GCE AS/ADVANCED

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PHYSICS

2004

GCE AS/A PHYSICS 1

Contents
WJEC Advanced Subsidiary GCE in Physics WJEC Advanced GCE in Physics

2004

Page

Entry Codes and Availability of Units Summary of Assessment Introduction Aims Specification Content Key Skills Assessment Objectives Scheme of Assessment Grade Descriptions Annex A Annex B Guidance notes for the investigatory task Mathematical and physical requirements of the specification External assessment guidance

2 3 5 8 9 38 56 58 64 66 77 81

Appendix 1 -

GCE AS/A PHYSICS 2

GCE PHYSICS Subject/Option Entry Codes

Advanced Subsidiary (AS) "Cash in" entry Advanced Level (AL) "Cash in" entry Unit PH1 Unit PH2 Unit PH3 Unit PH4 Unit PH5 Unit PH6 Waves, Light and Basics Quanta and Electricity Experimental Physics Oscillations and Energy Fields, Forces and Nuclei Synoptic and Investigative Physics 540 80 082 90 541 01 542 01 543 01 544 01 545 01 546 01

When making entries, the codes listed should be prefixed with a '0' for English medium entries and with a 'W' for Welsh medium entries

Availability of Assessment Units

Unit January 2003 June 2004 & each subsequent year 9 9 9 9 9 9 9 9 January 2004 & each subsequent year 9 9

PH1 PH2 PH3 PH4 PH5 PH6

9 9

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SUMMARY OF ASSESSMENT
ADVANCED SUBSIDIARY
Assessment Unit Content Time for Test Raw Marks Weighting as a % AS % A Level

PH1 WAVES, LIGHT AND BASICS PH2 QUANTA AND ELECTRICITY

MECHANICS WAVES ELECTRICITY NUCLEAR STRUCTURE QUANTUM PHYSICS PRACTICAL TESTS

1 hrs

90

35%

17.5%

1 hrs

90

35%

17.5%

PH3 EXPERIMENTAL PHYSICS

2 hrs

60

30%

15%

Totals

100%

50%

ADVANCED
Assessment Unit Content Time for Test Marks Weighting as a % of A Level

PH4 OSCILLATIONS AND ENERGY PH5 FIELDS, FORCES AND NUCLEI

PH6 SYNOPTIC AND INVESTIGATIVE PHYSICS

MOMENTUM AND ENERGY OSCILLATIONS CAPACITANCE ALTERNATING CURRENTS FIELDS OF FORCE MAGNETIC EFFECTS OF CURRENTS RADIOACTIVITY AND NUCLEAR ENERGY PROBING MATTER SYNOPTIC PAPER PRACTICAL INVESTIGATORY TASK (COURSEWORK)

1 hrs

90

15%

1 hrs

90

15%

2 hrs

75 45

12.5% 7.5%

20%

Totals

300

50%

Assessment Units PH1 to PH3 will comprise the first half of the full Advanced Level course; Assessment Units PH1, PH2, PH3, PH4, PH5 and the synoptic paper within PH6 will be externally set and assessed; The coursework element of PH6 will be internally set, but externally assessed, by the Board; The total weighting for the synoptic element in this specification is approximately 20%. (See Page 46)

GCE AS/A PHYSICS 5

PHYSICS

1
1.1

INTRODUCTION
Criteria for Advanced Subsidiary and Advanced GCE
This specification meets the General Criteria for GCE Advanced Subsidiary (AS) and Advanced Level (AL) and the Subject Criteria for AS/AL Physics issued by ACCAC/QCA (June 1999). Both the Advanced Subsidiary and Advanced Level qualifications will be reported on a five-grade scale of A, B, C, D and E. Candidates who fail to reach the minimum standard for grade E are recorded as U (unclassified), and do not receive a certificate. The level of demand of the Advanced Subsidiary examination is that expected of candidates half way through a full Advanced Level course. The AS assessment units will have equal weighting with the second half of the qualification (A2) when these are aggregated to produce the AL award. AS and A2 will each consist of three assessment units, referred to in this specification as PH 1-3 and PH 4-6 respectively. This will allow candidates the opportunity to be assessed either in stages throughout the course, or for all assessments to be taken at the end of the course. Each assessment unit may be retaken once only, in which case the better result will be used for the qualification award. A candidate may, however, retake the qualification more than once. Individual assessment units, prior to certification for a qualification, have a shelf-life limited only by the shelf-life of the specification.

