syllabus

1. Introduction...............................................................
...................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge O Level?
1.3 Why choose Cambridge O Level Physics?
1.4 How can I find out more?
2. Assessment at a glance ....................................................
.............................................. 5
3. Syllabus aims and assessment objectives ...................................
................................... 7
3.1 Aims
3.2 Assessment objectives
3.3 Weighting of assessment objectives
3.4 Nomenclature, units and significant figures
4. Syllabus content...........................................................
................................................. 10
Section I: General Physics Section II: Newtonian Mechanics Section III: Energy
and Thermal Physics Section IV: Waves
Section V: Electricity and Magnetism
Section VI: Atomic Physics
5. Practical assessment ......................................................
.............................................. 29
5.1 Paper 3: Practical Test
5.2 Paper 4: Alternative to Practical
6. Appendix...................................................................
.................................................... 33
6.1 Summary of key quantities, symbols and units
6.2 Glossary of terms used in science papers
7.
Additional information ...................................................
................................................ 36
7.1 Guided learning hours
7.2 Recommended prior learning
7.3 Progression
7.4 Component codes
7.5 Grading and reporting
7.6 Access
7.7 Support and resources
Introduction

1.

Introduction

1.1

Why choose Cambridge?

University of Cambridge International Examinations is the worlds largest provide

r of international education programmes and qualifications for 5 to 19 year olds
. We are part of the University of Cambridge, trusted for excellence in educat

ion. Our qualifications are recognised by the worlds universities and employers.
Developed for an international audience
Cambridge O Levels have been designed for an international audience and are sens
itive to the needs of different countries. These qualifications are designed for
students whose first language may not be English and this is acknowledged throu
ghout the examination process. The Cambridge O Level syllabus also allows teach
ing to be placed in a localised context, making it relevant in varying regions
.
Recognition
Every year, thousands of learners gain the Cambridge qualifications they need to
enter the worlds universities.
Cambridge O Level is internationally recognised by schools, universities and em
ployers as equivalent to UK GCSE. Learn more at www.cie.org.uk/recognition
Excellence in education
We understand education. We work with over 9000 schools in over 160 countries wh
o offer our programmes and qualifications. Understanding learners needs around t
he world means listening
carefully to our community of schools, and we are pleased that 98% of Cambridg
e schools say they would recommend us to other schools.
Our mission is to provide excellence in education, and our vision is that Cambr
idge learners become confident, responsible, innovative and engaged.
Cambridge programmes and qualifications help Cambridge learners to become:

confident in working with information and ideas their own and those of others
responsible for themselves, responsive to and respectful of others
innovative and equipped for new and future challenges
engaged intellectually and socially, ready to make a difference

Support in the classroom

We provide a world-class support service for Cambridge teachers and exams office
rs. We offer a wide range of teacher materials to Cambridge schools, plus teach
er training (online and face-to-face), expert advice and learner-support materia
ls. Exams officers can trust in reliable, efficient administration of exams
entry and excellent, personal support from our customer services. Learn more at
www.cie.org.uk/teachers
Not-for-profit, part of the University of Cambridge
We are a part of Cambridge Assessment, a department of the University of Cambri
dge and a not-for-profit organisation.
We invest constantly in research and development to improve our programmes and
qualifications.

Cambridge O Level Physics 5054

Introduction

1.2

Why choose Cambridge O Level?

Cambridge helps your school improve learners performance. Learners develop no

t only knowledge and understanding, but also skills in creative thinking, enquir
y and problem solving, helping them to perform well and prepare for the next sta
ge of their education.
Schools worldwide have helped develop Cambridge O Levels, which provide an exce
llent preparation for
Cambridge International AS and A Levels.
Cambridge O Level incorporates the best in international education for learners
at this level. It develops in line with changing needs, and we update and exten
d it regularly.

1.3

Why choose Cambridge O Level Physics?

Cambridge O Levels are established qualifications that keep pace with educatio
nal developments and trends. The Cambridge O Level curriculum places emphasis o
n broad and balanced study across a
wide range of subject areas. The curriculum is structured so that students at
tain both practical skills and
theoretical knowledge.
Cambridge O Level Physics is recognised by universities and employers throughout
the world as proof
of knowledge and understanding. Successful Cambridge O Level Physics 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 c
ontinue to develop, as a result of groups and individuals working together
an understanding that the study and practice of science are affected and lim
ited by social, economic, technological, ethical and cultural factors
an awareness that the application of science in everyday life may be both he
lpful 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, an
d 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, ini
tiative and inventiveness
an interest in, and care for, the environment
an excellent foundation for advanced study in pure sciences, in applied scien
ce or in science-dependent vocational courses.
Candidates may also study for a Cambridge O Level in a number of other science
subjects including chemistry and biology. In addition to Cambridge O Levels,
Cambridge also offers Cambridge IGCSE and Cambridge International AS & A Levels

for further study in both physics as well as other science subjects.

See www.cie.org.uk for a full list of the qualifications you can take.

Cambridge O Level Physics 5054

Introduction

1.4

How can I find out more?

If you are already a Cambridge school

You can make entries for this qualification through your usual channels. If yo
u have any questions, please contact us at international@cie.org.uk
If you are not yet a Cambridge school
Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/star
tcambridge.
Email us at international@cie.org.uk to find out how your organisation can becom
e a Cambridge school.

4
Cambridge O Level Physics 5054
Assessment at a glance

2.

Assessment at a glance

For the Cambridge O Level in physics, candidates take three components: Paper
1 and Paper 2 and either
Paper 3 or Paper 4.
Paper 1: Multiple Choice
1 hour
40 compulsory multiple-choice questions of the direct choice type.
ons involve four response items.
40 marks
Paper 2: Theory
1 hour 45 minutes

The questi

This paper has two sections:

Section A has a small number of compulsory, structured questions of variable mar
k value. 45 marks in total are available for this section.
Section B has three questions. Each question is worth 15 marks. Candidates mu
st answer two
questions from this section.
There is no compulsory question on Section 25 of the syllabus (Electronic syste
ms). Questions
set on topics within Section 25 appear only in Paper 2 and are always set as a
n alternative within a question.
75 marks
Paper 3: Practical Test
ternative to Practical

2 hours

Paper 4: Al

1 hour

This paper has two sections.

Section A has three compulsory questions each carrying five marks and each of
20 minutes duration.
Section B has one question of 15 marks and is of one hours duration.
30 marks
A written paper of compulsory short-answer and structured questions designed to
test familiarity with laboratory practical procedures.

30 marks
Availability
This syllabus is examined in the May/June examination series and the October/No
vember examination series.
This syllabus is available to private candidates. However, it is expected that
private candidates learn in an environment where practical work is an integral
part of the course. Candidates will not be able to perform well in this assessm
ent or successfully progress to further study without this necessary and impor
tant aspect of science education.
Cambridge O Levels are available to Centres in Administrative Zones 3, 4 and 5.
Centres in Administrative Zones 1, 2 or 6 wishing to enter candidates for Ca
mbridge O Level examinations should contact Cambridge Customer Services.

Cambridge O Level Physics 5054

Assessment at a glance

Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other C
ambridge syllabus, except:

syllabuses with the same title at the same level

0652 Cambridge IGCSE Physical Science
0653 Cambridge IGCSE Combined Science
0654 Cambridge IGCSE Co-ordinated Sciences (Double)
5129 Cambridge O Level Combined Science

Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Cert
ificates and Cambridge
O Level syllabuses are at the same level.

6
Cambridge O Level Physics 5054
Syllabus aims and assessment objectives

3.

