermal, adiabatic, constant pressure and constant volume changes First law of system. thermodynamics Q is work done by the Q is heat entering the is in volume internal energy and W is where work done by the system. processes Isothermal, adiabatic, constant pressure constant changes Non-flow Q is heat entering the system, system, U U and is increase increase internal energy and W by is the where pV = nRT where is heat entering the system, U is increase in internalin energy and W is work done Q = U + W done by system. Non-flow processes the work Isothermal, adiabatic, constant pressure and constant volume changes pV = nRT system. work done by the system. adiabatic: pV = constant processes Non-flow Q system, U is increase in internal energy and W is where is heat entering Isothermal, adiabatic, constantthe pressure and constant volume changes pV = nRT adiabatic: pV = constant Non-flow processes isothermal: pV = constant Isothermal, adiabatic, constant pressure and constant volume changes work done by the system. Non-flow processes isothermal: pV = adiabatic: pVnRT = constant pV = constant Isothermal, adiabatic, constant at constant pressure W = pV pressure pV = nRT Isothermal, adiabatic, constant pressure and and constant constant volume volume changes changes adiabatic: pV = constant Non-flow processes isothermal: pV = constant at constant pressure W = pV pV = nRT Application of first law of thermodynamics to the above processes. adiabatic: pV = constant pV = nRT isothermal: pV = constant Isothermal, adiabatic, constant pressure and constant volume changes at constant pressure W = pV Application of first law of thermodynamics to the above processes. constant adiabatic: = constant isothermal: pVpV = adiabatic: pV =of constant at constant pressure W = p V pV = nRT Application of first law thermodynamics to the above processes. isothermal: pV = constant at constant pressure W = pV isothermal: pV =pV constant Application of first law of = thermodynamics to the above processes. adiabatic: = constant at constant pressure W p V Application of first law of thermodynamics to the above processes. at constant pressure W = p V isothermal: pV = constant Application of law to 27 Application of first first law of of thermodynamics thermodynamics to the the above above processes. processes. at constant pressure W = pV Application of first law of thermodynamics to the above processes.

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) Unit 5C Applied Physics Unit 5C Applied Physics New GCE Physics A specification Unit 5C Applied Physics New GCE Physics A 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)

GCE Physics A for exams from June 2014 onwards (version 1.5)

Non-flow processes
Isothermal, adiabatic, constant pressure and constant volume changes

adiabatic: pV = constant New GCE Physics A specification first teaching 2008: version 0.2, draft submitted to QCA (July 2007) isothermal: pV =for constant New GCE Physics specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) New GCE AA specification for first teaching 2008: version 0.2, draft submitted to QCA NewPhysics GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to(July QCA2007) (July 2007) at constant pressure W = pV Application of first law of thermodynamics to the above processes.

pV = nRT

The p - V diagram Thep p- -V V diagram The diagram Representation of processes on p V diagram. p -p Vdiagram The The V diagram Representation ofprocesses processes onpp Vdiagram. diagram. Representation of on area V Estimation of work done in terms of the graph. Representation ofprocesses processes below V diagram. Representation of on on p p V diagram. Estimation of work done in terms of area below thegraph. graph. Estimation of work done in terms of area below the Expressions for work done are not required except for the constant pressure case, Estimation of workdone done terms of area below the graph. Estimation of work in in terms of area below the graph. Expressions for work done are not required except for the pressure case, Expressions for work done are not required except for the constant pressure case, W=p V Expressions for work done are not required except for constant the constant pressure case, Expressions for work done are not required except for the constant pressure case, W = pV W= =p p V p W V Extension to W = Vcyclic processes: Extension to cyclic processes: Extension tocyclic cyclic processes: Extension to processes: work done per cycle = area of loop. Extension to cyclic processes: work doneper per cycle == area of of loop. work done percycle cycle =area area ofloop loop . work done work done per cycle = area of. loop . Engine cycles Engine cycles cycles Engine Understanding of a four-stroke petrol cycle and a Diesel engine cycle, and of the cycles Engine Engine cycles Understanding ofaafour-stroke four-stroke petrol cycle anda aDiesel Diesel engine cycle, andof of the Understanding of petrol cycle and engine cycle, and the corresponding indicator diagrams; comparison the theoretical diagrams for Understanding of afour-stroke four-stroke petrol cycle a engine Diesel engine cycle, and of the Understanding of a petrol cycle and with aand Diesel cycle, and of the corresponding corresponding indicator diagrams; comparison with the theoretical diagrams for corresponding diagrams; comparison withdiagrams the theoretical diagrams for for of these cycles; aindicator knowledge of diagrams; engine constructional details is not required; corresponding indicator comparison with the theoretical diagrams indicator diagrams; comparison with the theoretical for these cycles; a where knowledge these cycles; aknowledge knowledge ofengine engine constructional details is not required; where these cycles; a of constructional details is not required; where questions are set on other cycles, they will be interpretative and all essential engine constructional details is required; where questions are set on other cycles, they will be these cycles; a knowledge ofnot engine constructional details is not required; where questions are set on other cycles, they will be interpretative and all essential questions are set on other cycles, they will be interpretative and all essential interpretative and all essential information will be given; indicator diagrams predicting and measuring information will be given; indicator diagrams predicting and measuring power and questions are set on other cycles, they will be interpretative and all essential information will be given; indicator diagrams predicting andmeasuring measuring power and and power and efficiency information will be given; indicator diagrams predicting and power and efficiency information will be given; indicator diagrams predicting and measuring power efficiency input power = calorific value x fuel flow rate. efficiency input power = calorific value fuel flow rate. efficiency input power calorific value fuel flowrate rate input power == calorific value fuel . .rate. Indicated power as Indicated power as input power = calorific value flow fuel flow Indicated power as Indicated power as (area of p V V as loop) )x (no. of cycles/s) x (no. cylinders). (area of p loop (no. of cycles/s ) of (no. of cylinders). Indicated power ( area of p V loop ) ( no. of cycles/s ) ( no. cylinders area of p V loop ) ( no. of cycles/s ) ( no. of cylinders ).). ). Output ( or brake power P = T Output or brake power (area of p V loop) (no. of cycles/s) (of no. of cylinders Output or brake power P = T Output or brake power P = T friction power = indicated power power. brake power. friction power = indicated power Output or brake power P brake = T friction power indicated power brake power. power == indicated power brake power. Engine friction efficiency; overall, thermal and mechanical efficiencies. friction power = indicated power brake power. Engine efficiency; overall, thermal and mechanical efficiencies. Engine efficiency; overall, thermal and mechanical efficiencies. Engine efficiency; overall, thermal and mechanical efficiencies. Overall efficiency = brake power/input power. Engine thermal power. and mechanical efficiencies. Overallefficiency; efficiency = overall, brake power/input Overall efficiency brake power/input power. Overall efficiency == brake power/input power. Thermal efficiency = indicated power/input . Overall efficiency = brake power/input power. Thermal efficiency = indicated power/input power power. Thermal efficiency = indicated power/input power . .. Thermal efficiency = indicated power/input power . Mechanical efficiency = brake power/indicated power Thermal efficiency == indicated power/input power Mechanical efficiency brake power/indicated power. Mechanical efficiency = brake power/indicated power Mechanical efficiency = brake power/indicated power .. Mechanical efficiency Second Law and engines= brake power/indicated power. Second Law and engines Second Law and engines Second Law engines Need for an engine toand operate between a source and a sink Second Law and engines Need for an engine to operate between source and asink sink Need for an engine to operate between aa and Need for an engine engine operate between asource source and aa sink Q in to Q Need for an to operate between a source and a sink W out = efficiency = W Q Q Q ininQ Q out W W out Q out Q in in = = fficiency ee fficiency == Q in efficiency = efficiency == Q Q Q inin Q in Q in in Q in TH TC maximum theoretical efficiency = TT T T H CC TC T maximum theoretical efficiency maximum theoretical efficiency H H maximum theoretical efficiency == H T maximum theoretical efficiency = TT HH TH source at TH atTT source at source HH at TH source Qin Q Q inin Qin W W W W Qout Q out Q Q out out at TC sink at CC sink at TC sink sink atTT

Reasons for the lower efficiencies ofpractical practical engines. Reasons for the lower efficiencies of engines. Reasons for the lower efficiencies of practical engines. Maximising use of W and Q in combined heat and power schemes. Reasons for the lower efficiencies of practical engines. W and Q in combined heat and power schemes. Maximising use of out Reasons for the lower out efficiencies of practical engines. W and Q in combined heat and power schemes. Maximising use of out W and Q in combined heat and power schemes. Maximising use of out Qout in combined heat and power schemes. Maximising use of W and

28

GCE Physics A for exams from June 2014 onwards (version 1.5)

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) (July 2007) New New GCE 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 2007)

Reversed heat engines Reversed heat engines Reversed heat engines Reversed heat engines Basic principles of heat pumps and refrigerators. A knowledge of practical heat Basic principles ofheat heat pumps and refrigerators. A of practical heat Basic principles of heat pumps and refrigerators. A knowledge knowledge ofheat practical Basic principles of pumps and refrigerators. A knowledge of practical pumps heat or refrigerator pumps or pumps refrigerator cycles and devices is not required. pumps or refrigerator cycles and devices is not required. or refrigerator cycles and devices is not required. cycles and devices is not required. at TH hot spacehot hot space space Qin Q Qin in Q Qout out W W W at C at T TC at H at T TH

