Physics syllabuses GCSE ; IGCSE Double; IGCSE Triple GCSE Physics Double IGCSE Double IGCSE Triple

Forces & Motion

Units use the following units: kilogram (kg), metre (m), metre2 (m2), metre3 (m3), metre/second (m/s), metre/second2 (m/s2), newton (N), pascal (Pa) (P2.01)

P1: Forces and motion

(a) Units use the following units: kilogram (kg), metre (m), metre/second (m/s), metre/second2 (m/s2), newton (N), second (s) (P1.1).

1. Forces and motion

Units
1.1 use the following units: kilogram (kg), metre (m), metre/second (m/s), metre/second2 (m/s2), newton (N), second (s)

Movement and position

understand distance time graphs (P2.02) explain the difference between speed and velocity (P2.03) recall and use the quantitative relationship between acceleration, velocity and time: interpret speed-time graphs and determine acceleration from the gradient of the graph (P2.05) determine the distance travelled from the area between the curve and the time axis (P2.06)

(b) Movement and position

understand and use distancetime graphs (P1.2) recall and use the relationship between average speed, distance moved and time recall and use the relationship between acceleration, velocity and time. interpret velocitytime graphs (P1.5) determine acceleration from the gradient of a velocitytime graph and the distance travelled from the area between the graph and the time axis (P1.6).

Movement and position

1.2 understand and use distance - time graphs 1.3 recall and use the relationship between average speed, distance moved and time. 1.4 recall and use the relationship between acceleration, velocity and time taken time 1.5 interpret velocity - time graphs 1.6 determine acceleration from the gradient of a velocity - time graph and the distance travelled from the area between the graph and the time axis

Forces and movement

recall a brief history of our understanding of forces including: the Greek view a single force needed to sustain motion Galileo and Newton balanced forces allow an object to continue in uniform motion in a straight line or to remain at rest Newton gravitational attraction acts between all masses (P2.07) recall that when two bodies interact, the forces they exert on each other are equal and opposite (P2.08) understand how to add forces which act along a line (P2.09) understand that friction can produce both

(c) Forces, movement and shape

Forces, movement and shape

express a force as a push or pull of one body on another (P1.7) identify various types of force (e.g. gravitational, electrostatic, etc.) (P1.8)

1.7 express a force as a push or pull of one body on another 1.8 identify various types of force (e.g. gravitational, electrostatic etc) 1.9 distinguish between vector and scalar quantities 1.10 appreciate the vector nature of a force 1.11 add forces that act along a line 1.12 understand that friction is a force that

accelerating and retarding forces (P2.10) recall and use the quantitative relationship between unbalanced force, mass and acceleration and apply this relationship to vehicular and human movement: F=m

understand that friction is a force that opposes motion (P1.9) recall and use the relationship between unbalanced force, mass and acceleration: F = m a (P1.10) recall and use the relationship between weight, mass and g : weight = mass g (P1.11)

opposes motion 1.13 recall and use the relationship between unbalanced force, mass and acceleration F=ma 1.14 recall and use the relationship between weight, mass and g : weight = mass g

a (P2.11)

recall and use the quantitative relationship between weight, mass and g: weight = mass g W = m g (P2.12) recall that a mass of 1kg has a weight of 10N on Earth; ie the Earths gravitational field strength is 10N/kg (P2.13) explain the forces acting on falling objects reach a terminal velocity (P2.14) understand that the stopping distance of a vehicle is the sum of the thinking distance and the stopping distance. (P2.15) describe the factors affecting vehicle stopping distances including speed, mass, road conditions and reaction time. (P2.16) understand that the upward forces on a light beam supported at its ends vary with the position of a heavy object placed on the beam(P2.17)

describe the forces acting on falling objects and explain why falling objects reach a terminal velocity (P1.12) describe the factors affecting vehicle stopping distance including speed, mass, road condition and reaction time (P1.13) recall and use the relationship between the moment of a force and its distance from the pivot: moment = force perpendicular distance from pivot (P1.14) recall that the weight of a body acts through its centre of gravity (P1.15)

1.15 describe the forces acting on falling objects and explain why falling objects reach a terminal velocity 1.16 describe the factors affecting vehicle stopping distance including speed, mass, road condition and reaction time 1.17 recall and use the relationship between the moment of a force and its distance from the pivot: moment = force perpendicular distance from pivot 1.18 recall that the weight of a body acts through its centre of gravity 1.19 recall and use the principle of moments for a simple system of parallel forces acting in one plane 1.20 understand that the upward forces on a light beam supported at its ends vary with the position of a heavy object placed on the beam 1.21 describe how extension varies with applied force for helical springs, metal wires and rubber bands 1.22 recall that the initial linear region of a force extension graph is associated with Hookes law

describe how extension varies with applied force for a range of materials including springs and / or rubber bands. (P2.18)

describe how extension varies with applied force for helical springs, metal wires and rubber bands (P1.16) recall that the initial linear region of a force extension graph is associated with Hookes law (P1.17).