1.2

Prior Learning
The specification assumes that candidates will have previously pursued a GCSE course of Science: (Double Award) or Science: (Physics) to the age of 16+. However, prior learning from courses other than GCSE, or from work based experience, may, at the discretion of individual centres, be deemed a suitable foundation for this course of study. In particular, at the outset of the course, candidates should be sure in their knowledge of SI units, understanding of the distinction between vector and scalar quantities, awareness of the order of magnitude of physical quantities,

and the specification provides contexts for the re-inforcement and development of these attributes. The specification is not age specific, and, as such, provides opportunities for candidates to extend their life-long learning.

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1.3

Progression
This GCE AS/AL specification, for most candidates, builds upon the programmes of study for science in key stages 1-3 and specifically on the knowledge, understanding and skills required within the key stage 4/GCSE Double Science. The content in the A2 builds on, and extends, that of the AS and the opportunities for staged assessment will allow candidates to defer decisions about progression from Advanced Subsidiary to the full Advanced Level qualification.

1.4

Prohibited combinations and overlap

Every specification is assigned to a national classification code indicating the subject area to which it belongs. Centres should be aware that candidates who enter for more than one GCE qualification with the same classification code, will have only one grade (the highest) counted for the purpose of the School and College Performance Tables. The classification code for this specification is 1210. [There are no prohibited combinations of WJEC AS/A GCE Physics with other WJEC specifications].

1.5

Candidates with Particular Requirements

Details of the special arrangements and special consideration for candidates with particular requirements are contained in the Joint Council for General Qualifications document Candidates with Special Assessment needs: Regulations and Guidance. Copies of this document are available from the WJEC.

1.6

Rationale
The guiding principle in developing this specification has been to define a body of knowledge and skills which is considered essential to a study of physics at these levels, whilst at the same time allowing teachers opportunities to develop courses appropriate to their own contexts and the needs of their pupils. Thus the specification has addressed the following issues: Teaching Approaches It is intended that the specification content should be taught so as to illustrate the unity of the topics through constant reference to the main ideas of forces, energy and interactions with matter, as befits an underlying theme of a molecular approach to physical phenomena. Similarly, the programme of experimental work should illustrate a unifying theme of an investigatory approach to the study of physical phenomena.

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Spiritual, moral, ethical, social and cultural issues The specification provides a framework for course designers to address these major issues. It aims to provide a stimulus for students to develop an understanding of the usefulness and limitation of scientific method and to appreciate its applicability in everyday life. The quest for meaning in life, truth and ultimate values is central to the study of physics and units PH2 and PH5 in particular provide opportunities to consider, from a historical perspective, how experimental work has developed and modified physical theories (e.g. quantum physics, radioactivity, probing matter.) In this way students can appreciate the contributions of individuals to major conceptual developments. Units PH1 and PH4 provide opportunities to consider a range of applications of physics in areas of engineering and technology. Basic physics, kinematics, optics, vibrations, alternating currents, and basic thermodynamics give contexts which should, when appropriately developed, enhance candidates' skill in reasoning on matters concerning values, attitudes and actions of individuals in society the moral, ethical and social dimensions. By rooting their study of a range of topics in relevant contexts, cultural dimensions can be addressed. In particular, the specification allows course designers in Wales to provide appropriate opportunities for students to develop and apply their knowledge of physics in Welsh contexts and so reinforce the concept of a curriculum Cymreig.