Qout

cold space TC cold space cold at space

Qout Qout out Qout Q Q out out = For a refrigerator: COPref = COP For a refrigerator: COP= For refrigerator: ref = For aa refrigerator: = = ref W Qin W Q out W Qin Qout Q Q in out

Qin Q Qin Qin Q in Q in in = =hp = For a heat pump: COP hp = COP = For aa heat pump: COP = For a heat For heat pump: pump: W hpQin Q W Q out W Qin Qout in Q out

29

GCE Physics A for exams from June 2014 onwards (version 1.5)

New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

New GCEThis Physics A specification for first teaching 2008: version draftto submitted to QCA (July 2007) option is intended to enable key developments in 0.2, Physics be studied in depth so that students can New GCE Physics A specification first teaching 2008: version 0.2, draft submitted to QCA (July 2007) This option isfor intended to enable key developments in Physics to be studied in

Unit 5D Turning PointsPoints in Physics Unit 5D Turning in Physics

D.4.1 D.4.1

D.4.2 D.4.2

This option is intended to consequence enable key developments in Physics to be studied in illustrate industries are the of such key developments and the topics This option is intendedcan to enable key develop developments in Physics to be studied in D.4.1 The discovery of the Electron depth so that students appreciate, from a from historical viewpoint, the significance how unforeseen technologies new discoveries. depth so that students can appreciate, from a historical viewpoint, the significance of major conceptual shifts in the subject both in terms of the understanding of the The discovery Electron D.4.1 of conceptual shifts in the subjectbasis. both inMany terms of the understanding of the major Cathode rays subject and in terms of of its the experimental present day technological subject and in terms of its experimental basis. Many present day technological industries are theof consequence such key developments and the topics illustrate cathode rays inof a discharge tube. Cathode rays Production industries are the consequence of such key developments and the topics illustrate how unforeseen technologies new discoveries. Production of cathode develop rays in afrom discharge tube. how unforeseen technologies develop from new discoveries. discovery Thermionic emission of electrons The of the Electron emission of electrons Thermionic The principle of thermionic emission. The discovery of the Electron The principle of thermionic emission. Cathode rays Work done onon an electron accelerated throughthrough a pd Work electron accelerated a p.d. Cathode rays Production ofdone cathode an rays in a discharge tube. 2 1 Production of cathode rays in a discharge tube. mv = eV 2 Thermionic emission of electrons Thermionic emission of electrons The principle of thermionic emission. Determination of specific , ,by principle Determination of the the specific charge chargeof ofan anelectron, electron, e/m e/m byany anyone onemethod method The of thermionic emission. Work done on an electron accelerated through a of p.d. Significance of Thomsons determination e/m. Significance Thomson's determination of e/m.a p.d. Work done on an of electron accelerated through 1 with the specific charge of the hydrogen ion. mv 22 =Comparison eV 2 1 Comparison with the specific charge of the hydrogen ion. mv = eV 2 Principle of Millikans of Q The use ofof equations Determination the specific determination charge of an electron, e/m, by any one method Condition for holding a charged oil droplet, of charge , stationary between Determination of the specific charge of an electron, e/m,Q by any one method Significance of Thomsons determination of e/m. oppositely charged parallel plates Significance of Thomsons determination ofhydrogen e/m. Comparison with the specific charge of the ion. QV Comparison with the specific charge of the hydrogen ion. = mgdetermination of Q Principle of Millikans d Pr incip le of Millikan's determination of Q Principle of Millikans determination of Q Condition for holding a charged oil droplet, of charge Q, stationary between Motion of a falling oil droplet with and an field; terminal speed, Condition for holding a charged droplet, of ofwithout charge Q , stationary between oppositely charged parallel Condition for holding a charged oiloil droplet, charge Q , electric stationary between oppositely charged parallel plates Stokes Law for the viscous force on an oil droplet used to calculate the droplet plates oppositely charged parallel plates QV radius QV = mg d = mg F = 6rv Motion ofda falling oil droplet with and without an electric field; terminal speed, of a falling oilMillikans droplet with and without an terminal speed, Stokes' Law for the Motion of a falling oil droplet with and without anelectric electric field; terminal Significance of results Motion Stokes Law for the viscous force on an oil droplet usedfield; to calculate thespeed, droplet viscous force on an oil droplet used to calculate the droplet radius StokesQuantisation Law for the viscous force on an oil droplet used to calculate the droplet of electric charge. radius radius F = 6rv Duality D.4.2 Wave F = 6Particle rv Significance of Millikans results Newtons corpuscular theory of light Significance of Millikan's results Significance of Millikans resultswave Quantisation of electric charge. Comparison with Huygens theory in general terms. Quantisation of electric charge. Quantisation of electric charge. The reasons why Newtons theory was preferred. Wave Particle Duality Wave Particle Duality D.4.2 Particle Significance ofDuality Youngs Wave Newtons corpuscular theory ofdouble light slits experiment Explanation for fringes in general terms, no terms. calculations are expected. Newtons corpuscular theory of light in Comparison with Huygens wave theory general Newton's corpuscular theory of light Delayed acceptance of Huygens wave theory of light. Comparison with Huygens wave theory in general terms. The reasons why Newtons theory was preferred. Comparison with Huygens' wavewas theory in general terms. The reasons why Newtons theory preferred. waves Electromagnetic Significance of Youngs double slits experiment The reasons why Newton's theory was preferred. Nature of electromagnetic waves Significance of Youngs double slits Explanation for fringes in general terms,experiment no calculations are expected. Maxwells formula for the speed of electromagnetic waves in a vacuum Explanation for fringes in general terms, no calculations expected. Delayed acceptance of Huygens wave theory of light. are Significance of Young's double slits experiment 1 Delayed acceptance of Huygens wave theory of light. c= Explanation for fringes in general terms, no calculations are expected. Electromagnetic waves 0acceptance 0 wavesof Huygens' wave theory of light. Electromagnetic Delayed Nature of electromagnetic waves Nature where of electromagnetic waves 0 is for thethe permeability of free space and 0 is the permittivity Maxwells formula speed of electromagnetic waves in a vacuum of free space. Maxwells formula for the speed of electromagnetic waves in a vacuum Candidates should appreciate that relates to the electric field strength due to a 0 1 c= 1charged object in free space and 0 relates to the magnetic flux density due to a c = 0 0 wire in free space. 0current-carrying 0 of free space and 0 is the permittivity of free space. where 0 is the permeability Hertzs discovery of radio waves. permeability of that free space and 0 is the permittivity of free space. where 0 is the Candidates should appreciate 0 relates to the electric field strength due to a Candidates should appreciate that relates the electric field strength due to 0 charged object in free space and 0 relates toto the magnetic flux density due to aa charged object in free space and relates to the magnetic flux density due to a 0 30 current-carrying wire in free space. current-carrying wire in free space. Hertzs discovery of radio waves.

appreciate, from a historical viewpoint, the significance of major conceptual shifts in the subject both in terms depth so that students canin appreciate, from a historical viewpoint, of the understanding of the subject and terms of its experimental basis. Many presentthe daysignificance technological industries are the consequence of such in key developments andin the topicsof illustrate how unforeseen of major conceptual shifts the subject both terms the understanding of the Unit 5D Turning Points indiscoveries. Physics technologies develop from new subject and in terms of its experimental basis. Many present day technological Unit 5D Turning Points in Physics