Electricity
Units
use the following units: ampere (A), ohm (), volt (V), watt (W), kilowatt-hour (kW h) (P1.01)

P2: Electricity (and electromagnetism)

(a) Units
use the following units: ampere (A), coulomb (C), joule (J), ohm (), second (s), volt (V), watt (W) (P2.1).

2. Electricity
Units
2.1 use the following units: ampere (A), coulomb (C), joule (J), ohm (), second (s), volt (V), watt (W)

Mains electricity
identify the live, neutral and earth conductor in a correctly-wired plug and recall the colourof the insulation used on each conductor (P1.02) recall the hazards of electricity including frayed cables, long cables, damaged plugs, water around sockets and pushing metal objects into sockets (P1.03) describe the uses of insulation, double insulation, earthing, fuses and circuit breakers in a range of domestic appliances (P1.04) recall that electrical heating is used in a variety of ways in domestic contexts (P1.05) understand that a current in a resistor results in the electrical transfer of energy and an increase in t temperature (P1.06) recall and use the relationship power = current voltage (P = I V) and apply the relationship to the selection of appropriate fuses (P1.07) calculate the energy used by domestic appliances in kilowatt-hours and calculate domestic electricity bills, based on meter readings (P1.08) use the quantitative relationship between energy transferred, current, voltage and time: energy transferred = current voltage time E = I V t (P1.09) recall that mains electricity is alternating current (a.c.) and understand the difference between this and the direct current (d.c.) supplied by a cell (P1.10)

(b) Mains electricity

Mains electricity

recall the hazards of electricity including frayed cables, long cables, damaged plugs, water around sockets, and pushing metal objects into sockets (P2.3) describe the uses of insulation, double insulation, earthing, fuses and circuit breakers in a range of domestic appliances (P2.4) know some of the different ways in which electrical heating is used in a variety of domestic contexts (P2.5) understand that a current in a resistor results in the electrical transfer of energy and an increase in temperature (P2.6) recall and use the relationship power = current voltage (P = I V) and apply the relationship to the selection of appropriate fuses (P2.7)

2.2 recall the hazards of electricity including frayed cables, long cables, damaged plugs, water around sockets, and pushing metal objects into sockets 2.3 describe the uses of insulation, double insulation, earthing, fuses and circuit breakers in a range of domestic appliances 2.4 know some of the different ways in which electrical heating is used in a variety of domestic contexts 2.5 understand that a current in a resistor results in the electrical transfer of energy and an increase in temperature. 2.6 recall and use the relationship power = current voltage (P = I V) and apply the relationship to the selection of appropriate fuses

use the relationship between energy transferred, current, voltage and time: energy transferred = current voltage time E = I V t (P2.8) recall that mains electricity is alternating current (a.c.) and understand the difference between this and the direct current (d.c.) supplied by a cell or battery (P2.9).

2.7 use the relationship between energy transferred, current, voltage and time: energy transferred = current voltage time E=IVt 2.8 recall that mains electricity is alternating current (a.c.) and understand the difference between this and the direct current (d.c.) supplied by a cell or battery

Energy and potential difference in circuits

explain whether a series or parallel circuit is more appropriate for a range of applications, including domestic lighting (P1.11) understand that the current in a series circuit depends on the applied voltage and the number and nature of other components (P1.12) describe how current varies with voltage in wires, resistors, metal filament lamps and diodes and how this can be investigated experimentally (P1.13) describe the qualitative effect of changing resistance on the current in a circuit (P1.14) describe the qualitative variation of resistance of LDRs with illumination and of thermistors with temperature (P1.15) recall and use the quantitative relationship between voltage, current and resistance: voltage = current resistance V = I R (P1.16) understand that current is rate of flow of charge (P1.17) recall and use the quantitative relationship between charge, current and time: charge = current x time ; Q = I x t (P1.18) recall electric current in solid metallic conductors is a flow of negatively charged electrons. (P1.19) recall that electric current in molten or dissolved electrolytes is a flow of negatively charged ions to the positive terminal and positively charged ions to the negative terminal (P1.20) recall that voltage is the energy transferred per unit charge passed and that a volt is a joule per coulomb. (P1.21)

Energy and potential difference in circuits

explain why a series or parallel circuit is more appropriate for particular applications, including domestic lighting (P2.10) understand that the current in a series circuit depends on the applied voltage and the number and nature of other components (P2.11) describe how current varies with voltage in wires, resistors, metal filament lamps and diodes, and how this can be investigated experimentally (P2.12) describe the qualitative effect of changing resistance on the current in a circuit (P2.13) describe the qualitative variation of resistance of LDRs with illumination and of thermistors with temperature (P2.14) recall and use the relationship between voltage, current and resistance: voltage = current resistance V = I R (P2.15) understand that current is the rate of flow of charge (P2.16) recall and use the relationship between charge, current and time: charge = current time Q = I t (P2.17) recall that electric current in solid metallic conductors is a flow of negatively charged electrons (P2.18).