The needs of the full range of candidates The reformulated AS, together with the full A level, will need to accommodate candidates with a wide range of needs, aspirations, motivations and abilities. The specification thus seeks to: facilitate progression from both vocational and academic pre AS/AL courses, ensure that AS and A level courses are interesting and relevant, provide a worthwhile AS course for students who do not choose to pursue their study of the subject, ensure that the AS course provides an adequate foundation for those students who decide to proceed to A2, maintain the rigour of the full A level.

Furthermore the WJEC specification and associated assessment material and processes will be provided bilingually, thus responding to the needs of Welsh and English medium candidates in centres throughout Wales and beyond.

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AIMS
The overarching aim of the specification is to provide units of study of the theory and practice of physics which will develop candidates' interest in, and enjoyment of, the subject. It will seek to provide contexts in which candidates can bring their expanding knowledge of physics and scientific method to bear on a range of conceptual, practical and social issues. Specific aims are as follows:

2.1

For both AS and A Level

To develop essential knowledge and understanding of the concepts of physics which will enable candidates to take, as citizens, an informed, participatory, interest in an increasingly technological and rapidly changing world, whether or not they continue their studies in physics; emphasise a molecular approach to the interpretation of physical phenomena and make candidates aware of the unity of physics.

To develop abilities and key skills which are both relevant to the study of physics and useful in everyday life, and which will enable candidates to apply their knowledge of physics concepts to practical problems and novel situations as well as in more familiar contexts; will enable candidates to develop numerical, operational, experimental and manipulative skills which facilitate an understanding of the links between theory and experiment; promote, wherever appropriate, the understanding and use of IT as an aid to experiments and as a tool for the interpretation of experimental and theoretical results; will enable candidates to communicate outcomes of their work in physics with clarity and fluency and through a variety of modes.

To encourage candidates to read beyond the specification and promote an awareness of: the developing, and sometimes, transient, nature of scientific concepts and the ways in which scientific concepts may be affected by social and historical contexts; the technological and environmental applications of physics, and of the economic and social implications of these for individuals and communities;

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the importance of physics as a human endeavour and the ways in which the study of the subject can, in appropriate contexts, contribute to spiritual, moral and cultural considerations; the links with other areas of study e.g. technology, economic and industrial understanding, environmental education and community understanding.

[N.B. The above approach also conforms with the aspirations expressed in the 1988 Resolutions of the Council of the European Community and the Ministers of Education, meeting within the Council, concerning the European dimension in education and environmental education, particularly those intended at the level of member states.]

2.2

For AS Level
To provide an interesting and relevant AS course for those candidates who do not choose to continue their study of the subject, whilst ensuring that the course provides an adequate foundation for those who proceed to the full A Level.

2.3

For A Level
To ensure that the A level course, as a whole, provides a rigorous preparation for those candidates who decide to pursue further studies in physics, engineering, medicine or other science courses; To encourage candidates to bring together knowledge of ways in which different areas of physics relate to each other and to study how scientific models develop.

Some of these aims are reflected in the assessment objectives. In particular, development of the key skills of communication, application of number and information technology will be assessed through these objectives as appropriate. Other aims are intended to assist in the development of teaching objectives.

SPECIFICATION CONTENT
The following Assessment Units define the content areas of physics which candidates following this specification are required to cover. More detailed guidance on what will be expected of candidates is given in the amplification of content sections. It should be noted, however, that these statements are not intended to constitute a teaching programme, neither are they totally definitive of what should, or could, be covered under a given content heading. This specification is built around the AS and A Level subject criteria developed by the regulatory bodies ACCAC/CCEA/QCA. These criteria set out the knowledge, understanding, skills and assessment objectives common to all AS and A level specifications in a given subject. The sections in the subject criteria for Physics, around which the content of each Assessment Unit in this specification is built, are noted in the preamble to each of the following Units. (Paragraph references are to the June 1999 version of the Physics Subject Criteria)

