Integrated Programme (IP) Physics Syllabus 2015 Introduction The Sec 3 and 4 physics syllabus provides students with a coherent understanding of energy, matter, and their interrelationships. It focuses on investigating natural phenomena and then applying patterns, models (including mathematical ones), principles, theories and laws to explain the physical behaviour of the universe. Classical physics theories and concepts are presented in this syllabus. Modern physics, developed to explain the quantum properties at the atomic and sub-atomic level, is built on knowledge of these classical theories and concepts. Students should think of physics in terms of scales. Whereas the classical theories such as Newton s laws of motion apply to common physical systems that are larger than the size of atoms, a more comprehensive theory, quantum theory, is needed to describe systems at the atomic and sub-atomic scales. It is at these scales that physicists are currently making new discoveries and inventing new applications. It is envisaged that teaching and learning programmes based on this syllabus would feature a wide variety of learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop values and attitudes relevant to science. Teachers are encouraged to use a combination of appropriate strategies to effectively engage and challenge their students in higher order thinking. It is expected that students will apply investigative and problem-solving skills, effectively communicate the theoretical concepts covered in this course and appreciate the contribution physics makes to our understanding of the physical world. Aims of Syllabus These are not listed in order of priority. The aims of a course based on this syllabus are to: 1. provide, through well-designed studies of experimental and practical Physics, a worthwhile educational experience for all students, whether or not they go on to study Physics beyond Sec 4 and, in particular, to enable them to acquire sufficient understanding and knowledge to: 1.1 become confident citizens in a technological world and able to take or develop an informed interest in matters of scientific import; (* become confident and active citizens in a technological world, able to participate or take a lead in matters of scientific importance (SMTP)) 1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life; 1.3 be suitably and adequately prepared to take up H2 Physics at A level. 2. develop abilities and skills that: 2.1 are relevant to the study and practice of science; 2.2 are useful in everyday life; 2.3 encourage efficient and safe practice; 2.4 encourage effective communication. (* facilitate effective communication of scientific ideas (SMTP) e.g. oral defense) 1
3. develop attitudes relevant to science such as: 3.1 concern for accuracy and precision 3.2 objectivity 3.3 integrity 3.4 initiative 3.5 imaginative 3.6 perseverance 3.7 inquiry with critical thinking 3.8 inventiveness with creative thinking 3.9 humility 3.10 risk-taking 3.11 responsibility with caring thinking 3.12 open-mindedness 4. stimulate interest in and care for the local and global environment 5. promote an awareness (*demonstrate an awareness (SMTP)): 5.1 that the study and practice of Physics are co-operative and cumulative activities, and are subject to social, economic, technological, ethical and cultural influences and limitations; 5.2 that the implications of Physics may be both beneficial and detrimental to the individual, the community and the environment; 5.3 of the importance of the use of IT for communications, as an aid to experiments and as a tool for the interpretation of experimental and theoretical results; 5.4 that Physics transcends national boundaries and that the language of science, correctly and rigorously applied, is universal. 6. stimulate students and create a sustained interest in Physics so that the study of the subject is enjoyable, satisfying and relevant. Assessment Objectives The assessment objectives listed below reflect those parts of the aims that will be assessed in the examination. A Knowledge with understanding Students should be able to demonstrate knowledge and understanding in relation to: 1. scientific phenomena, facts, laws, definitions, concepts, theories; 2. scientific vocabulary, terminology, conventions (including symbols, quantities and units); 3. scientific instruments and apparatus, including techniques of operation and aspects of safety; 4. scientific quantities and their determination; 5. scientific and technological applications with their social, economic and environmental implications. The syllabus content defines the factual knowledge that candidates may be required to recall and explain. Questions testing these objectives will often begin with one of the following words: define, state, describe or explain. (See the glossary of terms). 2