Energy and potential difference in circuits

2.9 explain why a series or parallel circuit is more appropriate for particular applications, including domestic lighting 2.10 understand that the current in a series circuit depends on the applied voltage and the number and nature of other components 2.11 describe how current varies with voltage in wires, resistors, metal filament lamps and diodes, and how this can be investigated experimentally 2.12 describe the qualitative effect of changing resistance on the current in a circuit 2.13 describe the qualitative variation of resistance of LDRs with illumination and of thermistors with temperature 2.14 recall and use the relationship between voltage, current and resistance: voltage = current resistance V = I R 2.15 understand that current is the rate of flow of charge 2.16 recall and use the relationship between charge, current and time : charge = current time Q=It 2.17 recall that electric current in solid metallic conductors is a flow of negatively charged electrons

2.18 recall that: voltage is the energy transferred per unit charge passed the volt is a joule per coulomb

Electric charge
describe common materials which are electrical conductors or insulators including metals and plastics.(P1.22) recall that insulating materials can be charged by

Electric charge
identify common materials which are electrical conductors or insulators, including metals and plastics. (P2.2)

Electric charge
2.19 identify common materials which are electrical conductors or insulators, including metals and plastics.

friction (P1.23) explain that positive and negative electrostatic charges are produced on materials by the loss and gain of electrons (P1.24) recall that there are forces of attraction between unlike charges and forces of repulsion between like charges (P1.25) explain common electrostatic phenomena, including shocks from car doors and synthetic fabrics, in terms of the movement of electrons. (P1.26) describe the potential dangers and uses of electrostatic charges generated in everyday situations e.g. fuelling aircraft and tankers, photocopiers and inkjet printers (P1.27)

2.20 recall that insulating materials can be charged by friction 2.21 explain that positive and negative electrostatic charges are produced on materials by the loss and gain of electrons 2.22 recall that there are forces of attraction between unlike charges and forces of repulsion between like charges 2.23 explain electrostatic phenomena in terms of the movement of electrons 2.24 recall the potential dangers of electrostatic charges, e.g. when fuelling aircraft and tankers 2.25 recall some uses of electrostatic charges, e.g in photocopiers and inkjet printers

Waves
Units Properties of waves The electromagnetic spectrum Light and sound

P3: Waves

3. Waves
Units Properties of waves The electromagnetic spectrum Light and sound

Units
use the following units: hertz (Hz), kilohertz (kHz), megahertz (MHz), metre/second (m/s) (P3.01)

(a) Units use the following units: degree (o), hertz (Hz), metre (m), metre/second (m/s), second (s) (P3.1).

Units
3.1 use the following units: degree (o), hertz (Hz), metre (m), metre/second (m/s), second (s)

Properties of waves
describe longitudinal and transverse waves in ropes, springs and water (P3.02) state the meaning of amplitude, frequency, wavelength and period of a wave(P3.03) recall that waves transfer energy and information without transferring matter (P3.04) recall and use the relationship between the speed, frequency and wavelength of a wave: wave speed = frequency wavelength v = f (P3.05)

b) Properties of waves
describe longitudinal and transverse waves in ropes, springs and water where appropriate (P3.2) state the meaning of amplitude, frequency, wavelength and period of a wave (P3.3) recall that waves transfer energy and information without transferring matter (P3.4) recall and use the relationship between the speed, frequency and wavelength of a wave: wave speed = frequency wavelength

Properties of waves
3.2 describe longitudinal and transverse waves in ropes, springs and water where appropriate 3.3 state the meaning of amplitude, frequency, wavelength and period of a wave 3.4 recall that waves transfer energy and information without transferring matter 3.5 recall and use the relationship between the speed, frequency and wavelength of a wave: wave speed = frequency wavelength v=f