Syllabus aims and assessment objectives

3.1

Aims

The aims of the syllabus, which are not listed in order of priority, are to:
1.
provide, through well-designed studies of experimental and practical scie
nce, a worthwhile educational experience for all candidates, whether or not they
go on to study science beyond this level and, in particular, to enable them t
o acquire sufficient understanding and knowledge
1.1 to become confident citizens in a technological world, able to take or dev
elop an informed interest in matters of scientific import;
1.2 to recognise the usefulness, and limitations, of scientific method and to
appreciate its applicability in other disciplines and in everyday life;
1.3 to be suitably prepared for studies beyond Cambridge O Level in pure scienc
es, in applied sciences or in science-dependent vocational courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of science;
2.2 are useful in everyday life;
2.3 encourage efficient and safe practice;
2.4 encourage effective communication.
3. develop attitudes relevant to science such as
3.1 concern for accuracy and precision;
3.2 objectivity;
3.3 integrity;
3.4 enquiry;
3.5 initiative;
3.6 inventiveness.
4. stimulate interest in and care for the local and global environment.
5. promote an awareness that:
5.1 the study and practice of science are co-operative and cumulative activiti
es, that are subject to social, economic, technological, ethical and cultural i
nfluences and limitations;
5.2 the applications of sciences may be both beneficial and detrimental to the
individual, the community and the environment.

Cambridge O Level Physics 5054

Syllabus aims and assessment objectives

3.2

Assessment objectives

The assessment objectives describe the knowledge, skills and abilities that can
didates are expected to demonstrate at the end of the course. They reflect thos
e aspects of the aims that are assessed.
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge with understanding in relati
on to:
1.
scientific phenomena, facts, laws, definitions, concepts, theories;
2. scientific vocabulary, terminology, conventions (including symbols, quant
ities and units);
3. scientific instruments and apparatus, including techniques of operation an
d aspects of safety;
4. scientific quantities and their determination;
5. scientific and technological applications with their social, economic and
environmental implications.
The subject content defines the factual knowledge that candidates may be requir
ed to recall and explain. Questions testing these objectives will often begin w
ith one of the following words: define, state, describe, explain or outline (see
the glossary of terms in section 6.2).
AO2 Handling information and solving problems
Candidates should be able using visual, aural and written (including symbolic,
diagrammatic, graphical and numerical) information to:
1.
locate, select, organise and present information from a variety of source
s, including everyday experience;
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.
6.
7.

present reasoned explanations for phenomena, patterns and relationships;

make predictions and hypotheses;
solve problems.

These assessment objectives cannot readily be fully specified in the syllabus c

ontent. Questions testing skills in physics may be based on information (given
in the question paper) that is unfamiliar to the candidates or is based on ever
yday experience. In answering such questions, candidates are required
to use principles and concepts that are within the syllabus and to apply th
em in a logical manner. Questions testing these objectives will often begin wit
h one of the following words: predict, suggest, calculate or determine (see the
glossary of terms in section 6.2).
AO3 Experimental skills and investigations
Candidates should be able to:
1.
follow instructions;
2. carry out techniques, use apparatus, handle measuring devices and materia
ls effectively and safely;
3. make and record observations, measurements and estimates with due regard
to precision, accuracy and units;
4. interpret, evaluate and report upon observations and experimental data;
5. identify problems, plan and carry out investigations, including the selecti
on of techniques, apparatus, measuring devices and materials;
6. evaluate methods and suggest possible improvements.

8
Cambridge O Level Physics 5054
Syllabus aims and assessment objectives

3.3

Weighting of assessment objectives

Theory papers (Papers 1 and 2)

AO1 Knowledge with understanding is weighted at approximately 65% of the marks
for each paper, with approximately half allocated to recall.
AO2 Handling information and solving problems is weighted at approximately 35%
of the marks for each paper.
Practical assessment (Papers 3 and 4)
This is designed to test appropriate skills in assessment objective AO3 and will
carry approximately 20% of the marks for the qualification.

3.4

Nomenclature, units and significant figures

Nomenclature
The proposals in Signs, Symbols and Systematics (The Association for Science Educ
ation Companion
to 16 19 Science, 2000) will generally be adopted. In accordance with current AS

E convention, decimal markers in examination papers will be a single dot on the

line. Candidates are expected to follow this convention in their answers.
Reference should also be made to the summary of key quantities, symbols and uni
ts in section 6.1.
It is intended that, in order to avoid difficulties arising out of the use of
l as the symbol for litre, use of dm3 in place of l or litre will be made.
Units, significant figures
Candidates should be aware that misuse of units and/or significant figures,
e.g. failure to quote units where necessary, the inclusion of units in quantiti
es defined as ratios or quoting answers to an inappropriate number of signific
ant figures, is liable to be penalised.

Cambridge O Level Physics 5054

Syllabus content

4.

Syllabus content

Certain learning outcomes of the syllabus have been marked with an asterisk (*)
to indicate the possibility of the application of IT.

Section I: General Physics

1.

Physical Quantities, Units and Measurement

Content
1.1 Scalars and vectors
1.2 Measurement techniques
1.3 Units and symbols
Learning outcomes
Candidates should be able to:
(a) define the terms scalar and vector.
(b) determine the resultant of two vectors by a graphical method.
(c) list the vectors and scalars from distance, displacement, length, speed, v
elocity, time, acceleration, mass and force.
(d) describe how to measure a variety of lengths with appropriate accuracy usin
g tapes, rules, micrometers and calipers using a vernier as necessary.
(e) describe how to measure a variety of time intervals using clocks and stopw
atches.
(f) recognise and use the conventions and symbols contained in Signs, Symbols
and Systematics, Association for Science Education, 2000.

10
Cambridge O Level Physics 5054
Syllabus content

Section II: Newtonian Mechanics

2.

Kinematics

Content
2.1 Speed, velocity and acceleration
2.2 Graphical analysis of motion
2.3 Free-fall
Learning outcomes
Candidates should be able to:
(a) state what is meant by speed and velocity.
(b) calculate average speed using distance travelled/time taken.
(c) state what is meant by uniform acceleration and calculate the value of an
acceleration using change in velocity/time taken.
(d) discuss non-uniform acceleration.
(e) *plot and *interpret speed-time and distance-time graphs.
(f) *recognise from the shape of a speed-time graph when a body is
(1) at rest,
(2) moving with uniform speed,
(3) moving with uniform acceleration,
(4) moving with non-uniform acceleration.
(g) calculate the area under a speed-time graph to determine the distance trav
elled for motion with uniform speed or uniform acceleration.
(h) state that the acceleration of free-fall for a body near to the Earth is c
onstant and is approximately
10 m / s2.
(i)
describe qualitatively the motion of bodies with constant weight falling
with and without air resistance
(including reference to terminal velocity).

Cambridge O Level Physics 5054

Syllabus content

3.

11

Dynamics

Content
3.1 Balanced and unbalanced forces
3.2 Friction
3.3 Circular motion
Learning outcomes Candidates should be able to: (a) state Newtons third law.
(b) describe the effect of balanced and unbalanced forces on a body.
(c) describe the ways in which a force may change the motion of a body.
(d) do calculations using the equation force = mass acceleration.
(e) explain the effects of friction on the motion of a body.
(f) discuss the effect of friction on the motion of a vehicle in the context
of tyre surface, road conditions
(including skidding), braking force, braking distance, thinking distance and st
opping distance.
(g) describe qualitatively motion in a circular path due to a constant perpend
icular force, including electrostatic forces on an electron in an atom and gra
vitational forces on a satellite. (F = mv 2 /r is not required.)
(h) discuss how ideas of circular motion are related to the motion of planets
in the solar system.
4.