B Handling, applying and evaluating information Students should be able in words or by using written, symbolic, graphical and numerical forms of presentation to: 1. locate, select, organize and present information from a variety of sources; 2. translate information from one form to another; 3. manipulate numerical and other data; 4. use information to identify patterns, report trends, draw inferences and report conclusions; 5. present reasoned explanations for phenomena, patterns and relationships; 6. make predictions and put forward hypotheses; 7. apply knowledge, including principles, to novel situations; 8. evaluate and synthesize information using higher order thinking skills; These assessment objectives cannot be precisely specified in the syllabus content because questions testing such skills may be based on information that is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, deduce, calculate or determine. (See the glossary of terms). C Experimental skills and investigations Candidates should be able to: 1. follow a detailed set or sequence of instructions 2. use techniques, apparatus and materials safely and effectively; 3. make observations and measurements with due regard for precision and accuracy; 4. interpret and evaluate observations and experimental data; 5. identify a problem, design and plan investigations, evaluate methods and techniques, and suggest possible improvement; 6. record observations, measurements, methods and techniques with due regard for precision, accuracy and units. Weighting of Assessment Objectives Theory Papers (For Common Tests and End of Year Examinations) Knowledge with Understanding o 15% allocated to recall of knowledge, o 25% allocated to comprehension of physics concepts. Handling Information and Solving Problems o 25% allocated to application of concepts, o 35% of analysis, synthesis and evaluation of data provided. School-Based Science Practical Assessment (SPA) Experimental Skills and Investigations, 100% of the marks. 3
Scheme of Assessment The table below summarises the assessment types and the corresponding weightings for Sec 3 and Sec 4 Type Number per Year Weightings Tests 3 30% EOY Exam 1 70% Students may be required to take formative tests from time to time. Formative tests may be in the form of pop quizzes, mini-projects, assignments and / or authentic tasks e.g. Problembased learning. This type of assessment is meant to encourage students to be more active in their learning and they will be continually guided on what they are expected to learn. Theory Papers Students are required to sit for 3 tests in each year of the course: Section Item Type Duration Marks A Multiple Choice 15 min 10 B Structured and Restricted Response 45 min 30 Section A (15 min, 10 marks), consisting of 10 compulsory multiple choice items. Section B (45 min, 30 marks), consisting of a variable number of compulsory structured or restricted response questions. Students are required to sit for 2 Papers for End of Year (EOY) Examination Paper Type of Paper Duration Marks Weighting 1 Multiple Choice 45 min 30 30 % 2 Structured and Free Response 1 h 45 min 70 70 % Paper 1 (45 min, 30 marks), consisting of 30 compulsory multiple choice items. Paper 2 (1 h 45 min, 70 marks), consisting of two sections. Section A will carry 40 marks and will consist of a variable number of compulsory structured or restricted response questions. Section B will carry 30 marks and will consist of three questions. The first two questions are compulsory questions, one of which will be a data-based question requiring students to interpret, evaluate or solve problems using a stem of information. The last question will be presented in an either/or form and will carry 10 marks. 4
Higher Physics Paper for Science & Math Talent Programme (SMTP) SMTP students are also required to sit for an additional Higher Physics Paper. Section Item Type Duration Marks A Structured and Restricted 30 min 20 Response B Structured and Restricted Response 30 min 20 Section A will carry 20 marks and will consist of a two compulsory structured or restricted response questions. The context of one of the questions in section A will be unfamiliar to students. Section B will carry 20 marks and will consist of three questions. Students are expected to choose two out of the three questions. All questions in Section A and B are data-based questions that require students to interpret, evaluate or solve problems using a stem of information. Each question carries 10 marks. School-based Science Practical Assessment (SPA) Students are required to sit for 3 assessments for SPA Assessment Skill Set Duration Marks Weighting 1 (in Sec 3) 1 and 2 1 h 14 5% (for sec 4) 2 (in Sec 4) 1 and 2 1 h 14 5 % (for sec 4) 3 (in Sec 4) 3 1 h 6 5 % (entered as one class test in Sec 4 Term 4) The School-based Science Practical Assessment (SPA) will be conducted to assess appropriate aspects of objectives C1 to C6 (see Page 3 of this document). SPA will take place over two years. The assessment of science practical skills is grouped into 3 skill sets: Skill set 1 Performing Skill set 2 Observing and Analyzing Skill set 3 Planning Each student is to be assessed only twice for each of skill sets 1 and 2 and only once for skill set 3. 5
SEC 3 IP PHYSICS SPECIFIC INSTRUCTIONAL OBJECTIVES INTRODUCTION TO PHYSICS (emphasize during Week 2 4 only and concurrently with the 1 st topic on Measurements and as necessary throughout the Physics course) Students should be able to: recognize that physics is the most basic of the living and nonliving sciences recognize the contributions of physicists e.g. Albert Einstein, Sir Isaac Newton and realize the importance of their contributions to the present day scientific development understand the relevance of physics in their lives and possible future career developments PHYSICAL QUANTITIES, UNITS AND MEASUREMENT Students should be able to: understand all physical quantities consist of a numerical magnitude and a unit recall the following base quantities and their units: mass (kg), length (m), time(s), current (A), temperature (K), amount of substance (mol) & intensity of light (candela) (Covered in LSS1) show understanding of derived quantities and their derived units use the following prefixes and their symbols to