use the relationship between frequency and time period: f = 1/T (P3.06) use the above relationships in different contexts including sound waves and electromagnetic waves (P3.07). understand that waves can be diffracted through gaps and that the extent of diffraction depends on the wavelength and the size of the gap (P3.08) The electromagnetic spectrum understand that light is part of a continuous electromagnetic spectrum which includes radio, microwave, infra-red, visible, ultraviolet, X-ray and gamma ray radiations and that all these waves travel at the same speed in free space (P3.12) recall the order of the electromagnetic spectrum in decreasing wavelength and increasing frequency, including the colours of the visible spectrum (P3.13) recall some uses of electromagnetic radiations including: radio waves: broadcasting and communications microwaves: cooking and satellite transmissions infra-red: heaters, grills, night vision and remote controls visible light: optical fibres and photography ultraviolet: sunbeds, crime prevention and fluorescent lamps X-rays: observing the internal structure of objects and materials, medical applications gamma rays: sterilising food and medical equipment (P3.14) recall the detrimental effects of excessive

v = f (P3.5) use the relationship between frequency and time period: f = 1/T (P3.6) use the above relationships in different contexts including sound waves and electromagnetic waves (P3.7).

3.6 use the relationship between frequency and time period: f = 1/T 3.7 use the above relationships in different contexts including sound waves and electromagnetic waves 3.8 understand that waves can be diffracted through gaps or when they pass an edge, and that the extent of diffraction depends on the wavelength and the physical dimension of the gap

c) The electromagnetic spectrum understand that light is part of a continuous electromagnetic spectrum which includes radio, microwave, infra-red, visible, ultraviolet, X-ray and gamma ray radiations and that all these waves travel at the same speed in free space (P3.8) recall the order of the electromagnetic spectrum in decreasing wavelength and increasing frequency, including the colours of the visible spectrum (P3.9) recall some of the uses of electromagnetic radiations, including radio waves: broadcasting and communications microwaves: cooking and satellite transmissions infra-red: heaters and night-vision equipment visible light: optical fibres and photography ultraviolet: fluorescent lamps X-rays: observing the internal structure of objects and materials and medical applications gamma rays: sterilising food and medical equipment (P3.10) recall the detrimental effects of excessive exposure of the human body to electromagnetic waves, including microwaves : internal heating of body tissue infra-red : skin burns

The electromagnetic spectrum

3.9 understand that light is part of a continuous electromagnetic spectrum which includes radio, microwave, infra-red, visible, ultraviolet, Xray and gamma ray radiations and that all these waves travel at the same speed in free space 3.10 recall the order of the electromagnetic spectrum in decreasing wavelength and increasing frequency, including the colours of the visible spectrum 3.11 recall some of the uses of electromagnetic radiations, including radio waves: broadcasting and communications microwaves: cooking and satellite transmissions infra-red: heaters and night vision equipment visible light: optical fibres and photography ultraviolet: fluorescent lamps X-rays: observing the internal structure of objects and materials and medical applications gamma rays: sterilising food and medical equipment 3.12 recall the detrimental effects of excessive exposure of the human body to electromagnetic waves, including microwaves : internal heating of body tissue infra-red : skin burns

exposure of the human body to electromagnetic waves of increasing frequencies including: microwaves: internal heating of body tissue infra-red: skin burns ultraviolet: damage to surface cells and blindness gamma rays: cancer, mutation (P3.15)

ultraviolet : damage to surface cells and blindness gamma rays : cancer, mutation (P3.11).

ultraviolet : damage to surface cells and blindness gamma rays : cancer, mutation

(d) Light and sound

recall that light waves are transverse waves which can be reflected and refracted (P3.12) recall that the angle of incidence equals the angle of reflection (P3.13) construct ray diagrams to illustrate the formation of a virtual image in a plane mirror (P3.14) describe experiments to investigate the refraction of light, using rectangular blocks, semicircular blocks and triangular prisms (P3.15) recall and use the relationship between refractive index, angle of incidence and angle of refraction describe an experiment to determine the refractive index of glass, using a glass block (P3.17) describe the role of total internal reflection in transmitting information along optical fibres and in prisms (P3.18) recall the meaning of critical angle c (P3.19) recall and use the relationship between critical angle and refractive index

Light and sound

3.13 recall that light waves are transverse waves which can be reflected, refracted and diffracted 3.14 recall that the angle of incidence equals the angle of reflection 3.15 construct ray diagrams to illustrate the formation of a virtual image in a plane mirror 3.16 describe experiments to investigate the refraction of light, using rectangular blocks, semicircular blocks and triangular prisms 3.17 recall and use the relationship between refractive index, angle of incidence and angle of refraction 3.18 describe an experiment to determine the refractive index of glass, using a glass block 3.19 describe the role of total internal reflection in transmitting information along optical fibres and in prisms 3.20 recall the meaning of critical angle c 3.21 recall and use the relationship between critical angle and refractive index 3.22 understand the difference between analogue and digital signals