Mass, Weight and Density

Content
4.1 Mass and weight
4.2 Gravitational fields
4.3 Density
Learning outcomes
Candidates should be able to:
(a) state that mass is a measure of the amount of substance in a body.
(b) state that the mass of a body resists change from its state of rest or mo

tion.
(c) state that a gravitational field is a region in which a mass experiences
a force due to gravitational attraction.
(d) calculate weight from the equation weight = mass gravitational field streng
th. (e) explain that weights, and therefore masses, may be compared using a ba
lance. (f) describe how to measure mass and weight by using appropriate balanc
es.
(g) describe how to use a measuring cylinder to measure the volume of a liqui
d or solid.
(h) describe how to determine the density of a liquid, of a regularly shaped so
lid and of an irregularly shaped solid which sinks in water (volume by displacem
ent).
(i)
make calculations using the formula density = mass/volume.

12
Cambridge O Level Physics 5054
Syllabus content

5.

Turning Effect of Forces

Content
5.1 Moments
5.2 Centre of mass
5.3 Stability
Learning outcomes
Candidates should be able to:
(a) describe the moment of a force in terms of its turning effect and relate th
is to everyday examples.
(b) state the principle of moments for a body in equilibrium.
(c) make calculations using moment of a force = force perpendicular distance f
rom the pivot and the principle of moments.
(d) describe how to verify the principle of moments.
(e) describe how to determine the position of the centre of mass of a plane l
amina.
(f) describe qualitatively the effect of the position of the centre of mass o
n the stability of simple objects.
6.
Content

Deformation

6.1 Elastic deformation

Learning outcomes
Candidates should be able to:
(a) state that a force may produce a change in size and shape of a body.
(b) *plot, draw and interpret extension-load graphs for an elastic solid and d
escribe the associated experimental procedure.
(c) *recognise the significance of the term limit of proportionality for an elas
tic solid.
(d) calculate extensions for an elastic solid using proportionality.

Cambridge O Level Physics 5054

Syllabus content

7.

Pressure

Content
7.1 Pressure
7.2 Pressure changes
Learning outcomes

13

Candidates should be able to:

(a) define the term pressure in terms of force and area, and do calculations
using the equation
pressure = force/area.
(b) explain how pressure varies with force and area in the context of everyday
examples.
(c) describe how the height of a liquid column may be used to measure the atm
ospheric pressure.
(d) explain quantitatively how the pressure beneath a liquid surface changes wi
th depth and density of the liquid in appropriate examples.
(e) do calculations using the equation for hydrostatic pressure p = gh.
(f) desc ibe the use of a manomete in the measu ement of p essu e diffe ence
.
(g) desc ibe and explain the t ansmission of p essu e in hyd aulic systems with
pa ticula efe ence to the hyd aulic p ess and hyd aulic b akes on vehicles.
(h) desc ibe how a change in volume of a fixed mass of gas at constant tempe a
tu e is caused by a change in p essu e applied to the gas.
(i)
do calculations using p1V1 = p2V2.

14
Camb idge O Level Physics 5054
Syllabus content

Section III: Ene gy and The mal Physics

8.

Ene gy Sou ces and T ansfe

of Ene gy

Content
8.1
8.2
8.3
8.4
8.5

Ene gy fo ms
Majo sou ces of ene gy
Wo k
Efficiency
Powe

Lea ning outcomes

Candidates should be able to:
(a) list the diffe ent fo ms of ene gy with examples in which each fo m occu s
.
(b) state the p inciple of the conse vation of ene gy and apply this p inciple
to the conve sion of ene gy f om one fo m to anothe .
(c) state that kinetic ene gy is given by Ek = mv
and that g avitational potential ene gy is given by
EP = mgh, and use these equations in calculations.
(d) list enewable and non- enewable ene gy sou ces.
(e) desc ibe the p ocesses by which ene gy is conve ted f om one fo m to anothe
, including efe ence to
(1) chemical/fuel ene gy (a e-g ouping of atoms),
(2) hyd oelect ic gene ation (emphasising the mechanical ene gies involved), (3
) sola ene gy (nuclei of atoms in the Sun),
(4) nuclea ene gy,
(5) geothe mal ene gy, (6) wind ene gy.
(f) explain nuclea fusion and fission in te ms of ene gy- eleasing p ocesses.
(g) desc ibe the p ocess of elect icity gene ation and d aw a block diag am o
f the p ocess f om fuel input to elect icity output.
(h) discuss the envi onmental issues associated with powe gene ation.
(i)
calculate wo k done f om the fo mula wo k = fo ce distance moved in the
line of action of the fo ce.
(j)
calculate the efficiency of an ene gy conve sion using the fo mula effic
iency = ene gy conve ted to the equi ed fo m/total ene gy input.
(k) discuss the efficiency of ene gy conve sions in common use, pa ticula ly t
hose giving elect ical output.
(l)
discuss the usefulness of ene gy output f om a numbe of ene gy conve sio
ns.
(m) calculate powe f om the fo mula powe = wo k done/time taken.

Camb idge O Level Physics 5054

Syllabus content

9.

T ansfe

15

of The mal Ene gy

Content
9.1
9.2
9.3
9.4

Conduction
Convection
Radiation
Total t ansfe

Lea ning outcomes

Candidates should be able to:
(a) desc ibe how to distinguish between good and bad conducto s of heat.
(b) desc ibe, in te ms of the movement of molecules o f ee elect ons, how hea
t t ansfe occu s in solids.
(c) desc ibe convection in fluids in te ms of density changes.
(d) desc ibe the p ocess of heat t ansfe by adiation.
(e) desc ibe how to distinguish between good and bad emitte s and good and bad
abso be s of inf a- ed adiation.
(f) desc ibe how heat is t ansfe ed to o f om buildings and to o f om a
oom.
(g) state and explain the use of the impo tant p actical methods of the mal in
sulation fo buildings.
10.

Tempe atu e

Content
10.1 P inciples of the momet y
10.2 P actical the momete s
Lea ning outcomes
Candidates should be able to:
(a) explain how a physical p ope ty which va ies with tempe atu e may be used

fo the measu ement of tempe atu e and state examples of such p ope ties.
(b) explain the need fo fixed points and state what is meant by the ice poin
t and steam point.
(c) discuss sensitivity, ange and linea ity of the momete s.
(d) desc ibe the st uctu e and action of liquid-in-glass the momete s (includin
g clinical) and of a the mocouple the momete , showing an app eciation of its us
e fo measu ing high tempe atu es and those which va y apidly.

16
Camb idge O Level Physics 5054
Syllabus content

11.

The mal P ope ties of Matte

Content
11.1 Specific heat capacity
11.2 Melting and boiling
11.3 The mal expansion of solids, liquids and gases
Lea ning outcomes
Candidates should be able to:
(a) desc ibe a ise in tempe atu e of a body in te ms of an inc ease in its int
e nal ene gy ( andom the mal ene gy).
(b) define the te ms heat capacity and specific heat capacity.
(c) calculate heat t ansfe ed using the fo mula the mal ene gy = mass specif
ic heat capacity change in tempe atu e.
(d) desc ibe melting/solidification and boiling/condensation in te ms of ene gy
t ansfe without a change in tempe atu e.
(e) state the meaning of melting point and boiling point.
(f) explain the diffe ence between boiling and evapo ation.
(g) define the te ms latent heat and specific latent heat.
(h) explain latent heat in te ms of molecula behaviou .

(i)
calculate heat t ansfe ed in a change of state using the fo mula the ma
l ene gy = mass specific latent heat.
(j)
desc ibe qualitatively the the mal expansion of solids, liquids and gase
s.
(k) desc ibe the elative o de of magnitude of the expansion of solids, liqui
ds and gases.
(l)
list and explain some of the eve yday applications and consequences of th
e mal expansion.
(m) desc ibe qualitatively the effect of a change of tempe atu e on the volume
of a gas at constant p essu e.
12.