indicate decimal sub-multiples and multiples of the SI units: nano (n), micro (µ), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T) (Covered in LSS1) show an understanding of the orders of magnitude of the sizes of common objects ranging from a typical atom to the Earth show an understanding of the distinction between systematic errors (including zero errors) and random errors. show an understanding of the distinction between accuracy and precision describe how to measure a variety of lengths with appropriate accuracy by means of tapes, rules, micrometers and calipers, using a vernier scale as necessary (Covered in LSS1) describe how to measure a short interval of time including the period of a simple pendulum with appropriate accuracy using stopwatches or appropriate instruments represent physical quantities in appropriate accuracies *suggest appropriate methods of estimating physical quantities included within the syllabus assess the uncertainty in a derived quantity by simple addition of actual, fractional or percentage uncertainties (a rigorous statistical treatment is not required) 6
REFLECTION AND REFRACTION Students should be able to: recall and use the terms for reflection, including normal, angle of incidence and angle of reflection (Covered in LSS 2) state that, for reflection, the angle of incidence is equal to the angle of reflection and use this principle in constructions, measurements and calculations (including reflections in plane mirrors) (Covered in LSS 2) recall and use the terms used in refraction, including normal, angle of incidence and angle of refraction (Covered in LSS 2) explain refraction by means of a change in speed of light in different optical media (Covered in LSS 2) explain the terms critical angle and total internal reflection (Covered in LSS 2) identify the main ideas in total internal reflection and apply them to the use of optical fibres in telecommunication and state the advantages of their use (Covered in LSS 2) recall and apply the relationship sin i/sin r = constant to new situations and to solve related problems understand and apply relative refractive index and absolute refractive index to new situations and to solve related problems recall and apply the relationship, n = real depth / apparent depth to new situations and to solve related problems LENS Students should be able to: describe the action of converging lens and diverging lens on a beam of light (Covered in LSS 2) define the term focal length of a converging lens (Covered in LSS 2) draw ray diagrams to illustrate the formation of real and virtual images of an object by converging lens (Covered in LSS 2) *recall and apply the relationship the lens equations. (1/f = 1/u + 1/v) to new situations and to solve related problems *draw ray diagrams to illustrate the formation of images of an object by diverging lens SCALARS AND VECTORS Students should be able to: state what is meant by scalars and vectors quantities and give common examples of each add two vectors to determine a resultant by using a graphical method and trigonometric calculations. solve problems for a static point mass under the action of 3 forces for 2-dimensional cases by using a graphical method and trigonometric calculations. 7
SPEED, VELOCITY AND ACCELERATION Students should be able to: define displacement, speed, velocity and acceleration. understand the concept of average speed or velocity. solve problems using equations which represent uniformly accelerated motion in a straight line, including the motion of bodies falling in a uniform gravitational field without air resistance. interpret given examples of non-uniform acceleration plot and interpret displacement-time graph and velocity-time graph use graphical methods to represent distance travelled, displacement, speed, velocity and acceleration (uniform or non-uniform) with respect to time. use the slope of a displacement-time graph to find the velocity use the slope of a velocity-time graph to find the acceleration deduce from the shape of a distance-time graph when a body is: (i) at rest (ii) moving with uniform speed (iii) moving with non-uniform speed deduce from the shape of a speed-time graph when a body is: (i) at rest (ii) moving with uniform speed (iii) moving with uniform acceleration (iv) moving with non-uniform acceleration calculate the area under a velocity-time graph to determine the displacement travelled for motion with uniform speed or uniform acceleration state that the acceleration of free fall for a body near to the Earth is constant and is approximately 10 m s -2 describe the motion of bodies with constant weight falling with or without air resistance, including reference to terminal velocity DYNAMICS Students should be able to: state each of Newton's 1 st and 2 nd laws of motion. apply Newton s laws to (i) describe the effect of balanced and unbalanced forces on a body (ii) apply Newton s laws to describe the ways in which a force may change the motion of a body state Newton s 3 rd law of motion o identify action-reaction pairs acting on two interacting bodies identify forces acting on an object and draw free body diagram(s) representing the forces acting on the object (for cases involving forces acting in at most two dimensions) define linear momentum as the product of mass and velocity. define force as a rate of change of momentum. solve problems for a static point mass under the action of 3 forces for 2-dimensional cases using a graphical method and trigonometric calculations. recall and solve problems using the relationship F = ma, appreciating that acceleration and force are always in the same direction. 8
