Syllabus Cambridge IGCSE Physics Cambridge International Certificate* Syllabus code 0625 For examination in June and November 2012 *This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Contents Cambridge IGCSE Physics Syllabus code 0625 1. Introduction... 2 1.1 Why choose Cambridge? 1.2 Why choose Cambridge IGCSE Physics? 1.3 Cambridge International Certificate of Education (ICE) 1.4 UK schools 1.5 How can I find out more? 2. Assessment at a glance... 5 3. Syllabus aims and objectives... 7 3.1 Aims 3.2 Assessment objectives 3.3 Scheme of assessment 3.4 Weightings 3.5 Conventions 4. Curriculum content... 13 5. Practical assessment... 31 5.1 Paper 4: Coursework 5.2 Paper 5: Practical test 5.3 Paper 6: Alternative to Practical 6. Appendix A... 39 6.1 Grade descriptions 6.2 Symbols, units and definitions of physical quantities 6.3 Glossary of terms used in science papers 6.4 Mathematical requirements 6.5 Resource list 6.6 ICT 6.7 Procedures for external moderation Forms UCLES 2009
7. Appendix B: Additional information... 55 8. Appendix C: Additional information Cambridge International Certificates... 57
1. Introduction 1.1 Why choose Cambridge? University of Cambridge International Examinations (CIE) is the world s largest provider of international qualifications. Around 1.5 million students from 150 countries enter Cambridge examinations every year. What makes educators around the world choose Cambridge? Recognition Cambridge IGCSE is internationally recognised by schools, universities and employers as equivalent to UK GCSE. They are excellent preparation for A/AS Level, the Advanced International Certificate of Education (AICE), US Advanced Placement Programme and the International Baccalaureate (IB) Diploma. Learn more at www.cie.org.uk/recognition. Support CIE provides a world-class support service for teachers and exams officers. We offer a wide range of teacher materials to Centres, plus teacher training (online and face-to-face) and candidate support materials. Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support from CIE Customer Services. Learn more at www.cie.org.uk/teachers. Excellence in education Cambridge qualifications develop successful candidates. They not only build understanding and knowledge required for progression, but also learning and thinking skills that help students become independent learners and equip them for life. Not-for-profit, part of the University of Cambridge CIE is part of Cambridge Assessment, a not-for-profit organisation and part of the University of Cambridge. The needs of teachers and learners are at the core of what we do. CIE invests constantly in improving its qualifications and services. We draw upon education research in developing our qualifications. 2
1. Introduction 1.2 Why choose Cambridge IGCSE Physics? Cambridge IGCSE Physics is accepted by universities and employers as proof of knowledge and understanding of physics. Successful candidates gain lifelong skills, including: confidence in a technological world, with an informed interest in scientific matters an understanding of how scientific theories and methods have developed, and continue to develop, as a result of groups and individuals working together an understanding that the study and practice of science are affected and limited by social, economic, technological, ethical and cultural factors an awareness that the application of science in everyday life may be both helpful and harmful to the individual, the community and the environment knowledge that science overcomes national boundaries and that the language of science, used correctly and thoroughly, is universal an understanding of the usefulness (and limitations) of scientific method, and its application in other subjects and in everyday life a concern for accuracy and precision an understanding of the importance of safe practice improved awareness of the importance of objectivity, integrity, enquiry, initiative and inventiveness an interest in, and care for, the environment an excellent foundation for advanced study in pure sciences, in applied science or in science-dependent vocational courses 1.3 Cambridge International Certificate of Education (ICE) Cambridge ICE is the group award of the International General Certificate of Secondary Education (IGCSE). It requires the study of subjects drawn from the five different IGCSE subject groups. It gives schools the opportunity to benefit from offering a broad and balanced curriculum by recognising the achievements of students who pass examinations in at least seven subjects, including two languages, and one subject from each of the other subject groups. The Cambridge portfolio of IGCSE qualifications provides a solid foundation for higher level courses such as GCE A and AS Levels and the International Baccalaureate Diploma as well as excellent preparation for employment. A wide range of IGCSE subjects is available and these are grouped into five curriculum areas. Physics falls into Group III, Science. Learn more about ICE at www.cie.org.uk/qualifications/academic/middlesec/ice. 3
1. Introduction 1.4 UK schools This syllabus is accredited for use in England, Wales and Northern Ireland. Information on the accredited version of this syllabus can be found in the appendix to this document. 1.5 How can I find out more? If you are already a Cambridge Centre You can make entries for this qualification through your usual channels, such as CIE Direct. If you have any questions, please contact us at international@cie.org.uk. If you are not a Cambridge Centre You can find out how your organisation can become a Cambridge Centre. Email us at international@cie.org.uk. Learn more about the benefits of becoming a Cambridge Centre at www.cie.org.uk. 4