Kinetic Model of Matte

Content
12.1 States of matte
12.2 Molecula model
12.3 Evapo ation
Lea ning outcomes
Candidates should be able to:
(a) state the distinguishing p ope ties of solids, liquids and gases.
(b) desc ibe qualitatively the molecula st uctu e of solids, liquids and gase
s, elating thei p ope ties to the fo ces and distances between molecules and t
o the motion of the molecules.
(c) desc ibe the elationship between the motion of molecules and tempe atu e.
(d) explain the p essu e of a gas in te ms of the motion of its molecules.
(e) desc ibe evapo ation in te ms of the escape of mo e ene getic molecules f
om the su face of a liquid.
(f) desc ibe how tempe atu e, su face a ea and d aught ove a su face influenc
e evapo ation.
(g) explain that evapo ation causes cooling.

Camb idge O Level Physics 5054

Syllabus content

Section IV: Waves

13.

Gene al Wave P ope ties

Content
13.1 Desc ibing wave motion
13.2 Wave te ms
13.3 Wave behaviou

17

Lea ning outcomes

Candidates should be able to:
(a) desc ibe what is meant by wave motion as illust ated by vib ations in o
pes and sp ings and by expe iments using a ipple tank.
(b) state what is meant by the te m wavef ont.
(c) define the te ms speed, f equency, wavelength and amplitude and do calcula
tions using
velocity = f equency wavelength.
(d) desc ibe t ansve se and longitudinal waves in such a way as to illust ate
the diffe ences between them.
(e) desc ibe the use of a ipple tank to show
(1) eflection at a plane su face,
(2) ef action due to a change of speed at constant f equency.
(f) desc ibe simple expe iments to show the eflection and ef action of soun
d waves.

18
Camb idge O Level Physics 5054
Syllabus content

14.

Light

Content
14.1 Reflection of light
14.2 Ref action of light
14.3 Thin conve ging and dive ging lenses
Lea ning outcomes
Candidates should be able to:
(a) define the te ms used in eflection including no mal, angle of incidence a
nd angle of eflection.
(b) desc ibe an expe iment to illust ate the law of eflection.
(c) desc ibe an expe iment to find the position and cha acte istics of an opti
cal image fo med by a plane mi o .
(d) state that fo eflection, the angle of incidence is equal to the angle of
eflection and use this in const uctions, measu ements and calculations.
(e) define the te ms used in ef action including angle of incidence, angle of
ef action and ef active index.
(f) desc ibe expe iments to show ef action of light th ough glass blocks.
(g) do calculations using the equation sin i /sin
= constant. (h) define th
e te ms c itical angle and total inte nal eflection. (i)
desc ibe expe iment
s to show total inte nal
eflection.
(j)
desc ibe the use of optical fib es in telecommunications and state the a
dvantages of thei use.
(k) desc ibe the action of thin lenses (both conve ging and dive ging) on a bea
m of light.
(l)
define the te m focal length.
(m) *d aw ay diag ams to illust ate the fo mation of eal and vi tual images
of an object by a conve ging lens, and the fo mation of a vi tual image by a
dive ging lens.
(n) define the te m linea magnification and *d aw scale diag ams to dete m
ine the focal length needed fo pa ticula values of magnification (conve ging
lens only).
(o) desc ibe the use of a single lens as a magnifying glass and in a came a,
p ojecto and photog aphic enla ge and d aw ay diag ams to show how each fo
ms an image.
(p) d aw ay diag ams to show the fo mation of images in the no mal eye, a sho
t-sighted eye and a long-sighted eye.
(q) desc ibe the co ection of sho t-sight and long-sight.

Camb idge O Level Physics 5054

Syllabus content

15.

19

Elect omagnetic Spect um

Content
15.1 Dispe sion of light
15.2 P ope ties of elect omagnetic waves
15.3 Applications of elect omagnetic waves
Lea ning outcomes
Candidates should be able to:
(a) desc ibe the dispe sion of light as illust ated by the action on light of a
glass p ism.
(b) state the colou s of the spect um and explain how the colou s a e elated t
o f equency/wavelength.
(c) state that all elect omagnetic waves t avel with the same high speed in ai
and state the magnitude of that speed.
(d) desc ibe the main components of the elect omagnetic spect um.
(e) discuss the ole of the following components in the stated applications: (1
) adiowaves adio and television communications,
(2) mic owaves satellite television and telephone,
(3) inf a- ed household elect ical appliances, television cont olle s and int
ude ala ms, (4) light optical fib es in medical uses and telephone,
(5) ult a-violet sunbeds, fluo escent tubes and ste ilisation,
(6) X- ays hospital use in medical imaging and killing cance ous cells, and e
nginee ing applications such as detecting c acks in metal,
(7) gamma ays medical t eatment in killing cance ous cells, and enginee ing ap
plications such as detecting c acks in metal.

20
Camb idge O Level Physics 5054
Syllabus content

16.

Sound

Content
16.1 Sound waves
16.2 Speed of sound
16.3 Ult asound
Lea ning outcomes
Candidates should be able to:
(a) desc ibe the p oduction of sound by vib ating sou ces.
(b) desc ibe the longitudinal natu e of sound waves and desc ibe comp ession an
d a efaction.
(c) state the app oximate ange of audible f equencies.
(d) explain why a medium is equi ed in o de to t ansmit sound waves and desc
ibe an expe iment to demonst ate this.
(e) desc ibe a di ect method fo the dete mination of the speed of sound in ai
and make the necessa y calculation.
(f) state the o de of magnitude of the speeds of sound in ai , liquids and so
lids.
(g) explain how the loudness and pitch of sound waves elate to amplitude and f

equency.
(h) desc ibe how the eflection of sound may p oduce an echo.
(i)
desc ibe the facto s which influence the quality (timb e) of sound waves
and how these facto s may be demonst ated using a cathode- ay oscilloscope (c. .
o.).
(j)
define ult asound.
(k) desc ibe the uses of ult asound in cleaning, quality cont ol and p e-natal
scanning.

Camb idge O Level Physics 5054

Syllabus content

Section V: Elect icity and Magnetism

17.
Content

Magnetism and Elect omagnetism

21

17.1 Laws of magnetism

17.2 Magnetic p ope ties of matte
17.3 Elect omagnetism
Lea ning outcomes
Candidates should be able to:
(a) state the p ope ties of magnets.
(b) desc ibe induced magnetism.
(c) state the diffe ences between magnetic, non-magnetic and magnetised mate ia
ls.
(d) desc ibe elect ical methods of magnetisation and demagnetisation.
(e) desc ibe the plotting of magnetic field lines with a compass.
(f) state the diffe ences between the p ope ties of tempo a y magnets (e.g. i
on) and pe manent magnets
(e.g. steel).
(g) desc ibe uses of pe manent magnets and elect omagnets.
(h) explain the choice of mate ial fo , and use of, magnetic sc eening.
(i)
desc ibe the use of magnetic mate ials in audio/video tapes.
(j)
desc ibe the patte n of the magnetic field due to cu ents in st aight wi
es and in solenoids and state the effect on the magnetic field of changing the
magnitude and di ection of the cu ent.
(k) desc ibe applications of the magnetic effect of a cu ent in elays, ci cui
t-b eake s and loudspeake s.
18.