apply the relationship between resultant force, mass and acceleration to new situations or to solve related problems explain the effects of friction on the motion of a body Optional for SMTP *state the principle of conservation of momentum *apply the principle of conservation of momentum to solve simple problems including elastic and inelastic interactions between two bodies in one dimension. (Knowledge of the concept of coefficient of restitution is not required) MASS, WEIGHT AND DENSITY Students should be able to: state that mass is a measure of the amount of substance in a body (Covered in LSS1) show an understanding that the mass of a body resists a change in a state of rest or motion (inertia). state that a gravitational field is a region in which a mass experiences a force due to gravitational attraction define gravitational field strength, g, as gravitational force per unit mass recall and apply the relationship weight = mass gravitational field strength to new situations or to solve related problems distinguish between mass and weight (Covered in LSS1) recall and apply the relationship density = mass / volume to new situations or to solve related problems (Covered in LSS1) WORK, ENERGY AND POWER Students should be able to: show understanding that kinetic energy, potential energy (chemical, elastic, gravitational), thermal energy, light energy, electrical energy and nuclear energy are different forms of energy state the principle of the conservation of energy and apply the principle of the conservation of energy to new situations or to solve related problems calculate the efficiency of an energy conversion using the formula efficiency = energy converted to useful / total energy input state that kinetic energy, E k = ½ mv 2 and gravitational potential energy, E p = mgh (for potential energy changes near the Earth s surface) apply the relationships for kinetic energy and potential energy to new situations or to solve related problems recall and apply the relationship work done = magnitude of a force x the distance moved in the direction of the force to new situations or to solve related problems recall and apply the relationship power = work done/time taken to new situations or to solve related problems show an appreciation for the implications of energy losses in practical devices and use the concept of efficiency to solve problems *define power as work done per unit time and derive power as the product of force and velocity. 9
SIMPLE KINETIC MOLECULAR MODEL OF MATTER compare the properties of solids, liquids and gases (Covered in LSS1) describe qualitatively the molecular structure of solids, liquids and gases, relating their properties to the forces and distances between molecules and to the motion of the molecules (Covered in LSS1) infer from Brownian motion experiment the evidence for the movement of molecules (Covered in LSS1) describe the relationship between the motion of molecules and temperature explain the pressure of a gas in terms of the motion of the molecules recall and explain the following relationships using the kinetic model (i) a change in pressure of a fixed mass of gas at constant volume is caused by a change in temperature of the gas (Pressure Law) (ii) a change in volume of a fixed mass of gas at constant pressure is caused by a change in temperature of the gas (Charles Law) (iii) a change in pressure of a fixed mass of gas at constant temperature is caused by a change in volume of the gas (Boyle s Law) use the relationships stated above in related situations and to solve problems using appropriate formulas. *recall and apply the ideal gas equation, PV = nrt, where n is the amount of gas in moles, to new situations or to solve related problems *show understanding that at absolute zero, particles have minimum energy and that the system neither emits nor absorbs energy TRANSFER OF THERMAL ENERGY show understanding that thermal energy is transferred from a region of higher temperature to a region of lower temperature describe, in molecular terms, how energy transfer occurs in solids describe, in terms of density change, convection in fluids explain that energy transfer of a body by radiation does not require a material medium and the rate of energy transfer is affected by (i) colour and texture of the surface (ii) surface temperature (iii) surface area apply the concept of thermal energy transfer to everyday applications 10
TEMPERATURE explain how a physical property which varies with temperature, such as volume of liquid column, resistance of wire and electromotive force produced by junctions formed with wires of two different metals, may be used to define temperature scales. describe the process of calibration of thermometer, including the need for fixed points such as ice point and steam point discuss the structure, sensitivity, range, linearity and responsiveness of thermometers. state the relation between Kelvin and Celsius scales of temperatures (T = θ + 273) show an understanding that internal energy is determined by the state of the system and that it can be expressed as the sum of a random distribution of kinetic and potential energies associated with the molecules of a system relate a rise in temperature of a body to an increase in its internal energy show an understanding that regions of equal temperature are in thermal equilibrium THERMAL PROPERTIES OF MATTER describe a rise in temperature of a body to an increase in internal energy (random thermal energy) define the terms