Light and sound

recall that light waves are transverse waves which can be reflected, refracted and diffracted (P3.16)

describe the role of total internal reflection in transmitting information along optical fibres and in prisms (P3.17)

understand the difference between analogue and digital signals (P3.18) describe how digital signals can carry more information (P3.19) recall that sound waves are longitudinal waves which can be reflected, refracted and diffracted (P3.20) recall that the frequency range for human

recall that sound waves are longitudinal waves which can be reflected (P3.21) recall that the frequency range for human hearing is 20 Hz 20 000 Hz (P3.22)

3.23 recall that sound waves are longitudinal waves which can be reflected, refracted and diffracted 3.24 recall that the frequency range for human hearing is 20 Hz 20 000 Hz

hearing is 20 Hz 20 000 Hz (P3.21) understand the nature of ultrasound as highfrequency sound and its applications in scanning, cleaning and range or direction finding (P3.22)

describe how to measure the speed of sound in air by a simple direct method (P3.23).

3.25 describe how to measure the speed of sound in air by a simple direct method 3.26 understand how an oscilloscope and microphone can be used to display a sound wave 3.27 use an oscilloscope to determine the frequency of a sound wave and appreciate that the pitch of a sound depends on the frequency of vibration 3.28 appreciate that the pitch of a sound depends on the frequency of vibration of the source 3.29 appreciate that the loudness of a sound depends on the amplitude of vibration

P4: Energy resources and energy transfer

4. Energy resources and energy transfer

Units Energy transfer Work and power Energy resources and electricity generation

Energy Resources & Energy transfer

Units Energy transfer Energy resources and electricity generation

(a) Units
use the following units: kilogram (kg), joule (J), metre (m), metre/second (m/s), metre/second2 (m/s2), newton (N), second (s), watt (W) (P4.1).

Units
4.1 use the following units: kilogram (kg), joule (J), metre (m), metre/second (m/s), metre/second2 (m/s2), newton (N), second (s), watt (W)

Units
use the following units: degree Celsius (oC), joule (J), newton (N), watt (W), kilowatt (kW), megawatt (MW) (P5.01) Energy transfer describe energy transfers involving the following forms of energy: thermal, light, electrical, sound, movement (kinetic), chemical, nuclear and potential (elastic and gravitational) (P5.02)

(b) Energy transfer

describe energy transfers involving the following forms of energy: thermal (heat), light, electrical, sound, kinetic, chemical, nuclear and potential (elastic and gravitational) (P4.2) understand that energy is conserved (P4.3) recall and use the relationship efficiency = useful energy output/total output energy (P4.4) describe a variety of everyday and scientific

Energy transfer
4.2 describe energy transfers involving the following forms of energy: thermal (heat), light, electrical, sound, kinetic, chemical, nuclear and potential (elastic and gravitational) 4.3 understand that energy is conserved 4.4 recall and use the relationship efficiency = useful output energy /totaloutput energy 4.5 describe a variety of everyday and scientific

understand that energy is conserved (P5.03) recall that efficiency is the proportion of energy transferred to useful work and apply this to everyday situations (P5.04) describe a variety of everyday and scientific devices and situations explaining the fate of the input energy in the above terms, including their representation by flow diagrams (Sankey diagrams) (P5.05) describe how insulation is used to reduce energy transfers from buildings and the human body (P5.06) understand that many insulating materials make use of the insulating properties of air that is not free to form convection currents (P5.07)

devices and situations, explaining the fate of the input energy in terms of the above relationship, including their representation by flow diagrams (P4.5) recall that energy transfer may take place by conduction, convection and radiation (P4.6) describe the role of convection in everyday phenomena (P4.7) describe how insulation is used to reduce energy transfers from buildings and the human body (P4.8).

devices and situations, explaining the fate of the input energy in terms of the above relationship, including their representation by flow diagrams 4.6 recall that energy transfer may take place by conduction, convection and radiation 4.7 describe the role of convection in everyday phenomena 4.8 describe how insulation is used to reduce energy transfers from buildings and the human body

(c) Work and power

recall and use the relationship between work, force and distance moved (P4.9) work done = force distance moved in the direction of the force W = F d (P4.10) understand that work done is equal to energy transferred (P4.11) recall and use the relationships: gravitational potential energy = mass g height GPE = m g h kinetic energy = mass speed2 KE = m v2 (P4.12) understand how conservation of energy produces a link between potential energy, kinetic energy and work (P4.13) describe power as the rate of transfer of energy or the rate of doing work (P4.14) use the relationship between power, work done (energy transferred) and time taken power = work done / time taken ; P = W / t(P4.15) (d) Energy resources and electricity generation understand the energy transfers involved in generating electricity using: wind water geothermal resources