Static Elect icity

Content
18.1 Laws of elect ostatics
18.2 P inciples of elect ostatics
18.3 Applications of elect ostatics
Lea ning outcomes
Candidates should be able to:
(a) desc ibe expe iments to show elect ostatic cha ging by f iction.
(b) explain that cha ging of solids involves a movement of elect ons.
(c) state that the e a e positive and negative cha ges and that cha ge is me
asu ed in coulombs.
(d) state that unlike cha ges att act and like cha ges epel.
(e) desc ibe an elect ic field as a egion in which an elect ic cha ge expe i
ences a fo ce.
(f) state the di ection of lines of fo ce and desc ibe simple field patte ns
.
(g) desc ibe the sepa ation of cha ges by induction.
(h) discuss the diffe ences between elect ical conducto s and insulato s and s
tate examples of each.
(i)
state what is meant by ea thing a cha ged object.
(j)
desc ibe examples whe e cha ging could be a p oblem, e.g. lightning.
(k) desc ibe examples whe e cha ging is helpful, e.g. photocopie and elect o
static p ecipitato .

22
Camb idge O Level Physics 5054
Syllabus content

19.

Cu ent Elect icity

Content
19.1
19.2
19.3
19.4

Cu ent
Elect omotive fo ce
Potential diffe ence
Resistance

Lea ning outcomes

Candidates should be able to:
(a) state that a cu ent is a flow of cha ge and that cu ent is measu ed in
ampe es.
(b) do calculations using the equation cha ge = cu ent time.
(c) desc ibe the use of an ammete with diffe ent anges.
(d) explain that elect omotive fo ce (e.m.f.) is measu ed by the ene gy dissip
ated by a sou ce in d iving a unit cha ge a ound a complete ci cuit.
(e) state that e.m.f. is wo k done/cha ge.
(f) state that the volt is given by J / C.
(g) calculate the total e.m.f. whe e seve al sou ces a e a anged in se ies an
d discuss how this is used in the design of batte ies.
(h) discuss the advantage of making a batte y f om seve al equal voltage sou c
es of e.m.f. a anged in pa allel.
(i)
state that the potential diffe ence (p.d.) ac oss a ci cuit component is
measu ed in volts.
(j)
state that the p.d. ac oss a component in a ci cuit is given by the wo k
done in the component/cha ge passed th ough the component.
(k) desc ibe the use of a voltmete with diffe ent anges.
(l)
state that esistance = p.d./cu ent and use the equation esistance = v
oltage/cu ent in calculations.
(m) desc ibe an expe iment to measu e the esistance of a metallic conducto usi
ng a voltmete and an ammete and make the necessa y calculations.
(n) discuss the tempe atu e limitation on Ohms Law.
(o) *use quantitatively the p opo tionality between esistance and the length
and the c oss-sectional a ea of a wi e.
(p) calculate the net effect of a numbe of esisto s in se ies and in pa allel
.
(q) desc ibe the effect of tempe atu e inc ease on the esistance of a esisto
and a filament lamp and d aw the espective sketch g aphs of cu ent/voltage.
( ) desc ibe the ope ation of a light-dependent esisto .

Camb idge O Level Physics 5054

Syllabus content

20.

23

D.C. Ci cuits

Content
20.1 Cu ent and potential diffe ence in ci cuits
20.2 Se ies and pa allel ci cuits
Lea ning outcomes
Candidates should be able to:
(a) *d aw ci cuit diag ams with powe sou ces (cell, batte y o a.c. mains), s
witches (closed and open), esisto s (fixed and va iable), light-dependent esis
to s, the misto s, lamps, ammete s, voltmete s, magnetising coils, bells, fuses,
elays, light-emitting diodes and ectifying diodes.
(b) state that the cu ent at eve y point in a se ies ci cuit is the same, and
use this in calculations.
(c) state that the sum of the potential diffe ences in a se ies ci cuit is equ
al to the potential diffe ence ac oss the whole ci cuit and use this in calcul
ations.
(d) state that the cu ent f om the sou ce is the sum of the cu ents in the s
epa ate b anches of a pa allel ci cuit.
(e) do calculations on the whole ci cuit, ecalling and using fo mulae includi
ng R = V/ I and those fo potential diffe ences in se ies, esisto s in se ies a
nd esisto s in pa allel.
21.

P actical Elect icity

Content
21.1 Uses of elect icity
21.2 Dange s of elect icity
21.3 Safe use of elect icity in the home
Lea ning outcomes
Candidates should be able to:

(a) desc ibe the use of elect icity in heating, lighting and moto s.
(b) do calculations using the equations powe = voltage cu ent, and ene gy =
voltage cu ent time.
(c) calculate the cost of using elect ical appliances whe e the ene gy unit i
s the kW h.
(d) state the haza ds of damaged insulation, ove heating of cables and damp co
nditions.
(e) explain the use of fuses and ci cuit b eake s, and fuse atings and ci c
uit b eake settings.
(f) explain the need fo ea thing metal cases and fo double insulation.
(g) state the meaning of the te ms live, neut al and ea th.
(h) desc ibe how to wi e a mains plug safely. Candidates will not be expected
to show knowledge of the colou s of the wi es used in a mains supply.
(i)
explain why switches, fuses and ci cuit b eake s a e wi ed into the live
conducto .

24
Camb idge O Level Physics 5054
Syllabus content

22.

Elect omagnetism

Content
22.1 Fo ce on a cu ent-ca
22.2 The d.c. moto

ying conducto

Lea ning outcomes

Candidates should be able to:
(a) desc ibe expe iments to show the fo ce on a cu ent-ca ying conducto , and
on a beam of cha ged pa ticles, in a magnetic field, including the effect of e
ve sing (1) the cu ent, (2) the di ection of the field.
(b) state the elative di ections of fo ce, field and cu ent.
(c) desc ibe the field patte ns between cu ents in pa allel conducto s and el
ate these to the fo ces which exist between the conducto s (excluding the Ea ths
field).
(d) explain how a cu ent-ca ying coil in a magnetic field expe iences a tu ni
ng effect and that the effect is inc eased by inc easing (1) the numbe of tu n

s on the coil, (2) the cu ent.

(e) discuss how this tu ning effect is used in the action of an elect ic moto
.
(f) desc ibe the action of a split- ing commutato in a two-pole, single-coil
moto and the effect of winding the coil onto a soft i on cylinde .
23.

Elect omagnetic Induction

Content
23.1 P inciples of elect omagnetic induction
23.2 The a.c. gene ato
23.3 The t ansfo me
Lea ning outcomes
Candidates should be able to:
(a) desc ibe an expe iment which shows that a changing magnetic field can indu
ce an e.m.f. in a ci cuit.
(b) state the facto s affecting the magnitude of the induced e.m.f.
(c) state that the di ection of a cu ent p oduced by an induced e.m.f. oppo
ses the change p oducing it
(Lenzs Law) and desc ibe how this law may be demonst ated.
(d) desc ibe a simple fo m of a.c. gene ato ( otating coil o otating magne
t) and the use of slip ings whe e needed.
(e) *sketch a g aph of voltage output against time fo a simple a.c. gene ato
.
(f) desc ibe the st uctu e and p inciple of ope ation of a simple i on-co ed
t ansfo me .
(g) state the advantages of high voltage t ansmission.
(h) discuss the envi onmental and cost implications of unde g ound powe t ans
mission compa ed to ove head lines.