heat capacity and specific heat capacity recall and apply the relationship thermal energy = mass x specific heat capacity x change in temperature to new situations or to solve related problems describe melting/solidification and boiling/condensation in terms of energy transfer without a change in temperature explain the difference between boiling and evaporation define the terms latent heat and specific latent heat explain latent heat in terms of molecular behaviour recall and apply the relationship thermal energy = mass x specific latent heat to new situations or to solve related problems sketch and interpret a cooling curve define and use the concept of specific heat capacity, and identify the main principles of its determination by electrical methods define and use the concept of specific latent heat, and identify the main principles of its determination by electrical methods explain using a simple kinetic model for matter why (i) melting and boiling take place without a change in temperature (ii) the specific latent heat of vaporisation is higher than specific latent heat of fusion for the same substance (iii) cooling effect accompanies evaporation 11
WAVES show an understanding and use the terms displacement, amplitude, *phase difference, period, frequency, wavelength and speed deduce, from the definitions of speed, frequency and wavelength, the equation v = fλ recall and use the equation v = fλ show an understanding that energy is transferred due to a progressive wave describe what is meant by wave motion as illustrated by vibration in ropes, springs and experiments using a ripple tank state what is meant by the term wavefront show understanding that waves transfer energy without transferring matter define speed, frequency, wavelength, period and amplitude recall and apply the relationship velocity = frequency x wavelength to new situations or to solve related problems compare transverse and longitudinal waves and give suitable examples of each *explain and use the principle of superposition in simple applications *explain the meaning of the term diffraction *show an understanding of experiments which demonstrate diffraction including the diffraction of water waves in a ripple tank with both a wide gap and a narrow gap *show an understanding of the terms interference and coherence *show an understanding of experiments which demonstrate two-source interference using water, light and microwaves *show an understanding of the conditions required if two-source interference fringes are to be observed ELECTROMAGNETIC SPECTRUM (HOME-BASED LEARNING) state that all electromagnetic waves are transverse waves that travel with the same high speed in vacuum and state the magnitude of this speed describe the main components of the electromagnetic spectrum discuss the role of the following components in the stated applications: (i) radiowaves in radio and television communication (ii) microwaves in satellite television and microwave oven (iii) infra-red waves in infra-red remote controllers and intruder alarms (iv) light in optical fibres for medical uses and telecommunications (v) ultra-violet in sunbeds, and sterilisation (vi) X-rays in radiological and engineering applications (vii) Gamma rays in medical treatment describe the effects of absorbing electromagnetic waves, e.g. heating, ionisation and damage to living cells and tissue 12
SOUND (SELF STUDY) describe the production of sound by vibrating sources describe the longitudinal nature of sound waves in terms of the processes of compression and rarefaction and deduce that (i) a medium is required in order to transmit these waves (ii) the speed of sound differs in air, liquids and solids describe a direct method for the determination of the speed of sound in air and make necessary calculation relate the loudness of a sound wave to amplitude and pitch to its frequency explain why different instruments produce sounds of different quality describe how the reflection of sound may produce an echo, and how this may be used for measuring distances define ultrasound and describe one use of ultrasound, e.g. cleaning, quality control and pre-natal scanning determine the frequency of sound using a calibrated c.r.o determine the wavelength of sound using stationary waves (Optional) *describe and explain the Doppler Effect and apply the concept in new situations. *for SMTP Note: SMTP and GEP students will take on an extended syllabus as stipulated in the Specific Instructional Objectives (SIOs) for selected topics. 13
SEC 4 IP PHYSICS SPECIFIC INSTRUCTIONAL OBJECTIVES RESOLUTION OF VECTOR use a vector triangle to represent forces in equilibrium represent a vector as two perpendicular components find the resultant of two coplanar vectors, recognizing situations where vector addition or subtraction is appropriate. obtain expressions for components of a vector in perpendicular directions, recognising situations where vector resolution is appropriate. show an understanding of the independence of perpendicular vector quantities PROJECTILE MOTION describe and explain motion of an object that is projected horizontally with a uniform velocity calculate related kinematics quantities (velocity, time, acceleration) in a projectile motion. describe and explain motion of an object that is projected at an angle to the horizontal direction TURNING EFFECT OF FORCES define and apply the moment of a force and the torque of a couple and relate this to everyday examples recall and apply the relationship moment of a force (or torque) = force x perpendicular distance from