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3.1

Assessment Unit PH1 WAVES, LIGHT AND BASICS Advanced Subsidiary

Preamble This Unit is intended to follow on closely from the National Curriculum Key Stage 4 programme of study in Double Science and builds on the knowledge and concepts encountered at that stage. As such it may be considered as an appropriate introductory teaching module (although PH1 and PH2 are free-standing Units which may be studied in either order). Specifically, the Unit provides opportunities to develop candidates' knowledge of SI units and to re-inforce their understanding of the distinction between vector and scalar quantities. Knowledge and understanding of basic statics and kinematics is developed and candidates will be expected to apply such knowledge to the solution of problems which it is reasonable to assume they will have encountered during the course of their studies, and also to novel situations. The Unit is also intended to show how a common framework of concepts can be used to describe different kinds of waves including waves in ropes, springs and water; sound, light and microwaves, and seeks to develop candidates' understanding of the characteristic properties of waves including interference and diffraction. The Unit is built around a core relating to the following Subject Criteria content: 3.6 Mechanics 3.11.1 Waves SPECIFICATION 3.1.1 BASIC PHYSICS Content Units and dimensions Scalar and vector quantities Force Free body diagrams Moment (torque) Centre of gravity Equilibrium

AMPLIFICATION OF CONTENT Candidates should be able to: (a) (b) recall and use SI units, check equations for homogeneity using units or dimensions,

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(c)

contrast scalar and vector quantities and give examples of each displacement, velocity, acceleration, force, speed, time, density, pressure etc., appreciate the concept of force and understand Newton's 3rd law of motion, use free body diagrams to represent forces on a particle or body, recall and use the relationship is constant,

(d)

(e) (f)

F = ma in situations where mass

(g)

add and subtract coplanar vectors, and perform mathematical calculations limited to two perpendicular vectors, resolve a vector into two perpendicular components, understand and define the turning effect of a force (moment or torque), recall and use the principle of moments, understand and use centre of gravity, for example in simple problems including toppling and stability. Identify its position in a cylinder, sphere and cuboid (beam) of uniform density, understand that a body is an equilibrium when the resultant force is zero and the net moment (or torque) is zero, and be able to perform simple calculations involving not more than three forces.

(h) (i)

(j) (k)

(l)

3.1.2

KINEMATICS Content Rectilinear motion.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) define displacement, mean and instantaneous values of speed, velocity and acceleration, use graphical methods to represent displacement, speed, velocity and acceleration, understand and use the properties of displacement-time graphs, velocity-time graphs, acceleration-time graphs, and interpret speed and displacement-time graphs for non-uniform acceleration, derive and use equations which represent uniformly accelerated motion i.e. in a straight line,

(b)

(c)

(d)

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(e)

describe the motion of bodies falling in a gravitational field with and without air resistance terminal velocity, recognise and understand the independence of vertical and horizontal motion of a body moving freely under gravity, describe and explain motion due to a uniform velocity in one direction and uniform acceleration in a perpendicular direction, and perform simple calculations. explain, qualitatively, why a body which moves in a circle at a steady speed must accelerate towards the centre (centripetal acceleration).

(f)

(g)

(h)

3.1.3

SOLIDS UNDER STRESS Content Stress and strain. Elastic and plastic behaviour.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) classify solids as crystalline, amorphous, or polymeric in terms of their microscopic structure, describe an experiment to investigate the behaviour of a spring in terms of load and extension, recall and use Hooke's law and define the spring constant as force per unit extension, define tensile stress, tensile strain and the Young modulus and perform simple calculations, describe an experiment to determine the Young modulus of a metal in the form of a wire, describe, at the molecular level, the main features of the force/extension, stress/strain graphs for (f) a ductile material such as copper a brittle substance such as glass a polymeric substances such as rubber,

(b)

(c)

(d)

(e)

recall that materials do not necessarily behave in a similar way in tension and compression and that crack propagation is more difficult under compression with particular reference to concrete as an example, understand why given materials are chosen in given situations e.g. rubber tyres, reinforced concrete, prestressed glass, fibreglass.