Camb idge O Level Physics 5054

Syllabus content

24.
Content

Int oducto y Elect onics

25

24.1 The mionic emission

24.2 Simple t eatment of cathode- ay oscilloscope
24.3 Action and use of ci cuit components
Lea ning outcomes
Candidates should be able to:
(a) state that elect ons a e emitted by a hot metal filament.
(b) explain that to cause a continuous flow of emitted elect ons equi es (1)
high positive potential and
(2) ve y low gas p essu e.
(c) desc ibe the deflection of an elect on beam by elect ic fields and magneti
c fields.
(d) state that the flow of elect ons (elect on cu ent) is f om negative to po
sitive and is in the opposite di ection to conventional cu ent.
(e) desc ibe in outline the basic st uctu e and action of a cathode- ay oscill
oscope (c. .o.) (detailed ci cuits a e not equi ed).
(f) desc ibe the use of a cathode- ay oscilloscope to display wavefo ms and t
o measu e p.d.s and sho t inte vals of time (detailed ci cuits a e not equi e
d).
(g) explain how the values of esisto s a e chosen acco ding to a colou code
and why widely diffe ent values a e needed in diffe ent types of ci cuit.
(h) discuss the need to choose components with suitable powe atings.
(i)
desc ibe the action of the misto s and light-dependent esisto s and expl
ain thei use as input senso s
(the misto s will be assumed to be of the negative tempe atu e coefficient type)
.
(j)
desc ibe the action of a va iable potential divide (potentiomete ).
(k) desc ibe the action of a capacito as a cha ge sto e and explain its use i
n time-delay ci cuits.
(l)
desc ibe and explain the action of eed elays in switching ci cuits.
(m) desc ibe and explain ci cuits ope ating as light-sensitive switches and temp
e atu e-ope ated ala ms
(using a eed elay o othe
ci cuits).

26
Camb idge O Level Physics 5054
Syllabus content

25.

Elect onic Systems

Note: The e is no compulso y question set on Section 25 of the syllabus.

ions set on topics within
Section 25 a e always set as an alte native within a question.

Quest

Content
25.1 Switching and logic ci cuits
25.2 Bistable and astable ci cuits
Lea ning outcomes
Candidates should be able to:
(a) desc ibe the action of a bipola npn t ansisto as an elect ically ope ated
switch and explain its use in switching ci cuits.
(b) state in wo ds and in t uth table fo m, the action of the following logic g
ates, AND, OR, NAND, NOR
and NOT (inve te ).
(c) state the symbols fo the logic gates listed above (Ame ican ANSI Y 32.14
symbols will be used).
(d) desc ibe the use of a bistable ci cuit.
(e) discuss the fact that bistable ci cuits exhibit the p ope ty of memo y.
(f) desc ibe the use of an astable ci cuit (pulse gene ato ).
(g) desc ibe how the f equency of an astable ci cuit is elated to the values
of the esistive and capacitative components.

Camb idge O Level Physics 5054

Syllabus content

27

Section VI: Atomic Physics

26.

Radioactivity

Content
26.1
26.2
26.3
26.4
26.5

Detection of adioactivity
Cha acte istics of the th ee types of emission
Nuclea
eactions
Half-life
Uses of adioactive isotopes including safety p ecautions

Lea ning outcomes

Candidates should be able to:
(a) desc ibe the detection of alpha-pa ticles, beta-pa ticles and gamma- ays by
app op iate methods.
(b) state and explain the andom emission of adioactivity in di ection and ti
me.
(c) state, fo adioactive emissions, thei natu e, elative ionising effects a
nd elative penet ating powe s.
(d) desc ibe the deflection of adioactive emissions in elect ic fields and ma
gnetic fields.
(e) explain what is meant by adioactive decay.
(f) explain the p ocesses of fusion and fission.
(g) desc ibe, with the aid of a block diag am, one type of fission eacto fo

use in a powe station.

(h) discuss theo ies of sta fo mation and thei ene gy p oduction by fusion.
(i)
explain what is meant by the te m half-life.
(j)
make calculations based on half-life which might involve info mation in
tables o shown by decay cu ves.
(k) desc ibe how adioactive mate ials a e handled, used and sto ed in a safe w
ay.
(l)
discuss the way in which the type of adiation emitted and the half-life
dete mine the use fo the mate ial.
(m) discuss the o igins and effect of backg ound adiation.
(n) discuss the dating of objects by the use of 14C.
27.

The Nuclea Atom

Content
27.1 Atomic model
27.2 Nucleus
Lea ning outcomes
Candidates should be able to:
(a) desc ibe the st uctu e of the atom in te ms of nucleus and elect ons.
(b) desc ibe how the Geige -Ma sden alpha-pa ticle scatte ing expe iment p ovid
es evidence fo the nuclea atom.
(c) desc ibe the composition of the nucleus in te ms of p otons and neut ons.
(d) define the te ms p oton numbe (atomic numbe ), Z and nucleon numbe (mas
s numbe ), A.
(e) explain the te m nuclide and use the nuclide notation A X to const uct eq
uations whe e adioactive decay leads to changes in the composition of the nucl
eus.
(f) define the te m isotope.
(g) explain, using nuclide notation, how one element may have a numbe
pes.

of isoto

28
Camb idge O Level Physics 5054
P actical assessment

5.

P actical assessment

Scientific subjects a e, by thei natu e, expe imental. It is the efo e impo tan
t that an assessment of a candidates knowledge and unde standing of physics shou
ld contain a p actical component. Two alte native means of assessment a e p o

vided: a fo mal p actical w itten test and a w itten alte native-to-p actical p
ape . Both pape s assess the skills outlined in Assessment Objective AO3.

5.1

Pape

3: P actical Test

Int oduction
This pape is designed to assess a candidates competence in those p actical skil
ls which can ealistically
be assessed within the context of a fo mal test of limited du ation. The best
p epa ation fo this pape is fo candidates to pu sue a comp ehensive cou se i
n p actical physics th oughout the time du ing which they a e being taught the t
heo etical content. It is not expected that all the expe iments and exe cises w
ill follow the style of the P actical Test, but candidates should egula ly be
made awa e of the points examine s will be looking fo when ma king this pape
.
The questions in the P actical Test cove most of the objectives outlined abov
e. In pa ticula , candidates should be p epa ed to make measu ements o det
e minations of physical quantities such as mass, length, a ea, volume, time,
cu ent and potential diffe ence. Candidates should be awa e of the need to ta
ke simple p ecautions fo safety and/o accu acy. The questions a e not necessa
ily est icted to topics in the
cu iculum content. The test does not involve the use of textbooks, no will c
andidates need access to thei own eco ds of labo ato y wo k ca ied out du ing
the cou se. Candidates a e equi ed to follow inst uctions given in the questi
on pape . Candidates may use an elect onic calculato , which complies with th
e cu ent ve sion of the Regulations: alte natively, mathematical tables may be
used. Examine s assume that an elect onic calculato will be used when they a
e setting the pape s and judging the length of time equi ed fo each questio
n. Candidates answe on the question pape .
Appa atus equi ements
Inst uctions a e sent to Cent es seve al months in advance of the date of the P
actical Test. Eve y effo t is made to minimise the cost to Cent es by design
ing expe iments a ound basic appa atus which should be available in most school
physics labo ato ies. Fo guidance, a list of the items used in ecent pape s
is
included at the end of this section. It is not intended to be exhaustive, but s
hould be taken as a guide to the equi ements.
Candidates should have:

20 minutes with the appa atus fo

60 minutes with the appa atus fo

each of the th ee questions in Section A

the question in Section B.

Candidates may be inst ucted as to the o de in which they a e to attempt the qu

estions. To educe
the numbe of sets of appa atus equi ed, a ci cus a angement may be used fo Sec
tion A, and some candidates may be told to do Section B fi st.
Please p ovide a seating plan of each stage of the examination, as indicated on
the inst uctions.