radius of Millikans results Significance of results Quantisation charge. Significance Significance of Millikans results F Millikans = of 6electric rv Quantisationof of electric charge. Quantisation electric charge. Quantisation of electric charge. GCE Physics A for exams from June 2014 onwards (version 1.5) Particle Duality D.4.2 Wave of Millikans results Significance Wave Particle Duality D.4.2 Wave Particle Duality D.4.2 Wave Particle Duality D.4.2 Quantisation of electric charge. corpuscular theory of light Newtons Newtons corpuscular theoryof of light Newtons corpuscular theory light Comparison with Huygens wave theory in general terms. corpuscular theory of light Newtons Wave with Particle Duality D.4.2 Comparison Huygens wave theory ingeneral general terms. Comparison with Huygens wave theory in terms. The reasons why wave Newtons theory was preferred. Comparison with Huygens theory in general terms. The reasons whyNewtons Newtonstheory theory was preferred. Newtons corpuscular theory of light was preferred. reasons The The reasons why why Newtons theory was preferred. of Youngs double slits experiment Significance Comparison with Huygens wave theory in general terms. Significance ofYoungs Youngs double slits experiment of double slits experiment Significance Explanation for why fringes inslits general terms, no calculations are expected. of reasons Youngs double experiment Significance The Newtons theory was preferred. Explanation for fringes in general terms, no calculations areexpected. expected. Explanation for fringes in general terms, no calculations are Delayed acceptance of Huygens theory are of light. Explanation for fringes in general terms, no wave calculations expected. Delayed acceptance of Huygens wave theory of light. Significance of Youngs double slits experiment Delayed acceptance of Huygens wave theory of light. of Huygens wave theory of light. Electromagnetic waves acceptance Delayed Electromagnetic waves Explanationwaves for fringes in general terms, no calculations are expected. Electromagnetic waves Electromagnetic Nature of electromagnetic waves wave theory of light. waves Electromagnetic Nature of electromagnetic waves. Delayed acceptance of Huygens Nature of electromagnetic waves Nature of electromagnetic waves for the speed of electromagnetic waves in a vacuum Nature of Maxwells electromagnetic Maxwell's formulaformula for the waves speed of electromagnetic waves in a vacuum Maxwells formula forthe the speed ofelectromagnetic electromagnetic wavesin inaavacuum vacuum Electromagnetic waves Maxwells formula for speed of waves formula 1 for the Maxwells speed of electromagnetic waves in a vacuum c1= 1 1= Nature , of electromagnetic waves c c 0 0 c= c= Maxwells formula for the speed of electromagnetic waves in a vacuum 0 0 0 0 0 where 0 01is the permeability of free space and 0 is the permittivity of free space. is the permeability offree freespace space and 0is is the permittivity offree freespace. space. where 0 c = the permeability of and the permittivity of where Candidates should appreciate that 0 relates to the electric field strength due to a where is the permeability of free space and isis the of free 0 is 0 permittivity 0 is the permeability of free space and the permittivity ofspace. free space. where 0 Candidates should appreciate that relates to the electric field strength due toaato a 0 0 0 Candidates should appreciate that relates to the electric field strength due to charged object in free space and relates to field thefield magnetic flux 0 Candidates should appreciate that 0 relates to the electric strength to a due Candidates should appreciate that relates to the electric strength due to due adensity charged object in 0 charged object in free space and relates tothe the magnetic flux density due toaaspace. 0 0 is the permeability free space and is the permittivity of free where charged object in free space and relates to magnetic flux density due to free space and relates to the magnetic flux density due to a current-carrying wire in free space. current-carrying wire in free space. 0flux 0of charged object in free space and relates to the magnetic density due to a 0 New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) current-carrying wire in free space. Candidates should appreciate current-carrying wire in free space. Hertzs discovery of radio waves.that 0 relates to the electric field strength due to a Hertz's discovery of radio waves. current-carrying wire in free space. Hertzs discovery ofradio radio waves. charged object in free space and 0 relates to the magnetic flux density due to a Hertzs discovery of waves. Hertzs discovery of radio waves. current-carrying wire in free space. The discovery of photoelectricity of photoelectricity The discovery Hertzs discovery of radio waves. The of classical wavewave theory to explain on photoelectricity; the existence ofthe the Thefailure failure of classical theory to observations explain observations on photoelectricity; threshold frequency for the incident light and the variation of the stopping potential with frequency for existence of the threshold frequency for the incident light and the variation of the different metals. stopping potential with frequency for different metals. Candidates should Candidates should appreciate how the stopping potential is measured using a potential divider and a appreciate how the stopping potential is measured using a potential divider and a vacuum photocell. vacuum photocell. Candidates should also appreciate that photoelectric emission takes place almost instantaneously and Candidates should also appreciate that photoelectric emission takes place almost that the maximum kinetic energy of the emitted photoelectrons is independent of the intensity of the instantaneously and that the maximum kinetic energy of the emitted photoelectrons incident light. is independent of the intensity of the light. in terms of the nature of electromagnetic Einstein's explanation of photoelectricity andincident its significance Einsteins explanation of photoelectricity and its significance in terms of the nature radiation. of electromagnetic radiation.

de hypothesis supported by electron diffraction experiments de Broglie's Broglies hypothesis supported by electron diffraction experiments

Wave particle duality duality Wave particle

p= h =

2meV

Electron microscopes Electron microscopes

Estimate of anode voltage needed to produce wavelengths of the order of the size of the atom. of the atom. Principle of of operation of the electron electron microscope (T.E.M.). Principle operation oftransmission the transmission 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.).

Estimate of anode voltage needed to produce wavelengths of the order of the size

Special Relativity D.4.3 D.4.3 Special Relativity

Principle Michelson-Morley Outline of ofthe the experiment asinterferometer. a means of detecting absolute motion. Outline of the experiment as a means of detecting absolute motion. Significance of the failure to detect absolute motion. The invariance the to speed light. motion. Significance of the of failure detectof absolute The invariance of the speed of light. Einsteins theory of special relativity The of an inertial frame the of reference. (i) concept physical laws have same form in all inertial frames, The two postulates of Einstein's of special relativity: (ii) the speed of light in theory free space 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.
1

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

The Michelson-Morley experiment

Einstein's theory of relativity The two postulates of special Einsteins theory of special relativity:

The concept of an inertial frame of reference.

Proper time and time dilation as a consequence of special relativity. Time dilation

v2 2 t = t0 1 c 2 Evidence for time dilation from muon decay.

Length contraction Length of an object having a speed v

31

The Michelson-Morley experiment Relativity D.4.3 Special Principle of the Michelson-Morley interferometer. Michelson-Morley experiment The GCE Physics A for exams from June 2014 onwards (version 1.5) Outline of the experiment as a means of detecting absolute motion. The Michelson-Morley experiment Principle of the Michelson-Morley interferometer. Significance of the failure to detect absolute motion. Principle of the Michelson-Morley interferometer. Outline of the experiment as a means of detecting absolute motion. The invariance of the speed of light. Significance the failure to detect absolute motion. Outline of theof experiment as a means of detecting absolute motion. of the failure to detect absolute motion. The invariance of the speed ofrelativity light. Einsteins theory of special Significance The invariance of the speed of light. The concept of an of inertial frame of reference. theory special relativity Einsteins The concept two postulates ofspecial Einsteins theory of special relativity: theory relativity The of an of inertial frame of reference. Einsteins (i) concept physical laws the same form in all inertial frames, The of an inertial frame of reference. The two postulates ofhave Einsteins theory of special relativity: (ii) twophysical the speed of light inthe free space is (i) laws have same form in all inertial frames, The postulates of Einsteins theory of invariant. special relativity: Time (i) physical laws have the same form in all inertial frames, (ii) the speed of light in free space is invariant. Time dilation dilation (ii) the speed of light in free space is invariant. Proper time and time dilation as a consequence of special of relativity. Proper time and time dilation as a consequence special relativity. Time dilation Time dilation Time dilation dilation Time Proper time and time dilation as a consequence of special relativity. 1 1 Timedilation Proper time 2 and 2 2 time dilation as a consequence of special relativity. 1 v2 Time dilation t = t0 1 0 2 2 c2 1 v 1 t = t 0 2 2 2 v c for Evidence time dilation from muon decay. 1 for t = t0 Evidence time c 2 dilation from muon decay. contraction time dilation from muon decay. for Length Evidence Evidence for dilation from muon Length contraction Length of an time object having a speed vdecay. Length contraction 1 1 ofof anan object having a speed v Length contraction Length object having a speed v Length 2 2 2 2 v 1 Length of an object having a speed v l = l0 0 1 2 12 c2 1 v l = l 0 2 2 2 v c l = l 0 1and 2 energy Mass c of mass and energy Equivalence Mass and energy Mass and energy 2 2 m0 Mass and Equivalence of mass and 2 2 energy 0c energy E = mc E = Equivalence of mass and energy 2 1 1 Equivalence of mass and energy m c2 2 2 E = mc 2 E = m0 2 2 v 1 0 c 1 2 2 2 v E = mc 2 E= 1 c2 1 2 2 v 1 c2 c

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GCE Physics A for exams from June 2014 onwards (version 1.5)

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

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GCE Physics A for exams from June 2014 onwards (version 1.5)

In the course of their experimental work candidates should learn to: demonstrate and describe ethical, safe and skilful practical techniques process and select appropriate qualitative and quantitative methods make, record and communicate reliable and valid observations make measurements with appropriate precision and accuracy analyse, interpret, explain and evaluate the methodology, results and impact of their own and others experimental and investigative activities in a variety of ways.

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GCE Physics A for exams from June 2014 onwards (version 1.5)

3.7 How Science Works

How Science Works is an underpinning set of concepts and is the means whereby students come to understand how scientists investigate scientific phenomena in their attempts to explain the world about us. Moreover, How Science Works recognises the contribution scientists have made to their own disciplines and to the wider world. Further, it recognises that scientists may be influenced by their own beliefs and that these can affect the way in which they approach their work. Also, it acknowledges that scientists can and must contribute to debates about the uses to which their work is put and how their work influences decision-making in society. In general terms, it can be used to promote students' skills in solving scientific problems by developing an understanding of: the concepts, principles and theories that form the subject content the procedures associated with the valid testing of ideas and, in particular, the collection, interpretation and validation of evidence the role of the scientific community in validating evidence and also in resolving conflicting evidence. As students become proficient in these aspects of How Science Works, they can also engage with the place and contribution of science in the wider world. In particular, students will begin to recognise: the contribution that scientists, as scientists, can make to decision-making and the formulation of policy the need for regulation of scientific enquiry and how this can be achieved how scientists can contribute legitimately in debates about those claims which are made in the name of science. An understanding of How Science Works is a requirement for this specification and is set out in the following points which are taken directly from the GCE AS and A Level subject criteria for science subjects. Each point is expanded in the context of Physics. The specification references given illustrate where the example is relevant and could be incorporated.