Work and power

4.9 recall and use the relationship between work, force and distance moved in the direction of the force work done = force distance moved W=Fd 4.10 understand that work done is equal to energy transferred 4.11 recall and use the relationships: gravitational potential energy = mass g height GPE = m g h kinetic energy = mass speed2 KE = m v2 4.12 understand how conservation of energy produces a link between potential energy, kinetic energy and work 4.13 describe power as the rate of transfer of energy or the rate of doing work 4.14 use the relationship between power, work done (energy transferred) and time taken. (energy transferred) and time taken power = work done / time taken ; P = W / t

(c) Work and power

recall and use the quantitative relationship between work, force and distance moved in the direction of the force: work done = force distance moved W = F d (P5.08) understand that work done is equal to energy transferred (P5.09) recall and use the quantitative relationships: gravitational potential energy = mass g height GPE = m g h kinetic energy = mass speed2 KE = m v2 (P5.10) understand how conservation of energy produces a quantitative link between potential energy, kinetic energy and work (P5.11) describe power as the rate of transfer of energy or the rate of doing work (P5.12) use the quantitative relationship between power, work done (energy transferred) and time taken: power = work done / time taken ; P = W / t power = work done / time taken ; P = W / t

Energy resources and electricity generation

4.15 understand the energy transfers involved in generating electricity using: wind water geothermal resources

(P5.13)

Energy resources and electricity generation

understand a range of energy transfer chains illustrating the environmental implications of generating electricity, including: the use of wind and water geothermal resources solar heating systems and electricity production through solar cells fossil fuel reserves nuclear power (P5.14) describe the advantages and disadvantages of methods of large scale electricity production using a variety of renewable and non-renewable resources (P5.15)

solar heating systems solar cells fossil fuels nuclear power (P4.16).

solar heating systems solar cells fossil fuels nuclear power 4.16 describe the advantages and disadvantages of methods of large-scale electricity production from various renewable and nonrenewable resources

P2: (Electricity and) electromagnetism

6. Magnetism and electromagnetism

Units Magnetism Electromagnetism Electromagnetic induction

Units
6.1 use the following units: ampere (A), volt (V), watt (W)

(d) Magnetism

Magnetism
6.2 recall that magnets repel and attract other magnets, and attract magnetic substances 6.3 recall the properties of magnetically hard and soft materials 6.4 understand the term magnetic field line 6.5 understand that magnetism is induced in some materials when they are placed in a magnetic field ) 6.6 sketch and recognise the magnetic field pattern for a permanent bar magnet and that between two bar magnets 6.7 know how to use two permanent magnets to produce a uniform magnetic field pattern

understand the term magnetic field line (P2.19)

Electromagnetism
recall that an electric current in a conductor produces a magnetic field round it (P2.20)

Electromagnetism
6.8 recall that an electric current in a conductor produces a magnetic field round it 6.9 describe the construction of electromagnets 6.10 sketch and recognise magnetic field patterns for a straight wire, a flat circular coil and a

Electromagnetism recall that a force is exerted on a currentcarrying wire in a magnetic field, and, how this effect is applied in simple d.c. electric motors and loudspeakers (P2.21) predict the direction of the resulting force when a wire carries a current perpendicular to a magnetic field (P2.22) recall that the force on a current-carrying conductor in a magnetic field increases with the strength of the field and with the current (P2.23).

recall that a force is exerted on a current-carrying wire in a magnetic field, and, how this effect is applied in simple d.c. electric motors and loudspeakers (P1.28) understand that when a wire carrying a current is perpendicular to a magnetic field the resulting force is perpendicular to both (P1.29)

solenoid when each is carrying a current 6.11 appreciate that there is a force on a charged particle when it moves in a magnetic field as long as its motion is not parallel to the field 6.12 recall that a force is exerted on a currentcarrying wire in a magnetic field, and, how this effect is applied in simple d.c. electric motors and loudspeakers 6.13 predict the direction of the resulting force when a wire carries a current perpendicular to a magnetic field 6.14 recall that the force on a current-carrying conductor in a magnetic field increases with the strength of the field and with the current

(e) Electromagnetic induction

recall that a voltage is induced in a conductor when it moves through a magnetic field or when a magnetic field changes through a coil; also recall the factors which affect the size of the induced voltage (P2.24) describe the generation of electricity by the rotation of a magnet within a coil of wire and of a coil of wire within a magnetic field; also describe the factors which affect the size of the induced voltage (P2.25).