Camb idge O Level Physics 5054

P actical assessment

29

It is essential that candidates a e wa ned of these a angements in advance. S

upe viso s should check eve y set of appa atus befo e the examination, and spa
e sets of appa atus must be available to allow fo b eakage and malfunction. If
any significant deviations f om the specified appa atus a e necessa y, the P o
duct Manage at Camb idge must be consulted well in advance of the date on whic
h the pape is set,
by fax o e-mail. Fo some Cent es, communication must be th ough the app op ia
te Minist y of Education.
Specimen esults must be p ovided in the envelope which is sent to the examine
containing the sc ipts.
Appa atus

adhesive tape (e.g. Sellotape)

ammete FSD 1 A, o 1.5 A*
beake 100 cm3, 250 cm3, 1 lit e
Blu-tack
boiling tube, 150 mm 25 mm
ca d
cells, 1.5 V
connecting leads
c ocodile clips
d.c. powe supply va iable to 12 V
filament lamp, 12 V, 24 W
G-clamp
half-met e ule
lens, conve ging f = 15 cm
low voltage (2.5 V) filament lamps in holde s
masses, 50 g, 100 g
measu ing cylinde 100 cm3, 250 cm3
met e ule
mic oscope slides
mi o , plane, 50 mm 10 mm

modelling clay (e.g. Plasticine)

newton mete , max. eading 1.0 N

nich ome wi e 28 swg (0.38 mm diamete ), 30 swg
(0.32 mm diamete )

pendulum bob
pin boa d
pivot (to fit a hole in met e ule)
plastic o polysty ene cup, 200 cm3
p ot acto

esisto s, va ious

eto t stand, boss and clamp

sp ings

stopwatch eading to 0.1 s o bette

switch
the momete 10 C110 C (by 1 C)
th ead
t acing pape
voltmete FSD 1 V, 5 V*
wooden boa d

*Digital multimete s may be suitable as a flexible, low-cost alte native to both

ammete s and voltmete s.

30
Camb idge O Level Physics 5054
P actical assessment

Gene al ma king points

Setting up appa atus
Candidates a e expected to be able to follow w itten inst uctions fo the assemb
ly and use of appa atus, fo example, an elect ical ci cuit o ay-t acing equ
ipment. They may be expected to make a sensible choice of measu ing inst umen
t.
Taking

eadings

Du ing the cou se of thei p epa ation fo this pape , candidates should be tau
ght to obse ve the following points of good p actice, which often featu e in t
he ma k scheme.
A measu ing inst ument should be used to its full p ecision.
The momete s a e often ma ked with inte vals of 1 C. It is app op iate to e

co d a eading which coincides exactly with a ma k as, fo example, 22.0 C, at

he than as a bald 22 C.
Inte polation between scale divisions should be to one half of a division o
bette . Fo example, conside a the momete with scale divisions of 1 C. A ea
ding of 22.3 C might best be eco ded as 22.5 C, since 0.3 is nea e 0.5 than 0. T
is, whe e a eading lies between two scale ma ks, an attempt should be made
to inte polate between those two ma ks, athe than simply ounding to the
nea est ma k.
The length of an object measu ed on a ule with a centimet e and millimet e
scale should be eco ded as
12.0 cm athe than a bald 12 cm, if the ends of the object coincide exactl
y with the 0 and 12 cm ma ks.
A measu ement o calculated quantity must be accompanied by a co ect unit, w
he e app op iate.
Candidates should be able to make allowance fo ze o e o s.
Reco ding eadings
A table of esults should include, in the heading of each column, the name
o symbol of the measu ed o calculated quantity, togethe with the app op iat
e unit. Solidus notation is expected.
Each eading should be epeated, if possible, and eco ded. (This is pa tic
ula ly t ue in Section B.)
The numbe of significant figu es given fo calculated quantities should be
the same as the least numbe of significant figu es in the aw data used.
A atio should be calculated as a decimal numbe , of two o th ee significan
t figu es.
D awing g aphs
A g aph should be d awn with a sha p pencil.
The axes should be labelled with quantity and unit.
The scales fo the axes should allow the majo ity of the g aph pape to be u
sed in both di ections, and be based on sensible atios, e.g. 2 cm on the g ap
h pape
ep esenting 1, 2 o 5 units of the va iable (o
10, 20 o 50, etc.).
Each data point should be plotted to an accu acy of bette than one half of
one of the smallest squa es on the g id.
Points should be indicated by a small c oss o a fine dot with a ci cle d aw
n a ound it. La ge dots a e penalised.

Whe e a st aight line is equi ed to be d awn th ough the data points, Exami
ne s expect to see an equal numbe of points eithe
side of the line ove its
enti e length. That is, points should not be seen to lie all above the lin
e at one end, and all below the line at the othe end.

Camb idge O Level Physics 5054

P actical assessment

31

 The g adient of a st aight line should be taken using a t iangle whose hypo
tenuse extends ove at least half the length of the candidates line. Data value
s should be ead f om the line to an accu acy bette than one half of one of
the smallest squa es on the g id. The same accu acy should be used in eading
off an inte cept. Calculation of the g adient should be to two o th ee signif
icant figu es.
Candidates should be able to dete mine the inte cept of the g aph line.
Candidates should be able to take eadings f om the g aph by ext apolation o
inte polation.
Conclusion
Candidates should be able to indicate how they ca ied out a specific inst
uction and to desc ibe the p ecautions taken in ca ying out a p ocedu e.
They should be able to explain the choice of a pa ticula piece of appa atu
s.
They should also be able to comment on a p ocedu e and suggest an imp ovement
.

5.2

Pape

4: Alte native to P actical

This pape
is designed fo those Cent es fo
of the P actical Test is imp acticable.

whom the p epa ation and execution

The Alte native to P actical Pape consists of fou o five questions elating
to p actical physics: candidates answe on the question pape .
The best p epa ation fo this pape is a tho ough cou se in expe imental physic
s. Candidates a e unlikely
to demonst ate thei full potential on this pape unless they have become fully
familia with the techniques and appa atus involved by doing expe iments fo th
emselves. Questions may involve the desc iption of pa ticula techniques, the d
awing of diag ams, o the analysis of data. The examine s expect the same d
eg ee of detail as fo Pape
3 and candidates should be taught to adopt p act
ices which satisfy the same gene al ma king points. In addition, candidates sh
ould be able to d aw, complete and label diag ams of appa atus and to take ea
dings f om diag ams of appa atus given in the question pape . Whe e facilities
pe mit, demonst ation expe iments by the teache can be ve y useful in the teac
hing of pa ticula techniques, and can be the sou ce of useful data fo candida
tes to analyse.

32
Appendix

6.

Camb idge O Level Physics 5054

Appendix

6.1
Summa y of key quantities, symbols and units
Candidates should be able to state the symbols fo the following physical quan
tities and, whe e indicated, state the units in which they a e measu ed. Candid
ates should be able to define the items indicated by an aste isk (*).
Quantity

Symbol
Unit

length

l, h
km, m, cm, mm a ea
A

m2

, cm2
volume

V
m3, cm3

weight

W
N*

mass

m, M
kg, g, mg time
t

h, min, s, ms

density*

g / cm3, kg / m3 speed*
u, v

s accele ation

km / h, m / s, cm /
a

m / s2
accele ation of f ee fall

fo ce*

F, P
N

moment of fo ce*
N m

wo k done

W, E
J*, kW h*

ene gy

E
J powe *
P

W* p essu e*
p, P

Pa*, N / m2
atmosphe ic p essu e
use of milliba

tempe atu e

, t, T
C

heat capacity

C
J / C

specific heat capacity*

J / (kg C), J / (g C)

latent heat

L
J

specific latent heat*

J / kg, J / g fre
uency*
f
wavelength*
m, cm

Cambridge O Leve Physics 5054

Appendix

Quantity

Unit foca ength

l
Hz

33

Symbo

m, cm ange of incidence
i
degree () anges of refection, refraction
r
degree () critica ange
c
degree ()
f