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GCE Physics A for exams from June 2014 onwards (version 1.5)

Use theories, models and ideas to develop and modify scientific explanations Scientists use theories and models to attempt to explain observations. These theories or models can form the basis for scientific experimental work. Scientific progress is made when validated evidence is found that supports a new theory or model.

Candidates should use historical examples of the way scientific theories and models have developed and how this changes our knowledge and understanding of the physical world. Examples in this specification include: Galileo deduced from his inclined plane experiment that falling objects accelerate. Newton later explained why and showed that freely-falling objects have the same acceleration. (AS Unit 2 3.2.1) The kinetic theory of gases explains the experimental gas laws. (A2 Unit 5 3.5.3) Use knowledge and understanding to pose scientific questions, define scientific problems, present scientific arguments and scientific ideas

Scientists use their knowledge and understanding when observing objects and events, in defining a scientific problem and when questioning their own explanations or those of other scientists. Scientific progress is made when scientists contribute to the development of new ideas, materials and theories.

Candidates will learn that: a hypothesis is an untested idea or theory based on observations predictions from a hypothesis or a theory need to be tested by experiment if a reliable experiment does not support a hypothesis or theory, the hypothesis or theory must be changed. Examples in this specification include: Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6) Use appropriate methodology, including ICT, to answer scientific questions and solve scientific problems Observations ultimately lead to explanations in the form of hypotheses. In turn, these hypotheses lead to predictions that can be tested experimentally. Observations are one of the key links between the 'real world' and the abstract ideas of science. Once an experimental method has been validated, it becomes a protocol that is used by other scientists. ICT can be used to speed up, collect, record and analyse experimental data. Candidates will know how to:

plan or follow a given plan to carry out an investigation on topics relevant to the specification identify the dependent and independent variables in an investigation and the control variables select appropriate apparatus and methods, including ICT, to carry out reliable experiments relevant to topics in the specification choose measuring instruments according to their sensitivity and precision. Examples in this specification include: Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6)

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Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts Scientists perform a range of experimental skills that include manual and data skills (tabulation, graphical skills etc). Scientists should select and use equipment that is appropriate when making accurate measurements and should record these measurements methodically. Scientists carry out experimental work in such a way as to minimise the risk to themselves, to others and to the materials, including organisms, used.

Candidates will be able to: follow appropriate experimental procedures in a sensible order use appropriate apparatus and methods to make accurate and reliable measurements identify and minimise significant sources of experimental error identify and take account of risks in carrying out practical work. Examples in this specification include: Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6) Analyse and interpret data to provide evidence, recognising correlations and causal relationships Scientists look for patterns and trends in data as a first step in providing explanations of phenomena. The degree of uncertainty in any data will affect whether alternative explanations can be given for the data. Anomalous data are those measurements that fall outside the normal, or expected, range of measured values. Decisions on how to treat anomalous data should be made only after examination of the event. In searching for causal links between factors, scientists propose predictive theoretical models that can be tested experimentally. When experimental data confirm predictions from these theoretical models, scientists become confident that a causal relationship exists. Candidates will know how to: tabulate and process measurement data use equations and carry out appropriate calculations plot and use appropriate graphs to establish or verify relationships between variables relate the gradient and the intercepts of straight line graphs to appropriate linear equations. Examples in this specification include: Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6)

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Evaluate methodology, evidence and data, and resolve conflicting evidence The validity of new evidence, and the robustness of conclusions that stem from them, is constantly questioned by scientists. Experimental methods must be designed adequately to test predictions. Solutions to scientific problems are often developed when different research teams produce conflicting evidence. Such evidence is a stimulus for further scientific investigation, which involves refinements of experimental technique or development of new hypotheses.

Candidates will be able to: distinguish between systematic and random errors make reasonable estimates of the errors in all measurements use data, graphs and other evidence from experiments to draw conclusions use the most significant error estimates to assess the reliability of conclusions drawn. Examples in this specification include:

Many opportunities permeating throughout the Investigative and Practical Skills units (Unit 3 & 6) Appreciate the tentative nature of scientific knowledge Scientific explanations are those that are based on experimental evidence which is supported by the scientific community. Scientific knowledge changes when new evidence provides a better explanation of scientific observations.

Candidates will be able to understand that scientific knowledge is founded on experimental evidence and that such evidence must be shown to be reliable and reproducible. If such evidence does not support a theory the theory must be modified or replaced with a different theory. Just as previous scientific theories have been proved inadequate or incorrect, our present theories may also be flawed. Examples in this specification include: Antiparticles were predicted before they were discovered. (AS Unit 1 3.1.1) Rutherford's alpha scattering experiment led to the nuclear model of the atom even though it was carried out to test Thompson's model of the atom. (A2 Unit 5 3.5.1) Communicate information and ideas in appropriate ways using appropriate terminology By sharing the findings of their research, scientists provide the scientific community with opportunities to replicate and further test their work, thus either confirming new explanations or refuting them. Scientific terminology avoids confusion amongst the scientific community, enabling better understanding and testing of scientific explanations.

Candidates will be able to provide explanations using correct scientific terms, and support arguments with equations, diagrams and clear sketch graphs when appropriate. The need for answers to be expressed in such a way pervades the written papers and the ISA. Furthermore, questions requiring extended writing will be set in which marks may be reserved for demonstrating this skill. Examples in this specification include: Many opportunities through the assessment of questions requiring extended prose which are evident throughout each of the assessment units in the specification.

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Consider applications and implications of science and appreciate their associated benefits and risks Scientific advances have greatly improved the quality of life for the majority of people. Developments in technology, medicine and materials continue to further these improvements at an increasing rate. Scientists can predict and report on some of the beneficial applications of their experimental findings.

Scientists evaluate, and report on, the risks associated with the techniques they develop and applications of their findings. Candidates will be able to study how science has been applied to develop technologies that improve our lives but will also appreciate that the technologies themselves pose significant risks that have to be balanced against the benefits. Examples in this specification include: Superconductors are used to make very powerful magnets which are used in MRI scanners. (AS Unit 1 3.1.3) A nuclear reactor is a reliable source of electricity and does not emit greenhouse gases but its radioactive waste must be processed and stored securely for many years. (A2Unit 5 3.5.2) Consider ethical issues in the treatment of humans, other organisms and the environment Scientific research is funded by society, either through public funding or through private companies that obtain their income from commercial activities. Scientists have a duty to consider ethical issues associated with their findings. Individual scientists have ethical codes that are often based on humanistic, moral and religious beliefs. Scientists are self-regulating and contribute to decision making about what investigations and methodologies should be permitted.

Candidates will be able to appreciate how science and society interact. They should examine how science has provided solutions to problems but that the solutions require society to form judgements as to whether the solution is acceptable in view of moral issues that result. Issues such as the effects on the planet, and the economic and physical well-being of the living things on it should be considered. Examples in this specification include: Secure transmission of data is important if people are to be confident that personal data cannot be intercepted in transmission. (AS Unit 2 3.2.3) In the Second World War, scientists on both sides were in a race to build the first atom bomb. (A2 Unit 5 3.5.2)

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Appreciate the role of the scientific community in validating new knowledge and ensuring integrity The findings of scientists are subject to peer review before being accepted for publication in a reputable scientific journal. The interests of the organisations that fund scientific research can influence the direction of research. In some cases the validity of those claims may also be influenced. Candidates will understand that scientists need a common set of values and responsibilities. They should know that scientists undertake a peer-review of the work of others. They should know that scientists work with a common aim to progress scientific knowledge and understanding in a valid way and that accurate reporting of findings takes precedence over recognition of success of an individual. Similarly, the value of findings should be based on their intrinsic value and the credibility of the research. Examples in this specification include: The supposed discovery of cold fusion was rejected after other scientists were unable to reproduce the discovery. (A2 Unit 5 3.5.2)

The experimental discovery of electron diffraction confirmed the dual nature of matterparticles, first put forward by de Broglie as a hypothesis several years earlier. (AS Unit 1 3.1.2) Appreciate the ways in which society uses science to inform decision making Scientific findings and technologies enable advances to be made that have potential benefit for humans. In practice, the scientific evidence available to decision makers may be incomplete. Decision makers are influenced in many ways, including by their prior beliefs, their vested interests, special interest groups, public opinion and the media, as well as by expert scientific evidence. Candidates will be able to appreciate that scientific evidence should be considered as a whole. They should realise that new scientific developments inform new technology. They should realise the media and pressure groups often select parts of scientific evidence that support a particular viewpoint and that this can influence public opinion which in turn may influence decision makers. Consequently, decision makers may make socially and politically acceptable decisions based on incomplete evidence. Examples in this specification include: Electric cars may replace petrol vehicles if batteries giving a greater range than at present are developed. Until then, car buyers are unlikely to be persuaded to buy electric cars. (AS Unit 1 3.1.3) Satellite tracking for purposes such as road pricing may be implemented without adequate trials because of pressure group influence. (A2 Unit 4 3.4.2)

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GCE Physics A for exams from June 2014 onwards (version 1.5)

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 Teaching and learning resources web pages. Practical and Investigative Skills are assessed in the centre assessed units, Unit 3 and Unit 6 worth, respectively, 20% of the AS award (and 10% of the Advanced Level Award) and 10% of the full Advanced level award. There are two routes for the assessment of Practical and Investigative Skills Either Route T: Practical Skills Assessment (PSA) + Investigative Skills Assignment (ISA) Teacher-marked Or Route X: Practical Skills Verification (PSV) + Externally Marked Practical Assignment (EMPA) AQA-marked. Both routes to assessment are available at AS and A2. Centres can not make entries for the same candidate for both assessment routes [T and X] in the same examination series.