2. Assessment at a glance Cambridge IGCSE Physics Syllabus code 0625 Cambridge IGCSE Physics candidates are awarded grades ranging from A* to G. Candidates expected to achieve grades D, E, F or G, study the Curriculum only and are eligible for grades C to G. Candidates expected to achieve grade C or higher should study the Extended Curriculum, which comprises the and Curriculums; these candidates are eligible for all grades from A* to G. All candidates must enter for three papers. All candidates take: Paper 1 Multiple choice question paper Weighted at 30% of total available marks 45 minutes and either: Paper 2 1 hour 15 minutes theory paper Weighted at 50% of total available marks or: Paper 3 1 hour 15 minutes Extended theory paper Weighted at 50% of total available marks and either: or: or: Paper 4 Coursework Paper 5 1 hour 15 minutes Practical test Paper 6 1 hour Alternative to Practical paper Weighted at 20% of total available marks Weighted at 20% of total available marks Weighted at 20% of total available marks 5
2. Assessment at a glance Availability This syllabus is examined in the May/June examination session and the October/November examination session. This syllabus is available to private candidates. Combining this with other syllabuses Candidates can combine this syllabus in an examination session with any other CIE syllabus, except: syllabuses with the same title at the same level 0652 IGCSE Physical Science 0653 IGCSE Combined Science 0654 IGCSE Co-ordinated Sciences (Double Award) 5124 O Level Science (Physics, Chemistry) 5125 O Level Science (Physics, Biology) 5129 O Level Combined Science 5130 O Level Additional Combined Science Please note that IGCSE, Cambridge International Level 1/Level 2 Certificates and O Level syllabuses are at the same level. 6
3. Syllabus aims and objectives 3.1 Aims The aims of the syllabus listed below describe the educational purposes of this examination. The aims of the syllabus are the same for all students and are not listed in order of priority. The aims are: 1. to provide a worthwhile educational experience for all candidates, through well designed studies of experimental and practical science, whether or not they go on to study science beyond this level 2. to enable candidates to acquire sufficient understanding and knowledge to: become confident citizens in a technological world, to take or develop an informed interest in scientific matters recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life be suitably prepared for studies beyond IGCSE in pure sciences, in applied sciences or in sciencedependent vocational courses 3. to develop abilities and skills that are relevant to the study and practice of physics are useful in everyday life encourage safe practice encourage effective communication 4. to develop attitudes relevant to physics such as concern for accuracy and precision objectivity integrity enquiry initiative inventiveness 5. to stimulate interest in, and care for, the environment 6. to promote an awareness that scientific theories and methods have developed, and continue to develop, as a result of co-operative activities of groups and individuals the study and practice of science are subject to social, economic, technological, ethical and cultural influences and limitations the applications of science may be both beneficial and detrimental to the individual, the community and the environment science transcends national boundaries and that the language of science, correctly and rigorously applied, is universal 7
3. Syllabus aims and objectives 3.2 Assessment objectives The three assessment objectives in Cambridge IGCSE Physics are: A: Knowledge with understanding B: Handling information and problem solving C: Experimental skills and investigations A description of each assessment objective follows. A: Knowledge with understanding Candidates should be able to demonstrate knowledge and understanding of: 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. Curriculum content defines the factual material that candidates may be required to recall and explain. Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and to apply knowledge from one area of the syllabus to knowledge of a different syllabus area. Questions testing these objectives will often begin with one of the following words: define, state, describe, explain (using your knowledge and understanding) or outline (see Glossary of terms). B: Handling information and problem solving In words or using other written forms of presentation (e.g. symbolic, graphical and numerical), candidates should be able to: 1. locate, select, organise 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 and draw inferences 5. present reasoned explanations of phenomena, patterns and relationships 6. make predictions and hypotheses 7. solve problems, including some of a quantitative nature. Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to apply the principles and concepts from the syllabus to a new situation, in a logical, reasoned or deductive way. Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or determine (see Glossary of Terms). 8
3. Syllabus aims and objectives C: Experimental skills and investigations Candidates should be able to: 1. know how to use techniques, apparatus, and materials (including following a sequence of instructions, where appropriate) 2. make and record observations and measurements 3. interpret and evaluate experimental observations and data 4. plan investigations, evaluate methods and suggest possible improvements (including the selection of techniques, apparatus and materials). 3.3 Scheme of assessment All candidates must enter for three papers: Paper 1; one from either Paper 2 or Paper 3; and one from Papers 4, 5 or 6. Candidates who have only studied the curriculum, or who are expected to achieve a grade D or below, should normally be entered for Paper 2. Candidates who have studied the Extended curriculum, and who are expected to achieve a grade C or above, should be entered for Paper 3. All candidates must take a practical paper, chosen from: Paper 4 (Coursework), Paper 5 (Practical Test), or Paper 6 (Alternative to Practical). 9