the pivot to new situations or to solve related problems show an understanding that a couple is a pair of forces which tends to produce rotation only. show an understanding that, when there is no resultant force and no resultant torque, a system is in equilibrium. state the principle of moments for a body in equilibrium apply the principle of moments to new situations or to solve related problems. show understanding that the weight of a body may be taken as acting at a single point known as its centre of gravity describe qualitatively the effect of the position of the centre of gravity on the stability of objects PRESSURE define the term pressure in terms of force and area recall apply the relationship pressure = force/area to new situations or to solve related problems recall and apply the relationship pressure due to a liquid column = height of column x density of the liquid x gravitational field strength to new situations or to solve related problems 14
describe how the height of a liquid column may be used to measure the atmospheric pressure describe the use of a manometer in the measurement of pressure difference describe and explain the transmission of pressure in hydraulic systems with particular reference to the hydraulic press and hydraulic brakes on vehicles Upthrust (Optional) show an understanding of the origin of the upthrust acting on a body in a fluid state that an upthrust is provided by the fluid displaced by a submerged or floating object *calculate the upthrust in terms of the weight of the displaced fluid *recall and apply the principle that, for an object floating in equilibrium, the upthrust is equal to the weight of the object to new situations or to solve related problems STATIC ELECTRICITY state that there are positive and negative charges and that charge is measured in coulombs state that unlike charges attract and that like charges repel describe an electric field as a region in which an electric charge experiences a force represent an electric field by means of field lines draw the field of an isolated point charge and show understanding that the direction of the field lines gives the direction of the force acting on a positive test charge draw the electric field pattern between 2 isolated point charges show understanding that electrostatic charging by rubbing involves a transfer of electrons describe experiments to show electrostatic charging by friction and induction distinguish between electrical conductors and insulators and give typical examples of each describe examples where electrostatic charging may be a potential hazard describe the use electrostatic charging in photocopier, spraying of paint, and electrostatic precipitator, and apply the use of electrostatic charging to new situations *show an understanding of the concept of an electric field as an example of a field of force and define electric field strength as force per unit positive charge CURRENT ELECTRICITY state that a current is a rate of flow of charge measured in amperes distinguish between conventional current and electron flow recall and apply the relationship charge = current x time i.e. * Q = It = ne to new situations or to solve related problems define electromotive force (e.m.f.) as the work done by a source in driving a unit charge around a complete circuit calculate the total e.m.f. where several sources are arranged in series state that the e.m.f. of a source and the potential difference (p.d.) across a circuit component is measured in volts define the p.d. across a component in a circuit as the work done to drive a unit charge through the component *distinguish between e.m.f. and p.d. in terms of energy considerations 15
*recall and solve problems using the equation V = W/Q define resistance of a component as the ratio of potential difference across it to the current flowing through it apply the relationship R= V/I to new situations or to solve related problems describe an experiment to determine the resistance of a metallic conductor using a voltmeter and an ammeter and make the necessary calculations recall and apply the formulae for the effective resistance of a number of resistors in series and in parallel to new situations or to solve related problems recall and apply the relationship of the proportionality between resistance and length and the cross-sectional area of a wire to new situations or to solve related problems state Ohm s law describe the effect of temperature increase on the resistance of a metallic conductor sketch and interpret the V-I characteristic graph for metallic conductor at constant temperature, a filament lamp and for a semiconductor diode show an understanding of the use of a diode as a rectifier *show an understanding of the effects of the internal resistance of a source of e.m.f. on the terminal potential difference and output power. D.C. CIRCUITS draw circuit diagrams with power sources (cell, battery, d.c. supply or a.c. supply), switches, lamps, resistors (fixed and variable), variable potential divider (potentiometer) fuses, ammeters and voltmeters, bells, light-dependent resistors, thermistors and lightemitting diodes state that the current at every point in a series circuit is the same and apply the principle to new situations or to solve related problems state that the sum of the p.d.'s in a series circuit is equal to the p.d. across the whole circuit and apply the principle to new situations or to solve related problems state that the current from the source is the sum of the currents in the separate branches of the parallel circuit