3.8.1 Centre Assessed Route T (PSA/ISA)

Each centre assessed unit comprises: Practical Skills Assessment (PSA) Investigative Skills Assignment (ISA). The PSA consists of the centres assessment of the candidates ability to demonstrate practical skills throughout the course; thus, candidates should be encouraged to carry out practical and investigative work throughout the course of their study. This work should cover the skills and knowledge of How Science Works (Section 3.7) and in Sections 3.3 and 3.6. The ISA has two stages where candidates: undertake practical work, collect and process of data complete a written ISA test. There are two windows of assessment for the ISA: one for the practical work (Stage 1) one for the written test (Stage 2). Each stage of the ISA must be carried out under controlled conditions within the windows of assessment stipulated by AQA in the Instructions for Administration of the ISA. All students at a centre must complete the written test in a single uninterrupted session on the same day. The ISA is set externally by AQA, but internally marked, with marking guidelines provided by AQA. In a given academic year two ISAs at each of AS and A2 level will be provided. Practical Skills Assessment (PSA) Candidates are assessed throughout the course on practical skills, using a scale from 0-9. The mark submitted for practical skills should be judged by the teacher. Teachers may wish to use this section for formative assessment and should keep an ongoing record of each candidates performance but the mark submitted should represent the candidates practical abilities over the whole course. Please refer to section 3.8.3 for marking guidance and criteria.

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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. The tasks There are no specific tasks set by AQA in relation to the PSA. Centres should set up tasks in order for the candidates to be provided opportunities to use the equipment deemed appropriate at the given level. Further guidance can be provided by the Assessment Adviser attached to the centre. Details of the appropriateness of the equipment and techniques are provided in Unit 3 and Unit 6 (Section 3.3 and 3.6). The assessment criteria In the context of material specified in the relevant AS or A2 specification candidates will be assessed on the following skills: Following instructions Selecting and using equipment Organisation and safety. Detailed descriptors for these three skills are provided in Section 3.8.3. AQA may wish to ask for further supporting evidence from centres in relation to the marks awarded for the PSA. Centres should therefore keep records of their candidates performances in their practical activities throughout the course. (For example, a laboratory diary, log or tick sheet.) Further guidance for awarding of marks for the PSA will be provided in the Teaching and learning resources web page. 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 and during the window of assessment for practical work. 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 after completion of Stage 1, under controlled conditions and during the window of assessment for the written test. All students at a centre must complete the written test in a single uninterrupted session on the same day. Each candidate is provided with an ISA test and the candidates completed material from Stage 1. The teacher uses the AQA marking guidelines to assess the ISA test. The ISA test is in two Sections: a) Section A This consists of a number of questions relating to the candidates own data.

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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. 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. The centre must ensure security of the materials. Further details regarding this material will be provided. Security of assignments All ISA materials including marked ISAs should be treated like examination papers and kept under secure conditions until the publication of results. General Information Route T Administration In any year a candidate may attempt either or both of the two ISAs. AQA will stipulate windows of assessment during which the ISAs (task and test) must be completed. For each candidate, the teacher should submit to AQA a total mark comprising: The PSA mark The better ISA mark (if two have been attempted). The ISA component of this mark must come from one ISA only, i.e. the marks awarded for individual stages of different ISAs cannot be combined. The total mark must be submitted to AQA by the due date in the academic year for which the ISA was published. Candidates may make only one attempt at an ISA and redrafting is not permitted at any stage during the ISA. Work to be submitted For each candidate in the sample the following materials must be submitted to the moderator by the deadline issued by AQA: the candidates data from Stage 1 the ISA written test which includes the Candidate Record Form, showing the marks for the ISA and the PSA. In addition each centre must provide: a Centre Declaration Sheet

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details of any agreed amendments to the task sheet, with information supporting the changes from the AQA Assessment Adviser. 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

Teaching and learning resources web page which includes information and guidance Assessment Advisers are appointed by AQA to provide advice on centre assessed units. Every centre is allocated an Adviser. Details are sent to the Head of Department. The assessment advisers can provide guidance on: issues relating to the carrying out of assignments for assessment application of the marking guidelines. Any amendments to the ISA task sheet must be discussed with the Assessment Adviser and confirmation of the amendments made must be submitted to the AQA moderator.

3.8.2 Externally Marked Route X (PSV/EMPA)

The practical and investigative skills will be assessed through: Practical Skills Verification (PSV) and Externally Marked Practical Assignment (EMPA). The PSV requires teachers to verify their candidates ability to demonstrate safe and skilful practical techniques and make valid and reliable observations. The EMPA has two stages where candidates: Undertake a practical activity Complete a written EMPA test. There are two windows of assessment for the EMPA: one for practical work (Section A: Task 1 and Task 2) one for the written test (Section B). Each stage of the EMPA must be carried out under controlled conditions within the windows of assessment stipulated by AQA in the Instructions for Administration of the EMPA. All students at a centre must complete the written test in a single uninterrupted session on the same day. The EMPA is set and marked by AQA. Only one EMPA at each of AS and A2 will be provided in a given academic year. Practical Skills Verification Candidates following this route must undertake specific practical exercises. They will be required to work individually and carry out 5 short practical exercises under supervision in the laboratory during normal class time. The exercises will be set by AQA and may be undertaken at any stage during the course at the centres discretion either as individual exercises or by organising more than one exercise to be taken at a said time. The candidates should be supervised during the practical work. They will not be expected to spend more than
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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 front cover of the written test, 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. 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 but must be under controlled conditions and during the window of assessment for practical work. Candidates collect raw data and represent it in a table of their own design or make observations. The candidates work must be handed to the teacher at the end of each session. The activity will be made up of two tasks, centred around a particular area of physics. The tasks will assess the skills stipulated in the assessment objective AO3 (see section 4.2). Centres will be guided how to set up the EMPA task by Teachers Notes which may be used, as described, or centres may make minor suitable modifications to materials or equipment following AQA guidelines. Any modifications made to the tasks must be indicated with the material sent to the examiner. Candidates should work individually and be supervised throughout. The task will provide them with sufficient information to obtain reliable measurements which they will be required to identify, record, and process and eliminate possible anomalies and minimise measurement errors. They will be expected to then further analyse and evaluate their measurements in Stage 2. The questions in Section B of the EMPA will focus on both tasks. There is no specified time limit for this stage. Stage 2: The EMPA written test The EMPA test should be taken under controlled conditions and during the window of assessment for the written test. All students at a centre must complete the written test in a single uninterrupted session on the same day. Each candidate is provided with a test paper (Section B of the EMPA) and the candidates completed material written from Stage 1. The test will be a duration of 1 hour 15 minutes. Candidates will be required: to use their results and graph from Stage 1 to perform further analysis in order to arrive at a quantifiable outcome or conclusion to assess elements of the practical activity, such as the overall accuracy of the outcomes. Use of ICT during the EMPA ICT may be used during the EMPA Stages 1 and 2 but teachers should note any restrictions in the Teachers Notes. Use of the internet is not permitted. Candidates absent for the practical work A candidate absent for the practical work (Stage 1) should be given an opportunity to carry out the practical work before they sit the EMPA written test. This may be with another group or at a different time. In extreme circumstances, when such arrangements are not possible the teacher can supply a candidate with class data. This must be noted on the Candidate Record Form, in this case the candidate cannot be awarded marks for Stage 1, but can still be awarded marks for Stage 2 of the assessment. Material from AQA For each EMPA AQA will provide: Teachers Notes
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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. Further details regarding this material will be provided. 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 window of assessment during which the EMPA (task and test) must be completed. Candidates may make only one attempt at a particular EMPA and redrafting is not permitted at any stage during the EMPA.

Work to be submitted The material to be submitted to the examiner for each candidate consists of: the candidates data in the Section A test papers (Stage 1 of the EMPA) the candidates completed Section B test paper (Stage 2 of the EMPA) which includes the Candidate Record Form, including the PSV verification of the 5 practical exercises. In addition each centre must provide: a Centre Declaration Sheet Details of any agreed amendments to the tasks, with information supporting the changes from the AQA Assessment Adviser. Working in groups For the PSV candidates may work in groups provided that any skills being assessed are the work of individual candidates. For the EMPA further guidance will be provided but the opportunity for group work will not be a common feature. Other information Section 6 of this specification outlines further guidance on the supervision and authentication of Internally assessed units. Further support AQA supports centres in a number of ways: A Teaching and learning resources web page which includes further information and guidance Assessment Advisers are appointed by AQA to provide advice on internally assessed units. Every centre is allocated an Assessment Adviser. The Assessment Advisers can provide guidance on issues relating to the carrying out of tasks for assessment. Any amendments to the EMPA task sheet must be discussed with the AQA Assessment Adviser and confirmation of the amendments made must be submitted to the AQA Examiner.