3. Syllabus aims and objectives All candidates take: Paper 1 45 minutes A multiple-choice paper consisting of 40 items of the four-choice type This paper will test skills mainly in Assessment objectives A and B Questions will be based on the curriculum and will be of a difficulty appropriate to grades C to G This paper will be weighted at 30% of the final total marks available and either: Paper 2 1 hour 15 minutes Written paper consisting of short-answer and structured questions Questions will be based on the curriculum and will be of a difficulty appropriate to grades C to G Questions will test skills mainly in Assessment objectives A and B or: Paper 3 1 hour 15 minutes Written paper consisting of short-answer and structured questions Questions will be based on the Extended curriculum and will be of a difficulty appropriate to the higher grades Questions will test skills mainly in Assessment objectives A and B. A quarter of the marks available will be based on material and the remainder on the 80 marks This paper will be weighted at 50% of the final total marks available 80 marks This paper will be weighted at 50% of the final total marks available and either: or: or: Paper 4* Paper 5* 1 hour 15 minutes Paper 6* 1 hour Coursework Practical test Alternative to Practical School-based assessment of practical skills** Questions covering experimental and observational skills Written paper designed to test familiarity with laboratory based procedures This paper will be weighted at 20% of the final total marks available This paper will be weighted at 20% of the final total marks available This paper will be weighted at 20% of the final total marks available * The purpose of this component is to test appropriate skills in assessment Objective C. Candidates will not be required to use knowledge outside the curriculum. ** Teachers may not undertake school-based assessment without the written approval of CIE. This will only be given to teachers who satisfy CIE requirements concerning moderation and who have undergone special training in assessment. CIE offers schools in-service training in the form of occasional face-to-face courses held in countries where there is a need, and also through the Coursework Training Handbook, available from CIE Publications. 10
3. Syllabus aims and objectives 3.4 Weightings Assessment objective Weighting A: Knowledge with understanding 50% (not more than 25% recall) B: Handling information and problem solving 30% C: Experimental skills and investigations 20% Teachers should take note that there is an equal weighting of 50% for skills (including handling information, problem solving, practical, experimental and investigative skills) and for knowledge and understanding. Teachers schemes of work and the sequence of learning activities should reflect this balance, so that the aims of the syllabus may be met, and the candidates fully prepared for the assessment. Assessment objective Paper 1 (marks) Papers 2 or 3 (marks) Papers 4, 5 or 6 (marks) Whole assessment (%) A: Knowledge with understanding 25 30 44 50 0 46 54 B: Handling information and problem solving 10 15 30 36 0 26 34 C: Experimental skills and investigations 0 0 40 20 11
3. Syllabus aims and objectives 3.5 Conventions (e.g. signs, symbols, terminology and nomenclature) The syllabus and question papers will conform with generally accepted international practice. In particular, please note the following documents, published in the UK, which will be used as guidelines: Reports produced by the Association for Science Education (ASE): SI Units, Signs, Symbols and Abbreviations (1981) Signs, Symbols and Systematics: The ASE Companion to 16 19 Science (2000) Litre/dm 3 To avoid any confusion concerning the symbol for litre, dm 3 will be used in place of l or litre. Decimal markers In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the line. Candidates are expected to follow this convention in their answers. 12
4. Curriculum content Candidates can follow either the Curriculum only or they may follow the Extended Curriculum which includes both the and the. Candidates aiming for grades A* to C must follow the Extended Curriculum. Candidates must have adequate mathematical skills to cope with the curriculum. Candidates should make use of the summary list of symbols, units and definitions of quantities. Throughout the course, teachers should aim to show the relevance of concepts to the candidates everyday life and to the natural and man-made world. To encourage this approach and to allow teachers to use flexible programmes to meet the course s general aims, we have limited the specified content of the syllabus. The following material should therefore be regarded as an exam syllabus rather than a teaching syllabus. 1. General physics 1.1 Length and time Use and describe the use of rules and measuring cylinders to calculate a length or a volume Use and describe the use of clocks and devices for measuring an interval of time 1.2 Speed, velocity and acceleration total distance Define speed and calculate speed from total time Plot and interpret a speed/time graph or a distance/ time graph Recognise from the shape of a speed/time graph when a body is at rest moving with constant speed moving with changing speed Calculate the area under a speed/time graph to work out the distance travelled for motion with constant acceleration Demonstrate some understanding that acceleration is related to changing speed Use and describe the use of a mechanical method for the measurement of a small distance (including use of a micrometer screw gauge) Measure and describe how to measure a short interval of time (including the period of a pendulum) Distinguish between speed and velocity Recognise linear motion for which the acceleration is constant and calculate the acceleration Recognise motion for which the acceleration is not constant 13
4. Curriculum content State that the acceleration of free fall for a body near to the Earth is constant 1.3 Mass and weight Show familiarity with the idea of the mass of a body State that weight is a force Demonstrate understanding that weights (and hence masses) may be compared using a balance 1.4 Density Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation 1.5 Forces 1.5 (a) Effects of forces State that a force may produce a change in size and shape of a body Plot extension/load graphs and describe the associated experimental procedure Describe the ways in which a force may change the motion of a body Find the resultant of two or more forces acting along the same line Describe qualitatively the motion of bodies falling in a uniform gravitational field with and without air resistance (including reference to terminal velocity) Demonstrate an understanding that mass is a property that resists change in motion Describe, and use the concept of, weight as the effect of a gravitational field on a mass Describe the determination of the density of an irregularly shaped solid by the method of displacement, and make the necessary calculation Interpret extension/load graphs State Hooke s Law and recall and use the expression F = k x Recognise the significance of the term limit of proportionality for an extension/load graph Recall and use the relation between force, mass and acceleration (including the direction) Describe qualitatively motion in a curved path due to a perpendicular force (F = mv 2 /r is not required) 14