potentia difference*/votage
V*, mV current*
I

V
A, mA charge
C, A s

e.m.f.*

E
V

resistance

34
Appendix

6.2

Cambridge O Leve Physics 5054

Gossary of terms used in science papers

The gossary (which is reevant ony to science subjects) wi prove hepfu to
candidates as a guide but
it is not exhaustive. The gossary has been deiberatey kept brief, not ony w
ith respect to the numbers of terms incuded but aso to the descriptions of the
ir meanings. Candidates shoud appreciate that the meaning of a term must de
pend, in part, on its context.
1.
Define (the term(s) ...) is intended iteray. Ony a forma statement o
r equivaent paraphrase, such as the defining equation with symbos identified,
being required.
2. Expainhat is meant by ... normay impies that a definition shoud b
e given, together with some reevant comment on the significance or context of t
he term(s) concerned, especiay where two or more terms are incuded in the qu
estion. The amount of suppementary comment intended shoud be interpreted in t
he ight of the indicated mark vaue.
3. State impies a concise answer with itte or no supporting argument, e.g.
a numerica answer that can be obtained by inspection.
4. List requires a number of points with no eaboration. here a given number
of points is specified, this shoud not be exceeded.
5. Describe requires candidates to state in words (using diagrams where approp
riate) the main points of the topic. It is often used with reference either
to particuar phenomena or to particuar experiments. In the former instance, t
he term usuay impies that the answer shoud incude reference to (visua)
observations associated with the phenomena. The amount of description intended s
houd be interpreted in the ight of the indicated mark vaue.
6. Discuss requires candidates to give a critica account of the points invo
ved in the topic.
7.
Deduce impies that candidates are not expected to produce the required an
swer by reca but by making a ogica connection between other pieces of infor
mation. Such information may be whoy given in the question or may depend on a
nswers extracted in an earier part of the question.
8. Suggest is used in two main contexts. It may either impy that there is
no unique answer or that candidates are expected to appy their genera knowed
ge to a nove situation, one that formay may not be in the syabus.
9. Cacuate is used when a numerica answer is required. In genera, working
shoud be shown.
10. Measure impies that the quantity concerned can be directy obtained from
a suitabe measuring instrument, e.g. ength, using a rue, or ange, using a
protractor.
11. Determine often impies that the quantity concerned cannot be measured di
recty but is obtained by cacuation, substituting measured or known vaues
of other quantities into a standard formua, e.g. the Young moduus, reative
moecuar mass.
12. Show is used when an agebraic deduction has to be made to prove a given e
quation. It is important that the terms being used by candidates are stated ex
picity.
13. Estimate impies a reasoned order of magnitude statement or cacuation of
the quantity concerned.

Candidates shoud make such simpifying assumptions as may be necessary about

points of principe and about the vaues of quantities not otherwise incude
d in the question.
14. Sketch, when appied to graph work, impies that the shape and/or position
of the curve need ony
be quaitativey correct. However, candidates shoud be aware that, depending
on the context, some quantitative aspects may be ooked for, e.g. passing thro
ugh the origin, having an intercept, asymptote or discontinuity at a particuar
vaue. On a sketch graph it is essentia that candidates ceary indicate what
is being potted on each axis.
Sketch, when appied to diagrams, impies that a simpe, freehand drawing is
acceptabe: nevertheess, care shoud be taken over proportions and the cear
exposition of important detai.

Cambridge O Leve Physics 5054

Additiona information

7.

Additiona information

7.1

Guided earning hours

35

Cambridge O Leve syabuses are designed on the assumption that candidates hav
e about 130 guided earning hours per subject over the duration of the course.
(Guided earning hours incude direct teaching and any other supervised or direc
ted study time. They do not incude private study by the candidate.)
However, this figure is for guidance ony, and the number of hours required may
vary according to oca curricuar practice and the candidates prior experience o
f the subject.

7.2

Recommended prior earning

e recommend that candidates who are beginning this course shoud have previou
sy studied a science curricuum such as that of the Cambridge Lower Secondar
y Programme or equivaent nationa educationa frameworks. Candidates shoud
aso have adequate mathematica skis for the content contained in this syabu
s.

7.3

Progression

Cambridge O Leve Certificates are genera quaifications that enabe candidate

s to progress either directy to empoyment, or to proceed to further quaific

ations.
Candidates who are awarded grades C to A* in Cambridge O Leve Physics are we
prepared to foow courses eading to Cambridge Internationa AS and A Leve Phy
sics, or the equivaent.

7.4

Component codes

Because of oca variations, in some cases component codes wi be different in

instructions about making entries for examinations and timetabes from those p
rinted in this syabus, but the component names wi be unchanged to make id
entification straightforward.

7.5

Grading and reporting

Cambridge O Leve resuts are shown by one of the grades A*, A, B, C, D or E ind
icating the standard achieved, Grade A* being the highest and Grade E the owest
. Ungraded indicates that the candidates performance fe short of the standard r
equired for Grade E. Ungraded wi be reported on the statement of resuts but no
t on the certificate.
Percentage uniform marks are aso provided on each candidates statement of res
uts to suppement their grade for a syabus. They are determined in this wa
y:
A candidate who obtains
the minimum mark necessary for a Grade A* obtains a percentage uniform mark of 9
0%.
the minimum mark necessary for a Grade A obtains a percentage uniform mark of 80
%.
the minimum mark necessary for a Grade B obtains a percentage uniform mark of 70
%.

36
Cambridge O Leve Physics 5054
Additiona information

the minimum mark necessary for a Grade C obtains a percentage uniform mark of 60
%.
the minimum mark necessary for a Grade D obtains a percentage uniform mark of 50
%.
the minimum mark necessary for a Grade E obtains a percentage uniform mark of 40
%.
no marks receives a percentage uniform mark of 0%.
Candidates whose mark is none of the above receive a percentage mark in betwee
n those stated according to the position of their mark in reation to the grade
threshods (i.e. the minimum mark for obtaining a grade). For exampe, a candi

date whose mark is hafway between the minimum for a Grade C and the minimum for
a Grade D (and whose grade is therefore D) receives a percentage uniform mark
of 55%.
The percentage uniform mark is stated at syabus eve ony. It is not the sa
me as the raw mark obtained by the candidate, since it depends on the position o
f the grade threshods (which may vary from one series to another and from one
subject to another) and it has been turned into a percentage.

7.6

Access

Reasonabe adjustments are made for disabed candidates in order to enabe them
to access the assessments and to demonstrate what they know and what they can
do. For this reason, very few candidates wi have a compete barrier to the as
sessment. Information on reasonabe adjustments is found in the Cambridge Handbo
ok which can be downoaded from the website www.cie.org.uk
Candidates who are unabe to access part of the assessment, even after expor
ing a possibiities through reasonabe adjustments, may sti be abe to recei
ve an award based on the parts of the assessment they have taken.

7.7

Support and resources

Copies of syabuses, the most recent question papers and Principa Examiners re
ports for teachers are on the Syabus and Support Materias CD-ROM, which we se
nd to a Cambridge Internationa Schoos. They are aso on our pubic website
go to www.cie.org.uk/oeve. Cick the Subjects tab and choose your subject. Fo
r resources, cick Resource List.
You can use the Fiter by ist to show a resources or ony resources categorise
d as Endorsed by Cambridge. Endorsed resources are written to aign cosey with
the syabus they support. They have been through a detaied quaity-assurance
process. As new resources are pubished, we review them against the syabus
and pubish their detais on the reevant resource ist section of the website
.
Additiona syabus-specific support is avaiabe from our secure Teacher Suppor
t website http://teachers.cie.org.uk which is avaiabe to teachers at registere
d Cambridge schoos. It provides past question papers and examiner reports on p
revious examinations, as we as any extra resources such as schemes of work or
exampes of candidate responses. You can aso find a range of subject communit
ies on the Teacher Support website, where Cambridge teachers can share their own
materias and join discussion groups.

Cambridge O Leve Physics 5054

37

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