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3.8.3 General Marking Guidance for each PSA

Centres should use the following marking grids in relation to the PSA assessment. Each skill has a descriptor with a three point scale (0, 1, 2 or 3 marks). The descriptors are hierarchical and different for Unit 3 and Unit 6 to reflect the differing demand of the Units. Candidates should be awarded marks which reflect their level of performance over the whole course. Unit 3 Following instructions and group work 1A Follows instructions in standard procedures but sometimes needs guidance. 2A Follows instructions for standard procedures without guidance. Works with others making some contribution. 3A Follows instructions on complex tasks without guidance. Works with others making some contribution. Total 3 marks Selecting and using equipment 1B Uses standard laboratory equipment with some guidance as to the appropriate instrument/ range. 2B Uses standard laboratory equipment selecting the appropriate range. 3B Selects and uses standard laboratory equipment with appropriate precision and recognises when it is appropriate to repeat measurements. Total 3 marks Unit 6 Following instructions and group work 4A Plans and works with some guidance, selecting appropriate techniques and following instructions. 5A Plans and works without guidance, selecting appropriate techniques and following instructions. Participates in group work. 6A Plans and works without guidance, selecting appropriate techniques and following complex instructions. Participates in group work. Selecting and using equipment 4B Selects and uses suitable equipment, including at least two complex instruments or techniques appropriate to the A2 course. 5B Selects and uses suitable equipment, including more than two complex instruments and techniques appropriate to the A2 course. 6B Selects and uses suitable equipment with due regard to precision, including a wide range of at least 6 complex instruments and techniques appropriate to the A2 course. Total 3 marks Organisation and safety 4C Demonstrates safe working practices in using a range of equipment appropriate to the A2 course. 5C Demonstrates safe working practices in some of the more complex procedures encountered on the A2 course. 6C Consistently demonstrates safe working practices in the more complex procedures encountered on the A2 course. Organisation and safety 1C Works in a safe and organised manner following guidance provided but needs reminders. 2C Works in an organised manner with due regard to safety with only occasional guidance or reminders. 3C Works safely without supervision and guidance. (Will have effectively carried out own risk assessment.) Total 3 marks

Total 3 marks

Total 3 marks

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CE Physics A specification for first New teaching 2008: version 0.2, draft submitted to QCA 2008: (July 2007) GCE Physics A specification for first teaching version 0.2, draft submitted to QCA (July 2007)

GCE Physics A for exams from June 2014 onwards (version 1.5)

Mathematical Requirements 3.9

Mathematical Requirements

er to develop their skills, knowledge understanding in science, candidates needs to in science, candidates needs to In order and to develop their skills, knowledge and understanding GCE taught Physics and A specification for first teaching 2008: version 0.2, appropriate draft submittedareas to QCA (July 2007) been to have acquired competence in, the of 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; Mathematical Requirements Candidates should be able to:

3.9 Mathematical Requirements

In order to develop their skills, knowledge and understanding in science, candidates need to have been taught, order to develop their skills, knowledge and understanding in science, candidates needs metic recognise and use competence expressions decimal and standard form and to have acquired in,in the appropriate areas of mathematics relevant to to the and subject as set out Arithmetic recognise and use expressions in decimal standard form e been taught and to have acquired competence in, the appropriate areas of mathematics below. and

Candidates should be able to:

subject use ratios, and percentages evant to the as serfractions out below; use ratios, fractions and percentages utation computation

hmetic d ng mputation

ra 3 ndling a

ebra

substitute numerical values into algebraic equations using appropriate solve simple algebraic equations units solve equations change the subject of an equation by manipulation of the terms, forsimple physicalalgebraic quantities including positive, negative, integer and fractional indices translate information graphical, numerical and algebraicgraphical, forms Graphsbetween translate information between numerical and algebraic forms solve simple algebraic equations. Graphs translate information graphical, numerical and algebraic forms substitute numerical values into algebraic equations using appropriate plot two variables from experimental ortwo other data between plot variables 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 relationship understand y = mx + c represents a linear relationship understand that y = mx + c represents a linear relationship solve simple algebraic equations determine the slope and intercept of a linear graph determine determine the slope and intercept of a linear graph the slope and intercept of a linear graph translate information between graphical, numerical and algebraic forms use the slope of a tangent to a curve ascurve a measure rate of draw and use the slope of a tangent toand a curve as a measure of rate of to a draw draw and use the slope of a tangent as aof measure of rate of change plot two variables from experimental changeor other data change understand the possible physical significance of the area between understand y = mx + c represents a linear relationship understand thethat possible physical of area between asignificance significance understand the possible physical of theit area a curve and the x the -axis and be able to calculate it or measure by between a curve and the x -axis and be able to calculate it or measure it by counting squares as appropriate curve and the x -axis and be able to calculate it or measure it by determine the slope and intercept of a linear graph counting squares as appropriate counting squares as appropriate use logarithmic plots to test exponential and power law variations draw and use the slope of a tangent to a curve as a measure of rate of use logarithmic plots to test exponential and power law variations simple functions including sketch use logarithmic plots to test exponential and power law variations change

n x able to: Candidates use calculators to find and use 1/x, x,should log10x, be eto , log ex x , use calculators find and use x n, 1/x, x, log10x, e x, loge x Candidates should be able to: Arithmetic and computation recognise and use in decimal and standard form use calculators to handle sin x, x, tan x when x expressions is expressed in cos x, cos use calculators to handle sin x, tan x when x is expressed in degrees recognise and use expressions in decimal and standard form or radians. use ratios, fractions and percentages degrees or radians. use calculators to find and use use use fractions and percentages an ratios, appropriate number of significant Handling use anfigures appropriate number of significant figures n data find use calculators 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 make useorder calculators to handle sin x, cos x, tan x when x is expressed in of magnitude calculations. or radians. degrees make order of magnitude calculations. degrees or radians. Handling data use an<<, appropriate number of significant figures understand and use the symbols: =, <, >>,>, , ~. Algebra understand and use the symbols: =, <, <<, >>, >, , ~. use an appropriate number of figures significant find arithmetic means change the subject of an equation by manipulation of the terms, make change the subject ofcalculations. an equation by manipulation of the terms, order of magnitude including find arithmetic positive,means. negative, integer and fractional indices including positive, negative, integer and fractional indices Algebra understand and use the symbols: =, <, <<, >>, >, , ~. substitute make order of magnitude calculations. numerical values into equations using appropriate algebraic substitute numerical values into algebraic equations using appropriate change the subject of an equation by manipulation of the terms, units for physical quantities including positive, negative, integer and fractional indices units for physical quantities understand and use the symbols: =, <, <<, >>, >, , ~.

aphs

etry

ometry

ometry d onometry

sketch simple functions including = k/x, y = kx 2,functions y = k/x 2, yincluding = sin x, y sketch simple = k/x, y = kx 2, y = k/x 2, y = sin x, understand possible physical significance of the area betweenya kthe x k x y = cos x, y = e . y =to cos x, y = e it .or measure it by curve and the x -axis and be able calculate counting squares as appropriate calculate areas of triangles, circumferences and of circumferences circles, Geometry and trigonometry areas of areas triangles, and areasand of circles, Geometry calculate calculate areas of triangles, circumferences areas of circles, surface areas and volumes of rectangular blocks, cylinders surface areas and volumes of rectangular blocks, cylinders and and surface areas and volumes of rectangular blocks,and cylinders and use logarithmic plots to test exponential and power law variations spheres spheres trigonometry spheres 2 sketch simple functions including = k/x, y = kx ,y=k /x 2,the y= sin xsum , of a triangle use y Pythagoras' theorem, and angle use Pythagoras theorem, and the angle sum of a triangle k x use Pythagoras theorem, and the angle sum of a triangle y = cos x, y = e . use sines, cosines and tangents in physical problems use sines, cosines and tangents in physical problems use sines, cosines andbetween tangents in physical problems understand the relationship degrees and radians and calculate areas of triangles, circumferences and areas of circles,

translate fromblocks, one to the other. and surface areas and volumes of rectangular cylinders understand the relationship between degrees and radians andbetween translatedegrees and radians and translate understand the relationship spheres from one to the other. from one to the other.

48

use Pythagoras theorem, and the angle sum of a triangle use sines, cosines and tangents in physical problems understand the relationship between degrees and radians and translate

GCE Physics A for exams from June 2014 onwards (version 1.5)

4 Scheme of Assessment
4.1 Aims
AS and A Level courses based on this specification should encourage candidates to: a) develop their interest in, and enthusiasm for the subject, including developing an interest in further study and careers in the subject b) appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society c) develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of How Science Works d) develop essential knowledge and understanding of different areas of the subject and how they relate to each other.

4.2 Assessment Objectives (AOs)

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

Quality of Written Communication (QWC)

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

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GCE Physics A for exams from June 2014 onwards (version 1.5)

Weighting of Assessment Objectives for AS

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

Weighting of Assessment Objectives for A Level

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

AO3 Overall weighting of units (%)

4.3 National Criteria

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

4.4 Prior Learning

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

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GCE Physics A for exams from June 2014 onwards (version 1.5)

4.5 Synoptic Assessment and Stretch and Challenge

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

4.6 Access to Assessment for Disabled Students

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

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GCE Physics A for exams from June 2014 onwards (version 1.5)

5 Administration
5.1 Availability of Assessment Units and Certification
After June 2013, examinations and certification for this specification are available in June only.