4. Curriculum content 1.5 (b) Turning effect Describe the moment of a force as a measure of its turning effect and give everyday examples Describe qualitatively the balancing of a beam about a pivot 1.5 (c) Conditions for equilibrium Perform and describe an experiment (involving vertical forces) to show that there is no net moment on a body in equilibrium Apply the idea of opposing moments to simple systems in equilibrium State that, when there is no resultant force and no resultant turning effect, a system is in equilibrium 1.5 (d) Centre of mass Perform and describe an experiment to determine the position of the centre of mass of a plane lamina Describe qualitatively the effect of the position of the centre of mass on the stability of simple objects 1.5 (e) Scalars and vectors Demonstrate an understanding of the difference between scalars and vectors and give common examples Add vectors by graphical representation to determine a resultant Determine graphically the resultant of two vectors 15
4. Curriculum content 1.6 Energy, work and power 1.6 (a) Energy Demonstrate an understanding that an object may have energy due to its motion or its position, and that energy may be transferred and stored Give examples of energy in different forms, including kinetic, gravitational, chemical, strain, nuclear, internal, electrical, light and sound Give examples of the conversion of energy from one form to another, and of its transfer from one place to another Apply the principle of energy conservation to simple examples 1.6 (b) Energy resources Distinguish between renewable and nonrenewable sources of energy Describe how electricity or other useful forms of energy may be obtained from: chemical energy stored in fuel water, including the energy stored in waves, in tides, and in water behind hydroelectric dams geothermal resources nuclear fission heat and light from the Sun (solar cells and panels) Give advantages and disadvantages of each method in terms of cost, reliability, scale and environmental impact Show a qualitative understanding of efficiency Recall and use the expressions k.e. = ½ mv 2 and p.e. = mgh Show an understanding that energy is released by nuclear fusion in the Sun Recall and use the equation: useful energy output efficiency = 100% energy input 16
4. Curriculum content 1.6 (c) Work Relate (without calculation) work done to the magnitude of a force and the distance moved 1.6 (d) Power Relate (without calculation) power to work done and time taken, using appropriate examples Describe energy changes in terms of work done Recall and use W = Fd = E Recall and use the equation P = E/t in simple systems 1.7 Pressure Relate (without calculation) pressure to force and area, using appropriate examples Describe the simple mercury barometer and its use in measuring atmospheric pressure Relate (without calculation) the pressure beneath a liquid surface to depth and to density, using appropriate examples Use and describe the use of a manometer Recall and use the equation p = F/A Recall and use the equation p = hρg 17
4. Curriculum content 2. Thermal physics 2.1 Simple kinetic molecular model of matter 2.1 (a) States of matter State the distinguishing properties of solids, liquids and gases 2.1 (b) Molecular model Describe qualitatively the molecular structure of solids, liquids and gases Interpret the temperature of a gas in terms of the motion of its molecules Describe qualitatively the pressure of a gas in terms of the motion of its molecules Describe qualitatively the effect of a change of temperature on the pressure of a gas at constant volume Show an understanding of the random motion of particles in a suspension as evidence for the kinetic molecular model of matter Describe this motion (sometimes known as Brownian motion) in terms of random molecular bombardment 2.1 (c) Evaporation Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid Relate evaporation to the consequent cooling 2.1 (d) Pressure changes Relate the change in volume of a gas to change in pressure applied to the gas at constant temperature Relate the properties of solids, liquids and gases to the forces and distances between molecules and to the motion of the molecules Show an appreciation that massive particles may be moved by light, fast-moving molecules Demonstrate an understanding of how temperature, surface area and draught over a surface influence evaporation Recall and use the equation pv = constant at constant temperature 18
4. Curriculum content 2.2 Thermal properties 2.2 (a) Thermal expansion of solids, liquids and gases Describe qualitatively the thermal expansion of solids, liquids and gases Identify and explain some of the everyday applications and consequences of thermal expansion Describe qualitatively the effect of a change of temperature on the volume of a gas at constant pressure 2.2 (b) Measurement of temperature Appreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties Recognise the need for and identify fixed points Describe the structure and action of liquid-in-glass thermometers 2.2 (c) Thermal capacity Relate a rise in the temperature of a body to an increase in internal energy Show an understanding of the term thermal capacity Show an appreciation of the relative order of magnitude of the expansion of solids, liquids and gases Demonstrate understanding of sensitivity, range and linearity Describe the structure of a thermocouple and show understanding of its use for measuring high temperatures and those that vary rapidly Describe an experiment to measure the specific heat capacity of a substance 19