and apply the principle to new situations or to solve related problems state that the potential differences across the separate branches of a parallel circuit is the same and apply the principle to new situations or to solve related problems recall and apply the relevant relations, including R = V/I and those for potential differences in series and in parallel circuits, resistors in series and in parallel, in calculations involving a whole circuit describe the action of a variable potential divider (potentiometer) describe the action of thermistors and light-dependent-resistors and explain their use as input transducers in potential dividers solve simple circuit problems involving thermistors and light-dependent resistors * show understanding of the structure and operation of CRO PRACTICAL ELECTRICITY describe the use of the heating effect of electricity in appliances such as kettles, ovens and heaters recall and apply the relationships P = VI and E = VIt to new situations or to solve related problems. 16
calculate the cost of using electrical appliances where energy unit is the kw h compare the use non-renewable and renewable energy sources such as fossil fuels, nuclear energy, solar energy, wind energy and hydroelectric generation to generate electricity in terms of energy conversion efficiency, cost per kw h produced and environmental impact state the hazards of (i) damaged insulation (ii) overheating of cables (iii) damp conditions explain the use of fuses and circuit breakers in electrical circuits and of fuse ratings explain the need for earthing metal cases and for double insulation state the meaning of the terms: live, neutral and earth describe how to wire a mains plug explain why switches (placed after fuses), fuses and circuit breakers are wired into the live conductor MAGNETISM state properties of magnets describe induced magnetism describe electrical methods of magnetisation and demagnetization describe the plotting of magnetic field lines with a compass draw the magnetic pattern around a bar magnet and between the poles of two bar magnets distinguish between the magnetic properties and uses of temporary magnets (e.g. iron) and permanent magnets (e.g. steel) ELECTROMAGNETISM draw the pattern of magnetic field due to currents in straight wires and in solenoids and state the effect on the magnetic field of changing the magnitude and/or direction of the current describe the applications of the magnetic effect of a current in a circuit breaker describe an experiment to show the force on a current-carrying conductor, and on a beam of charged particles in a magnetic field, including the effect of reversing (i) the current (ii) the direction of the field deduce the relative directions of force, field and current when any two of these quantities are at right angles to each other using Fleming s left-hand rule describe the field patterns between currents in parallel conductors and relate these to the forces which exist between the conductors (excluding the Earth s field) explain how a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by increasing (i) the number of turns in the coil (ii) the current discuss how this turning effect to the action of an electric motor describe the action of a split-ring commutator in a two-pole, single coil motor and the effect of a soft-iron cylinder 17
* show an understanding of similarities and differences between d.c. motor and a.c. motor ELECTROMAGNETIC INDUCTION deduce from Faraday s experiments on electromagnetic induction or other appropriate experiments: (i) that a changing magnetic field can induce an e.m.f. in a circuit (ii) that the direction of the induced e.m.f. opposes the change producing it (iii) the factors affecting the magnitude of the induced e.m.f. describe a simple form of a.c. generator (rotating coil or rotating magnet) and the use of slip rings (where needed) sketch a graph of voltage output against time for a simple a.c. generator describe the use of a CRO to display waveforms and to measure p.d. s and short time intervals of time (detailed circuits, structure and operation of the CRO are not required interpret CRO displays of waveforms, p.d. s and time intervals to solve related problems describe the structure and principle of operation of a basic iron-cored transformer as used for voltage transformations recall and apply the equation V s /V p = N s /N p and V s I s = V p I p (for ideal transformer) to new situations or to solve related problems describe the energy loss in cables and deduce the advantages of high voltage transmission *for SMTP Note: SMTP and GEP students will take on an extended syllabus as stipulated in the Specific Instructional Objectives (SIOs) for selected topics. 18
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS Students should be able to state the symbols for the following physical quantities and, where indicated, state the units in which they are measured. Students should be able to define those items indicated by an asterisk (*). Quantity Symbol Unit Length l, h... km, m, cm, m Area A m 2, cm 2 Volume V m 3, cm 3 weight* W N* Mass m, M kg, g, mg time t h, min, s, ms period* T s density* ρ g cm -3, kg m -3 speed* u, v km h -1, m s -1, cm s -1 acceleration* a m s -2 acceleration of free fall g m s -2, N kg -1 force* F, f N moment of force* N m work done* W, E J* energy E J, kw h* power* P W* pressure* p, P Pa*, N m -2 atmospheric pressure use of millibar temperature θ, T, t C, K heat capacity C J ºC -1, J K -1 specific heat capacity* c J g -1 C -1, J kg -1 K -1 latent heat L J specific latent heat* l J kg -1, J g -1 frequency* f Hz wavelength* λ m, cm focal length f m, cm angle of incidence i degree ( ) angles of reflection, refraction r degree ( ) critical angle c degree ( ) potential difference*/voltage V V*, mv current* I A, ma charge q, Q C, A s e.m.f.* E V resistance R Ω 19