Electromagnetic induction
6.15 recall that a voltage is induced in a conductor when it moves through a magnetic field or when a magnetic field changes through a coil; also recall the factors which affect the size of the induced voltage 6.16 describe the generation of electricity by the rotation of a magnet within a coil of wire and of a coil of wire within a magnetic field; also describe the factors which affect the size of the induced voltage 6.17 recall the structure of a transformer, and understand that a transformer changes the size of an alternating voltage by having different numbers of turns on the input and output sides 6.18 explain the use of step-up and step-down transformers in the large-scale generation and transmission of electrical energy 6.19 recall and use the relationship between input (primary) and output (secondary) voltages and the turns ratio for a transformer 6.20 recall and use the relationship input power = output power

Electromagnetic induction recall that a voltage is induced in a conductor when it moves through a magnetic field or when a magnetic field changes through a coil; also recall the factors which affect the size of the induced voltage (P1.30) describe the generation of electricity by the rotation of a magnet within a coil of wire and of a coil of wire within a magnetic field and the factors which affect the size of the induced voltage (P1.31) recall the structure of a transformer, and understand that a transformer changes the size of an alternating voltage by having different numbers of turns on the input and output sides (P1.32)

describe the use of step-up and step-down transformers in the large-scale transmission of electrical energy (P1.33) recall and use the quantitative relationship between input (primary) and output (secondary) voltages and the turns ratio for a transformer (P1.34)

VP IP = VS IS for 100% efficiency

P6: Radioactivity and particles

7. Radioactivity and particles

Units Radioactivity Particles

(a) Units use the following units: becquerel (Bq), centimetre (cm), hour (h), minute (min), second(s) (P6.1).

Units
7.1 use the following units: becquerel (Bq), centimetre (cm), hour (h), minute (min),second (s)

Radioactivity
Units Radioactivity Units use the following unit: becquerel (Bq) (P6.01)

Radioactivity
describe the structure of an atom in terms of protons, neutrons and electrons and use symbols such as 14 6C to describe particular nuclei (P6.02) understand the terms atomic (proton) number and mass (nucleon) number and explain the existence of isotopes (P6.03) understand that alpha and beta particles and gamma rays are ionising radiations emitted from unstable nuclei in a random process (P6.04) describe the nature of alpha and beta particles and gamma rays and recall that they may be distinguished in terms of penetrating power and ionising ability(P6.05) describe the effects on the atomic and mass numbers of a nucleus of the emission of each of the three main types of radiation and understand how to complete balanced nuclear equations (P6.06)

(b) Radioactivity describe the structure of an atom in terms of protons, neutrons and electrons and use symbols such as 14 6C to describe particular nuclei (P6.2) understand the terms atomic (proton) number, mass (nucleon) number and isotope (P6.3) understand that alpha and beta particles and gamma rays are ionising radiations emitted from unstable nuclei in a random process (P6.4) describe the nature of alpha and beta particles and gamma rays and recall that they may be distinguished in terms of penetrating power (P6.5) describe the effects on the atomic and mass numbers of a nucleus of the emission of each of the three main types of radiation (P6.6) understand how to complete balanced nuclear equations (P6.7) understand that ionising radiations can be detected using a photographic film or a Geiger-Muller detector (P6.8) recall the sources of background radiation (P6.9)

Radioactivity
7.2 describe the structure of an atom in terms of protons, neutrons and electrons and use symbols such 14 6C as to describe particular nuclei 7.3 understand the terms atomic (proton) number, mass (nucleon) number and isotope 7.4 understand that alpha and beta particles and gamma rays are ionising radiations emitted from unstable nuclei in a random process 7.5 describe the nature of alpha and beta particles and gamma rays and recall that they may be distinguished in terms of penetrating power 7.6 describe the effects on the atomic and mass numbers of a nucleus of the emission of each of the three main types of radiation 7.7 understand how to complete balanced nuclear equations 7.8 understand that ionising radiations can be detected using a photographic film or a Geiger-Muller detector 7.9 recall the sources of background radiation

7.10 understand that the activity of a radioactive source decreases over a period of time and is measured in becquerels

understand that ionising radiation can be detected using a photographic film or a Geiger-Mller detector (P6.07) recall the existence of background radiation from the Earth and from space, including the regional variations in the United Kingdom, eg because of radon gas released from rocks (P6.08) understand that the activity of a radioactive source decreases over a period of time and is measured in becquerels (P6.09)

7.11 recall the term half-life and understand that it is different for different radioactive isotopes 7.12 use the concept of half-life to carry out simple calculations on activity 7.13 describe the uses of radioactivity in medical and non-medical tracers, in radiotherapy and in the radioactive dating of archaeological specimens and rocks

describe the uses of radioactivity in medical and non-medical tracers, in radiotherapy and in the radioactive dating of archaeological specimens and rocks (P6.12) describe the dangers of ionising radiations including: radiation can cause mutations in living organisms radiation can damage cells and tissue the problems arising in the disposal of radioactive waste (P6.13) ideas

P5: Solids, liquids and gases 5. Solids, liquids and gases

Units Density and pressure Change of state Ideal gas molecules

(a) Units
use the following units: degrees Celsius (oC), joule (J), kelvin (K), kilogram (kg), kilogram/metre3 (kg/m3), metre (m), metre2 (m2 ), metre3 (m3), metre/second (m/s), metre/second2 (m/s2 ), newton (N), pascal (Pa) (P5.1).