4. Curriculum content 2.2 (d) Melting and boiling Describe melting and boiling in terms of energy input without a change in temperature State the meaning of melting point and boiling point Describe condensation and solidification 2.3 Transfer of thermal energy 2.3 (a) Conduction Describe experiments to demonstrate the properties of good and bad conductors of heat 2.3 (b) Convection Distinguish between boiling and evaporation Use the terms latent heat of vaporisation and latent heat of fusion and give a molecular interpretation of latent heat Describe an experiment to measure specific latent heats for steam and for ice Give a simple molecular account of heat transfer in solids Relate convection in fluids to density changes and describe experiments to illustrate convection 2.3 (c) Radiation Identify infra-red radiation as part of the electromagnetic spectrum 2.3 (d) Consequences of energy transfer Describe experiments to show the properties of good and bad emitters and good and bad absorbers of infra-red radiation Identify and explain some of the everyday applications and consequences of conduction, convection and radiation 20
4. Curriculum content 3. Properties of waves, including light and sound 3.1 General wave properties Describe what is meant by wave motion as illustrated by vibration in ropes and springs and by experiments using water waves Use the term wavefront Give the meaning of speed, frequency, wavelength and amplitude Distinguish between transverse and longitudinal waves and give suitable examples Describe the use of water waves to show: reflection at a plane surface refraction due to a change of speed diffraction produced by wide and narrow gaps 3.2 Light 3.2 (a) Reflection of light Describe the formation of an optical image by a plane mirror, and give its characteristics Use the law angle of incidence = angle of reflection 3.2 (b) Refraction of light Describe an experimental demonstration of the refraction of light Use the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material Give the meaning of critical angle Describe internal and total internal reflection Recall and use the equation v = f λ Interpret reflection, refraction and diffraction using wave theory Perform simple constructions, measurements and calculations Recall and use the definition of refractive index n in terms of speed Recall and use the equation sin i /sin r = n Describe the action of optical fibres particularly in medicine and communications technology 21
4. Curriculum content 3.2 (c) Thin converging lens Describe the action of a thin converging lens on a beam of light Use the term principal focus and focal length Draw ray diagrams to illustrate the formation of a real image by a single lens 3.2 (d) Dispersion of light Draw ray diagrams to illustrate the formation of a virtual image by a single lens Use and describe the use of a single lens as a magnifying glass Give a qualitative account of the dispersion of light as shown by the action on light of a glass prism 3.2 (e) Electromagnetic spectrum Describe the main features of the electromagnetic spectrum and state that all e.m. waves travel with the same high speed in vacuo Describe the role of electromagnetic waves in: radio and television communications (radio waves) satellite television and telephones (microwaves) electrical appliances, remote controllers for televisions and intruder alarms (infrared) medicine and security (X-rays) Demonstrate an awareness of safety issues regarding the use of microwaves and X-rays State the approximate value of the speed of electromagnetic waves Use the term monochromatic 22
4. Curriculum content 3.3 Sound Describe the production of sound by vibrating sources Describe the longitudinal nature of sound waves State the approximate range of audible frequencies Show an understanding that a medium is needed to transmit sound waves Describe an experiment to determine the speed of sound in air Relate the loudness and pitch of sound waves to amplitude and frequency Describe how the reflection of sound may produce an echo Describe compression and rarefaction State the order of magnitude of the speed of sound in air, liquids and solids 4. Electricity and magnetism 4.1 Simple phenomena of magnetism State the properties of magnets Give an account of induced magnetism Distinguish between ferrous and non-ferrous materials Describe methods of magnetisation and of demagnetisation Describe an experiment to identify the pattern of field lines round a bar magnet Distinguish between the magnetic properties of iron and steel Distinguish between the design and use of permanent magnets and electromagnets 23
4. Curriculum content 4.2 Electrical quantities 4.2 (a) Electric charge Describe simple experiments to show the production and detection of electrostatic charges State that there are positive and negative charges 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 Distinguish between electrical conductors and insulators and give typical examples 4.2 (b) Current State that current is related to the flow of charge Use and describe the use of an ammeter 4.2 (c) Electro-motive force State that the e.m.f. of a source of electrical energy is measured in volts 4.2 (d) Potential difference State that charge is measured in coulombs State the direction of lines of force and describe simple field patterns, including the field around a point charge and the field between two parallel plates Give an account of charging by induction Recall and use the simple electron model to distinguish between conductors and insulators Show understanding that a current is a rate of flow of charge and recall and use the equation I = Q /t Distinguish between the direction of flow of electrons and conventional current Show understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit State that the potential difference across a circuit component is measured in volts Use and describe the use of a voltmeter 24