5.2 Entries
Please refer to the current version of Entry Procedures and Codes for up-to-date entry procedures. You should use the following entry codes for the units and for certification. Unit 1 PHYA1 Unit 2 PHYA2 Unit 3 either PHA3T or PHA3X Unit 4 PHYA4 Unit 5 PHA5A or PHA5B or PHA5C or PHA5D Unit 6 either PHA6T or PHA6X Centres can not make entries for the same candidate for both assessment routes [T and X] in either Unit 3 or Unit 6 in the same examination series. AS certification 1451 A Level certification 2451

5.3 Private Candidates

This specification is available to private candidates under certain conditions. Because of the nature of the assessment of the practical skills, candidates must be attending an AQA centre which will supervise and assess the work. As we are no longer providing supplementary guidance in hard copy, see our website for guidance and information on taking exams and assessments as a private candidate: www.aqa.org.uk/exams-administration/entries/ private-candidates Entries from private candidates can only be accepted where the candidate is registered with an AQA registered centre that will accept responsibility for: supervising the practical components of the PSA/ ISA or PSV/EMPA supervising the written component of the ISA or EMPA prime marking the internally assessed work. Candidates wishing to repeat or complete the AS and/or A2 components may only register as private candidates if they already have a previously moderated mark for Units 3 and 6, respectively, or if they can find a centre that will comply with the above requirements.

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5.4 Access Arrangements and Special Consideration

We have taken note of Equality Act 2010 and the interests of minority groups in developing and administering this specification. We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements, Reasonable Adjustments and Special Consideration. This is published on the JCQ website (http://www.jcq.org.uk) or you can follow the link from our website (http://www.aqa.org.uk). Section 2.14.5 of the above JCQ document states that A practical assistant will not normally be allowed to carry out physical tasks or demonstrate physical abilities where they form part of the assessment objectives. However, in order that candidates may obtain experimental results that can be used in the ISA or EMPA, practical assistants may be used to carry out the manipulation under the candidates instructions. An application for a practical assistant should be made via access arrangements online and cases will be considered individually.

Access Arrangements
We can make arrangements so that candidates with disabilities can access the assessment. These arrangements must be made before the examination. For example, we can produce a Braille paper for a candidate with a visual impairment.

Special Consideration
We can give special consideration to candidates who have had a temporary illness, injury or serious problem, such as death of a relative, at the time of the examination. We can only do this after the examination. The Examinations Officer at the centre should apply online for access arrangements and special consideration by following the e-AQA link from our website (www.aqa.org.uk)

5.5 Language of Examinations

We will provide units in English only.

5.6 Qualification Titles

Qualifications based on this specification are: AQA Advanced Subsidiary GCE in Physics A, and AQA Advanced Level GCE in Physics A.

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5.7 Awarding Grades and Reporting Results

The AS qualification will be graded on a five-point grade scale: A, B, C, D and E. The full A Level qualification will be graded on a six-point scale: A*, A, B, C, D and E. To be awarded an A*, candidates will need to achieve a grade A on the full A Level qualification and an A* on the aggregate of the A2units. For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded as U (unclassified) and will not receive a qualification certificate. Individual assessment unit results will be certificated.

5.8 Re-sits and Shelf-life of Unit Results

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

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GCE Physics A for exams from June 2014 onwards (version 1.5)

6 Administration of Internally Assessed Units: Route T and Route X

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

6.1 Supervision and Authentication of the Centre Assessed Units

The Code of Practice for GCE requires: candidates to sign the appropriate section on the front cover of the ISA or EMPA Written Test to confirm that the work submitted is their own, and teachers/assessors to confirm on the front cover of the ISA or EMPA Written Test that the work submitted is solely that of the candidate concerned and was conducted under the conditions laid down by the specification. Candidates and teachers complete the front cover of the ISA or EMPA Written Test in place of the Candidate Record Form (CRF). Failure to sign the authentication statement may delay the processing of the candidates results. In all cases, direct supervision is necessary to ensure that the work submitted can be confidently authenticated as the candidates own. If teachers/assessors have reservations about signing the authentication statements, the following points of guidance should be followed: If it is believed that a candidate has received additional assistance and this is acceptable within the guidelines for the relevant specification, the teacher declaration should be signed and information given on the relevant form If the teacher/assessor is unable to sign the authentication statement for a particular candidate, then the candidates work cannot be accepted for assessment If malpractice is suspected, the Examinations Officer should be consulted about the procedure to be followed. Route T All teachers who have assessed the work of any candidate entered for each unit must sign the declaration of authentication. The practical work for the PSA and for the ISA should be carried out in normal lesson time with a degree of supervision appropriate for candidates working in a laboratory. The practical work for the ISA should be completed during the window of assessment for practical work. The processing of raw data and the ISA written test should be taken in normal lesson time under controlled conditions and during the window of assessment for the written test. Redrafting of answers to any stage of the ISA is not permitted. Candidates must not take their work away from the laboratory. Material to submit to moderator For each candidate in the sample, the following material must be submitted to the moderator by the deadline issued by AQA: the candidates data from Stage 1 the ISA written test which includes the Candidate Record Form, showing the marks for the ISA and the PSA. In addition each centre must provide: a Centre Declaration Sheet details of any amendments to the task sheet with the information supporting the changes from the Assessment Adviser, if there are any significant changes Route X The practical work for the PSV and Stage 1 of the EMPA should be carried out in normal lesson time with a degree of supervision appropriate for candidates working in a laboratory. The practical work for the EMPA should be completed during the window of assessment for practical work. The practical work for the EMPA should be completed during the window of assessment for practical work. The processing of raw data and the EMPA written test should be taken in normal lesson time under controlled conditions and during the window of assessment for the written test. Redrafting of answers to any stage of the EMPA is not permitted. Candidates must not take their work away from the class. Material to submit to examiner For each candidate, the following material must be submitted to the examiner by the deadline issued byAQA: the candidates data from Stage 1 Section A (Task1 and Task 2) the EMPA written test (Section B) which includes the Candidate Record Form, including the PSV verification of safe and skilful practical techniques and reliable and valid observations. In addition each centre must provide: a Centre Declaration Sheet details of any amendments to the task sheet with the information supporting the changes from the Assessment Adviser, if there are any significant changes.
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GCE Physics A for exams from June 2014 onwards (version 1.5)

6.2 Malpractice
Teachers should inform candidates of the AQA Regulations concerning malpractice. Candidates must not: submit work which is not their own lend work to other candidates submit work typed or word-processed by a third person without acknowledgement. These actions constitute malpractice, for which a penalty (e.g. disqualification from the examination) will be applied. Route T Where suspected malpractice in centre assessed work is identified by a centre after the candidate has signed the declaration of authentication, the Head of Centre must submit full details of the case to AQA at the earliest opportunity. The form JCQ/M1 should be used. Copies of the form can be found on the JCQ website (http://www.icq.orq.uk/). Malpractice in centre assessed work discovered prior to the candidate signing the declaration of authentication need not be reported to AQA, but should be dealt with in accordance with the centres internal procedures. AQA would expect centres to treat such cases very seriously. Details of any work which is not the candidates own must be recorded on the Candidate Record Form or other appropriate place. Route X If the teacher administering the EMPA believes that a student is involved in malpractice, he/she should contact AQA. If the examiner suspects malpractice with the EMPA, at any stage, he/she will raise the matter with the Irregularities Office at AQA. An investigation will be undertaken, in line with the JCQs policies on Suspected Malpractice in Examinations and Assessments.

6.3 Teacher Standardisation (Route T only)

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

6.4 Internal Standardisation of Marking (Route T only)

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

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GCE Physics A for exams from June 2014 onwards (version 1.5)

6.5 Annotation of Centre Assessed Work (Route T only)

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

6.6 Submitting Marks and Sample Work for Moderation (Route T only)
The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by the specified date. Centres will be informed which candidates work is required in the samples to be submitted to the moderator.

6.7 Factors Affecting Individual Candidates

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

6.8 Retaining Evidence and Re-using Marks (Route T only)

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

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7 Moderation (Route T only)

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

7.2 Post-moderation Procedures

On publication of the AS/A level results, we will provide centres with details of the final marks for the centre assessed unit. The candidates work will be returned to the centre after moderation has taken place. The centre will receive a report, with, or soon after, the despatch of published results, giving feedback on the appropriateness of the tasks set, the accuracy of the assessments made, and the reasons for any adjustments to the marks. We reserve the right to retain some candidates work for archive or standardising purposes.

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GCE Physics A for exams from June 2014 onwards (version 1.5)

Appendices
A Performance Descriptions
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall. Shortcomings in some aspects of the examination may be balanced by better performances in others.

These performance descriptions show the level of attainment characteristic of the grade boundaries at A Level. They give a general indication of the required learning outcomes at the A/B and E/U boundaries at AS and A2. The descriptions should be interpreted in relation to the content outlined in the specification; they are not designed to define that content.