(g)

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SPECIFICATION 3.1.4 WAVES Content Progressive waves. Transverse and longitudinal waves. Frequency, wavelength and velocity of waves. Diffraction. Interference. Two-source interference patterns. Stationary waves. Beats.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) describe what is meant by wave motion, illustrated by: (i) (ii) (iii) (b) (c) (d) transverse waves on ropes, transverse and longitudinal waves along springs, transverse water waves in a ripple tank,

distinguish between particle motion and wave motion, recognise that a wave sets the particles in its path into oscillation, explain the terms displacement, amplitude, wavelength, frequency, period and velocity of a wave, recognise that the intensity of the wave (power per unit area) is proportional to the square of the amplitude, illustrate and interpret graphs of displacement against time, and displacement against position for transverse waves only, recall and use the equation c = f, distinguish between transverse and longitudinal waves, Describe experiments which demonstrate the diffraction of water waves, sound waves and microwaves, and understand that significant diffraction only occurs when is of the order of the dimensions of the obstacle or slit, state, explain and use the principle of superposition, explain what is meant by the term interference, describe experiments which demonstrate two source interference for water waves, sound waves and microwaves,

(e)

(f)

(g) (h) (i)

(j) (k) (l)

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(m) (n) (o) (p) (q) (r) 3.1.5

show an understanding of path difference, phase difference, and coherence, state the conditions necessary for two-source interference to be observed, i.e. constant phase difference, vibrations in the same line, describe experiments which demonstrate stationary waves, e.g. vibrations of a stretched string and for sound in air, state the differences between stationary and progressive waves, describe experiments which demonstrate sound beats, explain the formation of beats; recall and use beat frequency fb = f1 f2 where f1 > f2,

LIGHT Content Refraction. Interference. Diffraction. Polarisation.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) (b) recall and use Snell's Law of refraction recall and use the equations

n2 c1 sin 1 = = , n1 c2 sin 2
(c) (d) (e) (f) (g) understand total internal reflection and critical angle, and the application of total internal reflection in prisms and optical fibres, state and explain the advantages of optical systems over electrical systems in communication and computing, recall the shape of the intensity pattern from a single slit and its effect on double-slit and diffraction grating patterns, recall and use the equation d sin = n for a diffraction grating, explain the importance of Young's double-slit experiment in establishing the wave nature of light, recall and use the equation = ay

(h) (i)

for double-slit interference,

explain the importance of coherence in obtaining stable interference fringes,

GCE AS/A PHYSICS 15

(j) (k)

give examples of coherent and incoherent sources, describe experiments which demonstrate polarisation of light, and know the polarisation only occurs with transverse waves.

3.2

Assessment Unit PH2 QUANTA AND ELECTRICITY Advanced Subsidiary

Preamble Building on the knowledge and concepts encountered in the N.C. Key Stage 4 programme of study in Double Science, this unit seeks to develop knowledge and understanding of basic electricity as a pre-requisite both to a consideration of a range of practical contexts in everyday life, and for further study in science, engineering and technology. Quantum phenomena are introduced in this Unit, and understanding of the nuclear model of the atom is recalled, so that AS candidates will have gained some flavour of more recent developments. This Unit has been designed to be quite independent of PH1, so either PH1 or PH2 may be studied first within the AS course. The Unit is built around a core relating to the following Subject Criteria content: 3.8 3.10 3.2.1 Electricity Quantum Physics CONDUCTION OF ELECTRICITY Content Electric current. Nature of charge carriers in conductors.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) understand that electric current is the rate of flow of charge and recall that I = (b) (c)

Q , t

define the coulomb as the unit of charge, understand and describe the mechanism of conduction in metals as the movement of free electrons, derive and use the equation I = nAve for free electrons. understand the social, economic and environmental problems involved with the large scale production of electricity.

(d) (e)

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3.2.2

E.M.F. AND POTENTIAL DIFFERENCE CONTENT Potential difference E.m.f. and internal resistance

AMPLIFICATION OF CONTENT Candidates should be able to: (a) (b) define potential difference and the volt V = W Q ,

define the e.m.f. of a source as being the total energy transferred by the source per coulomb of charge passing through the source, distinguish between e.m.f. and p.d. in terms of energy transfer, understand that sources have an internal resistance.