4. Curriculum content 4.2 (e) Resistance State that resistance = p.d./current and understand qualitatively how changes in p.d. or resistance affect current Recall and use the equation R = V/I Describe an experiment to determine resistance using a voltmeter and an ammeter Relate (without calculation) the resistance of a wire to its length and to its diameter 4.2 (f) Electrical energy Recall and use quantitatively the proportionality between resistance and length, and the inverse proportionality between resistance and cross-sectional area of a wire Recall and use the equations P =IV and E = IVt 4.3 Electric circuits 4.3 (a) Circuit diagrams Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), lamps, ammeters voltmeters, magnetising coils, transformers, bells, fuses and relays 4.3 (b) Series and parallel circuits Understand that the current at every point in a series circuit is the same Give the combined resistance of two or more resistors in series State that, for a parallel circuit, the current from the source is larger than the current in each branch State that the combined resistance of two resistors in parallel is less than that of either resistor by itself State the advantages of connecting lamps in parallel in a lighting circuit Draw and interpret circuit diagrams containing diodes and transistors Recall and use the fact that the sum of the p.d.s across the components in a series circuit is equal to the total p.d. across the supply Recall and use the fact that the current from the source is the sum of the currents in the separate branches of a parallel circuit Calculate the effective resistance of two resistors in parallel 25
4. Curriculum content 4.3 (c) Action and use of circuit components Describe the action of a variable potential divider (potentiometer) Describe the action of thermistors and lightdependent resistors and show understanding of their use as input transducers Describe the action of a capacitor as an energy store and show understanding of its use in timedelay circuits Describe the action of a relay and show understanding of its use in switching circuits 4.3 (d) Digital electronics Describe the action of a diode and show understanding of its use as a rectifier Describe the action of a transistor as an electrically operated switch and show understanding of its use in switching circuits Recognise and show understanding of circuits operating as light sensitive switches and temperature-operated alarms (using a relay or a transistor) Explain and use the terms digital and analogue State that logic gates are circuits containing transistors and other components Describe the action of NOT, AND, OR, NAND and NOR gates Design and understand simple digital circuits combining several logic gates State and use the symbols for logic gates (candidates should use the American ANSI#Y 32.14 symbols) 26
4. Curriculum content 4.4 Dangers of electricity state the hazards of damaged insulation overheating of cables damp conditions Show an understanding of the use of fuses and circuit-breakers 4.5 Electromagnetic effects 4.5 (a) Electromagnetic induction Describe an experiment that shows that a changing magnetic field can induce an e.m.f. in a circuit 4.5 (b) a.c. generator Describe a rotating-coil generator and the use of slip rings Sketch a graph of voltage output against time for a simple a.c. generator 4.5 (c) Transformer Describe the construction of a basic iron-cored transformer as used for voltage transformations Recall and use the equation (V p /V s ) = (N p /N s ) Describe the use of the transformer in highvoltage transmission of electricity Give the advantages of high-voltage transmission State the factors affecting the magnitude of an induced e.m.f. Show understanding that the direction of an induced e.m.f. opposes the change causing it Describe the principle of operation of a transformer Recall and use the equation V p I p = V s I s (for 100% efficiency) Explain why energy losses in cables are lower when the voltage is high 27
4. Curriculum content 4.5 (d) The magnetic effect of a current Describe the pattern of the magnetic field due to currents in straight wires and in solenoids Describe applications of the magnetic effect of current, including the action of a relay 4.5 (e) Force on a current-carrying conductor Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including the effect of reversing: (i) the current (ii) the direction of the field 4.5 (f) d.c. motor State that a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by increasing the number of turns on the coil Relate this turning effect to the action of an electric motor 4.6 Cathode-ray oscilloscopes 4.6 (a) Cathode rays State the qualitative variation of the strength of the magnetic field over salient parts of the pattern Describe the effect on the magnetic field of changing the magnitude and direction of the current Describe an experiment to show the corresponding force on beams of charged particles State and use the relative directions of force, field and current Describe the effect of increasing the current Describe the production and detection of cathode rays Describe their deflection in electric fields State that the particles emitted in thermionic emission are electrons 28
4. Curriculum content 4.6 (b) Simple treatment of cathode-ray oscilloscope 5. Atomic physics 5.1 Radioactivity 5.1 (a) Detection of radioactivity Show awareness of the existence of background radiation Describe the detection of α-particles, β -particles and γ -rays (β + are not included: β -particles will be taken to refer to β ) 5.1 (b) Characteristics of the three kinds of emission State that radioactive emissions occur randomly over space and time Describe (in outline) the basic structure and action of a cathode-ray oscilloscope (detailed circuits are not required) Use and describe the use of a cathode-ray oscilloscope to display waveforms State, for radioactive emissions: their nature their relative ionising effects their relative penetrating abilities 5.1 (c) Radioactive decay Describe their deflection in electric fields and magnetic fields Interpret their relative ionising effects State the meaning of radioactive decay, using equations (involving words or symbols) to represent changes in the composition of the nucleus when particles are emitted 29