GLOSSARY OF TERMS USED IN PHYSICS PAPERS It is hoped that the glossary will prove helpful to students as a guide, although it is not exhaustive. The glossary has been deliberately kept brief not only with respect to the number of terms included but also to the descriptions of their meanings. Students should appreciate that the meaning of a term must depend in part on its context. They should also note that the number of marks allocated for any part of a question is a guide to the depth of treatment required for the answer. 1. Define (the term(s) ) is intended literally. Only a formal statement or equivalent paraphrase, such as the defining equation with symbols identified, being required. 2. What is meant by normally implies that a definition should be given, together with some relevant comment on the significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of supplementary comment intended should be interpreted in the light of the indicated mark value. 3. Explain may imply reasoning or some reference to theory, depending on the context. 4. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can be obtained by inspection. 5. List requires a number of points with no elaboration. Where a given number of points is specified, this should not be exceeded. 6. Describe requires candidates to state in words (using diagrams where appropriate) the main points of the topic. It is often used with reference either to particular phenomena or to particular experiments. In the former instance, the term usually implies that the answer should include reference to (visual) observations associated with the phenomena. The amount of description intended should be interpreted in the light of the indicated mark value. 7. Discuss requires candidates to give a critical account of the points involved in the topic. 8. Deduce/Predict implies that candidates are not expected to produce the required answer by recall but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted in an earlier part of the question. 9. Suggest is used in two main contexts. It may either imply that there is no unique answer or that candidates are expected to apply their general knowledge to a novel situation, one that formally may not be in the syllabus. 10. Calculate is used when a numerical answer is required. In general, working should be shown. 11. Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument, e.g. length, using a rule, or angle, using a protractor. 12. Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting measured or known values of other quantities into a standard formula, e.g. the Young modulus, relative molecular mass. 13. Show is used when an algebraic deduction has to be made to prove a given equation. It is important that the terms being used by candidates are stated explicitly. 14. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned. Candidates should make such simplifying assumptions as may be necessary about points of principle and about the values of quantities not otherwise included in the question. 15. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct. However, candidates should be aware that, depending on the context, some quantitative aspects may be looked for, e.g. passing through the 20
origin, having an intercept, asymptote or discontinuity at a particular value. On a sketch graph it is essential that candidates clearly indicate what is being plotted on each axis. 16. Sketch, when applied to diagrams, implies that a simple, freehand drawing is acceptable: nevertheless, care should be taken over proportions and the clear exposition of important details. 17. Compare requires candidates to provide both similarities and differences between things or concepts. MATHMATICAL REQUIREMENTS Arithmetic recognise and use expressions in decimal and scientific notation use electronic calculator for mathematical operations take account of accuracy in numerical work and handle calculations so that significant figures are neither lost unnecessarily nor carried beyond what is justified, rounding answers correctly when necessary make approximates and estimates to obtain reasonable answers Algebra change the subject of an equation solve algebraic equations, including simultaneous equations use direct and inverse proportion substitute physical quantities using consistent units formulate simple algebraic equations as mathematical models of physical situations and to represent information given in words Geometry and trigonometry understand geometrical terms calculate areas of geometrical shapes calculate volumes of geometrical objects use sines, cosines and tangents use angle sum of triangle and adjacent angles on a straight line compute sides and angles of triangle using trigonometry rules use mathematical instruments Graphs translate information between graphical, numerical, algebraic and verbal forms select appropriate variables and scales for graph plotting for linear graphs, determine the slope and state the intercept and intersection choose by inspection a best fit straight line through a set of data points presented graphically recall standard form y = mx + c and rearrange relationships into linear form where appropriate understand, draw and use the slope of a tangent to a curve as a means to obtain the gradient 21