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GCE Physics A for exams from June 2014 onwards (version 1.5)

AS Performance Descriptions Physics

Assessment Objective 1
Assessment Objectives Knowledge and understanding of science and of How Science Works Candidates should be able to: recognise, recall and show understanding of scientific knowledge select, organise and communicate relevant information in a variety of forms.

Assessment Objective 2
Application of knowledge and understanding of science and of How Science Works Candidates should be able to: analyse and evaluate scientific knowledge and processes apply scientific knowledge and processes to unfamiliar situations including those related to issues assess the validity, reliability and credibility of scientific information.

Assessment Objective 3
How Science Works Candidates should be able to: demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy analyse, interpret, explain and evaluate the methodology, results and impact of their own and others experimental and investigative activities in a variety of ways. Candidates characteristically: a) devise and plan experimental and investigative activities, selecting appropriate techniques b) demonstrate safe and skilful practical techniques c) make observations and measurements with appropriate precision and record these methodically d) interpret, explain, evaluate and communicate the results of their own and others experimental and investigative activities, in appropriate contexts.

A/B boundary

Candidates characteristically: a) demonstrate knowledge of most principles, concepts and facts from the AS specification b) show understanding of most principles, concepts and facts from the AS specification c) select relevant information from the AS specification d) organise and present information clearly in appropriate forms using scientific terminology.

Candidates characteristically: a) apply principles and concepts in familiar and new contexts involving only a few steps in the argument b) describe significant trends and patterns shown by data presented in tabular or graphical form and interpret phenomena with few errors c) explain and interpret phenomena with few errors and present arguments and evaluations clearly d) carry out structured calculations with few errors and demonstrate good understanding of the underlying relationships between physical quantities. Candidates characteristically: a) apply a given principle to material presented in familiar or closely related contexts involving only a few steps in the argument b) describe some trends or patterns shown by data presented in tabular or graphical form c) provide basic explanations and interpretations of some phenomena, presenting very limited evaluations d) carry out some steps within calculations.

E/U boundary

Candidates characteristically: a) demonstrate knowledge of some principles and facts from the AS specification b) show understanding of some principles and facts from the AS specification c) select some relevant information from the AS specification d) present information using basic terminology from the AS specification.

Candidates characteristically: a) devise and plan some aspects of experimental and investigative activities b) demonstrate safe practical techniques c) make observations and measurements, and record them d) interpret, explain and communicate some aspects of the results of their own and others experimental and investigative activities, in appropriate contexts.

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GCE Physics A for exams from June 2014 onwards (version 1.5)

A2 Performance Descriptions Physics

Assessment Objective 1
Assessment Objectives Knowledge and understanding of science and of How Science Works Candidates should be able to: recognise, recall and show understanding of scientific knowledge select, organise and communicate relevant information in a variety of forms.

Assessment Objective 2
Application of knowledge and understanding of science and of How Science Works Candidates should be able to: analyse and evaluate scientific knowledge and processes apply scientific knowledge and processes to unfamiliar situations including those related to issues assess the validity, reliability and credibility of scientific information.

Assessment Objective 3
How Science Works Candidates should be able to: demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy analyse, interpret, explain and evaluate the methodology, results and impact of their own and others experimental and investigative activities in a variety of ways. Candidates characteristically: a) devise and plan experimental and investigative activities, selecting appropriate techniques b) demonstrate safe and skilful practical techniques c) make observations and measurements with appropriate precision and record these methodically d) interpret, explain, evaluate and communicate the results of their own and others experimental and investigative activities, in appropriate contexts.

A/B boundary performance descriptions

Candidates characteristically: a) demonstrate detailed knowledge of most principles, concepts and facts from the A2 specification b) show understanding of most principles, concepts and facts from the A2 specification c) select relevant information from the A2 specification d) organise and present information clearly in appropriate forms using scientific terminology.

Candidates characteristically: a) apply principles and concepts in familiar and new contexts involving several steps in the argument b) describe significant trends and patterns shown by complex data presented in tabular or graphical form, interpret phenomena with few errors,and present arguments and evaluations clearly and logically c) explain and interpret phenomena effectively, presenting arguments and evaluations d) carry out extended calculations, with little or no guidance, and demonstrate good understanding of the underlying relationships between physical quantities e) select a wide range of facts, principles and concepts from both AS and A2 specifications f) link together appropriate facts principles and concepts from different areas of the specification.

(cont.)

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A2 Performance Descriptions Physics (cont.)

Assessment Objective 1
E/U boundary performance descriptions Candidates characteristically: a) demonstrate knowledge of some principles and facts from the A2 specification b) show understanding of some principles and facts from the A2 specification c) select some relevant information from the A2 specification d) present information using basic terminology from the A2 specification.

Assessment Objective 2
Candidates characteristically: a) apply given principles or concepts in familiar and new contexts involving a few steps in the argument b) describe, and provide a limited explanation of, trends or patterns shown by complex data presented in tabular or graphical form c) provide basic explanations and interpretations of some phenomena, presenting very limited arguments and evaluations d) carry out routine calculations, where guidance is given e) select some facts, principles and concepts from both AS and A2 specifications f) put together some facts, principles and concepts from different areas of the specification.

Assessment Objective 3
Candidates characteristically: a) devise and plan some aspects of experimental and investigative activities b) demonstrate safe practical techniques c) make observations and measurements, and record them d) interpret, explain and communicate some aspects of the results of their own and others experimental and investigative activities, in appropriate contexts.

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Spiritual, Moral, Ethical, Social and other Issues

Avoidance of Bias
AQA has taken great care in the preparation of this specification and specimen units to avoid bias of any kind.

Moral, Ethical, Social and Cultural Issues

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

Health and Safety

AQA recognises the need for safe practice in laboratories and tries to ensure that experimental work required for this specification and associated practical work complies with up-to-date safety recommendations. Nevertheless, centres are primarily responsible for the safety of candidates and teachers should carry out their own risk assessment. Candidates should make every effort to make themselves aware of any safety hazards involved in their work. As part of their coursework they will be expected to undertake risk assessments to ensure their own safety and the safety of associated workers, the components and test equipment.

European Dimension
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this specification and associated specimen units. The specification is designed to improve candidates' knowledge and understanding of the international debates surrounding developments in Physics and to foster responsible attitudes towards them.

Environmental Education
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report "Environmental Responsibility: An Agenda for Further and Higher Education" 1993 in preparing this specification and associated specimen units. The study of physics as described in this specification can encourage a responsible attitude towards the environment.

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Overlaps with other Qualifications

The overlap with GCE Mathematics rests only on the use and application of the formulae and equations given in Section 3.9.

The AQA GCE Physics Specification A overlaps with many of the Science specifications. The nature of Physics and Electronics means that there are significant overlaps with the AS content in Unit 1 and AQA GCE Electronics. There is more marginal overlap with GCE specifications in Chemistry and Biology, as well as AQA GCE Science in Society and Environmental Studies.

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Key Skills

Key Skills qualifications have been phased out and replaced by Functional Skills qualifications in English, Mathematics and ICT from September 2010.

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New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)

Data and Formulae Booklet

Data and Formulae Booklet

GCE Physics Specification A Data and Formulae Booklet
DATA FUNDAMENTAL CONSTANTS AND VALUES
Quantity Quality

Symbol c Value 3.00 10

8

speed of light in vacuo permeability of free space permittivity of free space charge of electron magnitude of the charge of electron the Planck constant gravitational constant the Avogadro constant molar gas constant the Boltzmann constant the Stefan constant
Wien constant the Wein

Units m s-1 H m-1 F m-1 C Js N m2 kg-2 mol-1 J K-1 mol-1 J K-1 W m-2 K-4 mK kg C kg-1 kg C kg-1 kg N kg-1 m s-2 kg

o 0 o 0
e h G NA R k

4 10-7 8.85 10-12 1.60 10-19 6.63 10-34 6.67 10 8.31 1.38 10-23
5.67 5.56 10-8
-11

23 6.02 10-23

me
e/m e/ m ee

2.90 10-3 9.11 10-31 1.76 1011 1.67(3) 10-27 9.58 107 1.67(5) 10-27 9.81 9.81 1.661 10-27

electron rest mass (equivalent to 5.5 10-4 u) electron charge/mass ratio proton rest mass (equivalent to 1.00728 u) proton charge/mass ratio neutron rest mass (equivalent to 1.00867 u) gravitational field strength acceleration due to gravity atomic mass unit (1u is equivalent to 931.3 MeV)

mp e/ m e/m pp mn g g u

GEOMETRICAL EQUATIONS arc length = r ASTRONOMICAL DATA Body Sun Earth Mass/kg 1.99 1030 5.98 10
24

circumference of circle area of circle surface area of cylinder volume of cylinder area of sphere volume of sphere

= 2 r = r2 = 2 rh = r2h = 4 r2 =

Mean radius/m 6.96 108 6.37 10

6

4 3 r 3

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GCE Physics A for exams from June 2014 onwards (version 1.5)

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GCE Physics A for exams from June 2014 onwards (version 1.5)

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GCE Physics A for exams from June 2014 onwards (version 1.5)

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GCE Physics A (2450) For exams from June 2014 onwards

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