4. Curriculum content 5.1 (d) Half-life Use the term half-life in simple calculations, which might involve information in tables or decay curves 5.1 (e) Safety precautions Describe how radioactive materials are handled, used and stored in a safe way 5.2 The nuclear atom 5.2 (a) Atomic model Describe the structure of an atom in terms of a nucleus and electrons 5.2 (b) Nucleus Describe how the scattering of α-particles by thin metal foils provides evidence for the nuclear atom Describe the composition of the nucleus in terms of protons and neutrons Use the term proton number Z Use the term nucleon number A A Use the term nuclide and use the nuclide notation Z X 5.2 (c) Isotopes Use the term isotope Give and explain examples of practical applications of isotopes 30
5. Practical assessment Scientific subjects are, by their nature, experimental. So it is important that an assessment of a candidate s knowledge and understanding of physics should contain a practical component (see Assessment objective C). Schools circumstances (e.g. the availability of resources) differ greatly, so three alternative ways of examining the relevant assessment are provided. The three alternatives are: Paper 4 Coursework (school-based assessment) Paper 5 Practical Test Paper 6 Alternative to Practical (written paper). Whichever practical assessment route is chosen, the following points should be noted: the same assessment objectives apply the same practical skills are to be learned and developed the same benefits to theoretical understanding come from all practical work the same motivational effect, enthusiasm and enjoyment should be experienced the same sequence of practical activities is appropriate. 5.1 Paper 4: Coursework Teachers may not undertake school-based assessment without the written approval of CIE. This will only be given to teachers who satisfy CIE requirements concerning moderation and they will have to undergo special training in assessment before entering candidates. CIE offers schools in-service training in the form of courses held at intervals in Cambridge and elsewhere, and also via the Coursework Training Handbook. The experimental skills and abilities to be assessed are: C1 Using and organising techniques, apparatus and materials C2 Observing, measuring and recording C3 Handling experimental observations and data C4 Planning and evaluating investigations The four skills carry equal weighting. All assessments must be based on experimental work carried out by the candidates. 31
5. Practical assessment It is expected that the teaching and assessment of experimental skills and abilities will take place throughout the course. Teachers must ensure that they can make available to CIE evidence of two assessments of each skill for each candidate. For skills C1 to C4 inclusive, information about the tasks set, and how the marks were awarded will be required. In addition, for skills C2, C3 and C4, the candidates written work will also be required. The assessment scores finally recorded for each skill must represent the candidate s best performances. For candidates who miss the assessment of a given skill through no fault of their own, for example because of illness, and who cannot be assessed on another occasion, CIE procedure for special consideration should be followed. However, candidates who for no good reason absent themselves from an assessment of a given skill should be given a mark of zero for that assessment. Criteria for assessing experimental skills and abilities Each skill must be assessed on a six-point scale, level 6 being the highest level of achievement. Each of the skills is defined in terms of three levels of achievement at scores of 2, 4 and 6. A score of 0 is available if there is no evidence of positive achievement for a skill. For candidates who do not meet the criteria for a score of 2, a score of 1 is available if there is some evidence of positive achievement. A score of 3 is available for candidates who go beyond the level defined by 2, but who do not meet fully the criteria for 4. Similarly, a score of 5 is available for those who go beyond the level defined for 4, but do not meet fully the criteria for 6. 32
5. Practical assessment Score Skill C1: Using and organising techniques, apparatus and materials 0 No evidence of positive achievement for this skill. 1 Some evidence of positive achievement, but the criteria for a score of 2 are not met. 2 Follows written, diagrammatic or oral instructions to perform a single practical operation. Uses familiar apparatus and materials adequately, needing reminders on points of safety. 3 Is beyond the level defined for 2, but does not meet fully the criteria for 4. 4 Follows written, diagrammatic or oral instructions to perform an experiment involving a series of step-by-step practical operations. Uses familiar apparatus, materials and techniques adequately and safely. 5 Is beyond the level defined for 4, but does not meet fully the criteria for 6. 6 Follows written, diagrammatic or oral instructions to perform an experiment involving a series of practical operations where there may be a need to modify or adjust one step in the light of the effect of a previous step. Uses familiar apparatus, materials and techniques safely, correctly and methodically. Score Skill C2: Observing, measuring and recording 0 No evidence of positive achievement for this skill. 1 Some evidence of positive achievement, but the criteria for a score of 2 are not met. 2 Makes observations or readings given detailed instructions. Records results in an appropriate manner given a detailed format. 3 Is beyond the level defined for 2, but does not meet fully the criteria for 4. 4 Makes relevant observations, measurements or estimates given an outline format or brief guidelines. Records results in an appropriate manner given an outline format. 5 Is beyond the level defined for 4, but does not meet fully the criteria for 6. 6 Makes relevant observations, measurements or estimates to a degree of accuracy appropriate to the instruments or techniques used. Records results in an appropriate manner given no format. 33