Units
5.1 use the following units : degrees Celsius (oC), kelvin (K), joule (J), kilogram (kg), kilogram/metre 3 (kg/m3), metre (m), metre2 (m2 ), metre3 (m3), metre/second (m/s), metre/second2 (m/s2 ), newton (N), pascal (Pa)

(b) Density and pressure

recall and use the relationship between density, mass and volume. density = mass / volume.(P5.2)

Density and pressure

5.2 recall and use the relationship between density, mass and volume. density = mass

 describe how to determine density using direct measurements of mass and volume (P5.3) recall and use the relationship between pressure, force and area: pressure = Force / area understand that the pressure at a point in a gas or liquid which is at rest acts equally in all directions (P5.5).

/volume. 5.3 describe how to determine density using direct measurements of mass and volume 5.4 recall and use the relationship between pressure, force and area: pressure = force / area. 5.5 understand that the pressure at a point in a gas or liquid which is at rest acts equally in all directions 5.6 recall and use the relationship for pressure difference: pressure difference = height density g

Change of state (NOTE: This section is covered in Chemistry section)

5.7 understand that a substance can change state from solid to liquid by the process of melting 5.8 understand that a substance can change state from liquid to gas by the process of evaporation or boiling 5.9 recall that particles in a liquid have a random motion within a close-packed structure 5.10 recall that particles in a solid vibrate about fixed positions within a close-packed regular structure

(c) Ideal gas molecules

understand the significance of Brownian motion (P5.6) recall that molecules in a gas have a random motion & that they exert a force & hence a pressure on the walls of the container (P5.7) understand that there is an absolute zero of temperature which is 273 oC (P5.8) describe the kelvin scale of temperature and be able to convert between the kelvin and Celsius scales (P5.9) understand that an increase in temperature results in an increase in the speed of gas

Ideal gas molecules

5.11 understand the significance of Brownian motion 5.12 recall that molecules in a gas have a random motion and that they exert a force and hence a pressure on the walls of the container 5.13 understand that there is an absolute zero of temperature which is 273 oC 5.14 describe the kelvin scale of temperature and be able to convert between the kelvin and Celsius scales 5.15 understand that an increase in temperature results in an increase in the speed of gas molecules

Recall that particles in a gas have a random motion and that they exert a force on the walls of the container. (P2.19)

molecules (P5.10) describe the qualitative relationship between pressure and kelvin temperature for a gas in a sealed container (P5.11)

use the relationship between pressure and volume of a fixed mass of gas at constant temperature p1V1 = p2V2 (P5.12)

5.16 understand that the kelvin temperature of the gas is proportional to the average kinetic energy of its molecules 5.17 describe the qualitative relationship between pressure and kelvin temperature for a gas in a sealed container 5.18 use the relationship between the pressure and kelvin temperature of a fixed mass of gas at constant volume 5.19 use the relationship between pressure and volume of a fixed mass of gas at constant temperature p1V1 = p2V2

understand the relationship between the pressure and volume of a fixed mass of gas at constant temperature and use the quantitative relationship P1 x V1 = P2 x V2 (P2.20)

Earth & Beyond

The Solar system The rest of the Universe The Solar system interpret physical data on the planets, particularly with regard to their masses and their orbits in the Solar system (P4.01) describe the differences between the orbits of a planet and a moon, and also of a comet, and describe the different types of orbit of satellites around the Earth (P4.02) understand that the movements and orbits of planets and moons, and of comets and satellites, are determined by gravitational forces (P4.03)

The rest of the Universe recall that the Sun is one of many millions of stars in a huge group called the Milky Way galaxy (P4.04) describe the Universe as a system consisting of an enormous number of galaxies and be aware of the search for evidence of extraterrestrial life (P4.05) describe how stars form from very large clouds of hydrogen, helium and dust which collapse under the influence of gravity so that the core becomes hot enough for nuclear reactions to begin (P4.06) recall that small stars, like the Sun, eventually become red giants and later become white dwarfs (P4.07) describe the Big Bang theory of the origin of the Universe and consider other theories such as the steady state theory (P4.08) recall evidence for the Big Bang theory, including the different red shifts of light from distant galaxies and the background microwave radiation (P4.09) explain how the future of the Universe depends on the amount of mass present (P4.10)