5. Practical assessment Score Skill C3: Handling experimental observations and data 0 No evidence of positive achievement for this skill. 1 Some evidence of positive achievement, but the criteria for a score of 2 are not met. 2 Processes results in an appropriate manner given a detailed format. Draws an obvious qualitative conclusion from the results of an experiment. 3 Is beyond the level defined for 2, but does not meet fully the criteria for 4. 4 Processes results in an appropriate manner given an outline format. Recognises and comments on anomalous results. Draws qualitative conclusions which are consistent with obtained results and deduces patterns in data. 5 Is beyond the level defined for 4, but does not meet fully the criteria for 6. 6 Processes results in an appropriate manner given no format. Deals appropriately with anomalous or inconsistent results. Recognises and comments on possible sources of experimental error. Expresses conclusions as generalisations or patterns where appropriate. Score Skill C4: Planning, carrying out and evaluating investigations 0 No evidence of positive achievement for this skill. 1 Some evidence of positive achievement, but the criteria for a score of 2 are not met. 2 Suggests a simple experimental strategy to investigate a given practical problem. Attempts trial and error modification in the light of the experimental work carried out. 3 Is beyond the level defined for 2, but does not meet fully the criteria for 4. 4 Specifies a sequence of activities to investigate a given practical problem. In a situation where there are two variables, recognises the need to keep one of them constant while the other is being changed. Comments critically on the original plan and implements appropriate changes in the light of the experimental work carried out. 5 Is beyond the level defined for 4, but does not meet fully the criteria for 6. 6 Analyses a practical problem systematically and produces a logical plan for an investigation. In a given situation, recognises there are a number of variables and attempts to control them. Evaluates chosen procedures, suggests/implements modifications where appropriate and shows a systematic approach in dealing with unexpected results. 34
5. Practical assessment Guidance on candidate assessment The following notes are intended to provide teachers with information to help them to make valid and reliable assessments of the skills and abilities of their candidates. The assessments should be based on the principle of positive achievement: candidates should be given opportunities to demonstrate what they understand and can do. It is expected that candidates will have had opportunities to acquire a given skill before assessment takes place. It is not expected that all of the practical work undertaken by a candidate will be assessed. Assessments can be carried out at any time during the course. However, at whatever stage assessments are done, the standards applied must be those expected at the end of the course, as exemplified in the criteria for the skills. Assessments should normally be made by the person responsible for teaching the candidates. A given practical task is unlikely to provide opportunities for all aspects of the criteria at a given level for a particular skill to be satisfied; for example, there may not be any anomalous results (Skill C3). However, by using a range of practical work, teachers should ensure that opportunities are provided for all aspects of the criteria to be satisfied during the course. Extended experimental investigations are of great educational value. If such investigations are used for assessment purposes, teachers should make sure that the candidates have ample opportunity for displaying the skills and abilities required by the scheme of assessment. It is not necessary for all candidates within a teaching group, or within a Centre, to be assessed on exactly the same practical work, although teachers can use work that is undertaken by all of their candidates. When assessing group work, teachers must ensure that each candidate s individual contribution is assessed. Skill C1 might not generate a written product from the candidates; it will often be assessed by watching the candidates carrying out practical work. Skills C2, C3 and C4 will usually generate a written product from the candidates; this will provide evidence for moderation. Raw scores for individual practical assessments should be recorded on the Individual Candidate Record Card. The final, internally moderated total score should be recorded on the Coursework Assessment Summary Form (examples of both forms, plus the Sciences Experiment Form, are at the back of this syllabus). Raw scores for individual practical assessments may be given to candidates as part of the normal feedback from the teacher. The final, internally moderated, total score should not be given to the candidate. 35
5. Practical assessment Moderation Internal moderation When several teachers in a Centre are involved in internal assessment, arrangements must be made within the Centre for all candidates to be assessed to the same standard. It is essential that the marks for each skill assigned within different teaching groups (or classes) are moderated internally for the whole Centre entry. The Centre assessments will then be moderated externally by CIE. External moderation CIE must receive internally moderated marks for all candidates by 30 April for the May/June examination and by 31 October for the November examination. See page 46 of this booklet, the Handbook for Centres and the Administrative Guide for Centres for more information on external moderation and on how to submit marks. Once it has received the marks, CIE will draw up a list of sample candidates whose work will be moderated (a further sample may also be requested), and will ask the Centre to send immediately every piece of work that has contributed towards these candidates final marks. Individual Candidate Record Cards and Coursework Assessment Summary Forms must also be sent with the coursework. All remaining coursework and records should be kept by the Centre until results are published. Ideally, Centres should use loose-leaf A4 file paper for practical written work, as this is cheaper to send by post. Original work is preferred for moderation, but authenticated photocopies can be sent if absolutely necessary. Pieces of work for each skill should not be stapled together. Each piece of work should be clearly and securely labelled with: the skill being assessed the Centre number the candidate s name and number the title of the experiment a copy of the mark scheme used the mark awarded. 36