(c) (d) 3.2.3

RESISTANCE CONTENT Relationship between current and potential difference. Resistance, resistivity. Variation of resistance with temperature. Heating effect of an electric current.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) sketch, and understand, the important features of the I V characteristics of a metallic conductor at constant temperature and of the filament of a bulb, state Ohm's law, understand how the movement of free electrons explains electrical resistance and dissipation of heat in a conductor, recall and define resistance as R =

(b) (c)

(d)

V and define the ohm, I

(e) (f)

recall and use R =

l RA and hence define as , A l

describe how to determine the resistivity of a metallic conductor experimentally (voltmeter/ammeter or ohmmeter methods only required),

GCE AS/A PHYSICS 17

(g)

describe how to investigate experimentally the variation of resistance with temperature of a metallic conductor, recall, define and determine experimentally the temperature coefficient of resistance as =

(h)

R R0 , R0

(i)

explain the variation of resistance with temperature for a metallic conductor, recall and use P = IV and, for ohmic conductors,

(j)

V2 P=I R= , R
2

(k)

understand what is meant by superconductivity and know its characteristics and one application.

3.2.4

D.C. CIRCUITS CONTENT Series and parallel circuits. Combination of resistors. The potential divider.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) understand and recall that the current from a source is equal to the sum of the currents in the separate branches of a parallel circuit and that this is a consequence of conservation of charge, understand and recall that the sum of the p.d.s across components in a series circuit is equal to the p.d. across the supply and that this is a consequence of the conservation of energy, recall and use formulae for the combined resistance of resistors in series and in parallel, calculate the p.d. across the terminals of a source when (i) (ii) (e) it is driving a current round a complete circuit, a current its driven through a source against its e.m.f.,

(b)

(c)

(d)

understand the principle of a potential divider and describe its use in providing a variable voltage supply. [The potentiometer as a measuring instrument is not required.]

GCE AS/A PHYSICS 18

3.2.5

NUCLEAR STRUCTURE The nuclear atom. The nucleus. Isotopes.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) describe a simple model for the nuclear atom in terms of nucleus and electrons orbiting in discrete orbits, explaining the composition of the nucleus in terms of protons and neutrons, distinguish between atomic mass number and atomic number and understand that atomic mass number (nucleon number) = atomic number (proton number) + number of neutrons, recall and use the usual notation for the representation of nuclides A i.e. Z X, understand the term isotope,

(b)

(c)

(d) 3.2.6

QUANTUM PHYSICS Content The electromagnetic spectrum. Spectra the main features of optical and X-ray spectra. Photoelectric effect. Wave-particle duality.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) (b) (c) recall the characteristic properties and the orders of magnitude of the wavelengths of the radiations in the electromagnetic spectrum, describe the appearance of line and continuous emission spectra, and line absorption spectra, understand and use energy level diagrams, appreciating that the further the electron's orbit from the nucleus, the greater the energy, and use them to explain line emission and line absorption spectra, recall and use the electron-volt (eV) as a unit of energy, calculate photon frequency f ; use and recall the relationship hf = E1 E 2 to calculate photon energies, explain ionisation and calculate ionisation energy, discuss the nature of X-ray spectra and explain line spectra and continuous background spectra (including the calculation of min.),

(d) (e)

(f) (g)

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(h)

explain photoelectric emission and outline the results of Millikan's photoelectric experiment,
2 recall and use Einstein's equation hf = 1 2 mv + where is the work function,

(i)

(j) (k)

outline an experiment to determine the values of h and , appreciate that the photoelectric effect provides evidence for waves behaving as particles, appreciate that particles behave as waves through demonstrating that electron diffraction (using a Teltron tube) produces a ring pattern, which is of the same form obtained by passing light through a microscope slide dusted with a fine powder.

(l)

3.3

Assessment Unit PH3 EXPERIMENTAL PHYSICS Advanced Subsidiary

Preamble This Unit will give candidates opportunities to demonstrate development of their experimental, manipulative, interpretative and communication skills. SPECIFICATION 3.3.1 Practical Tests Candidates will be required to undertake, under examination conditions at the end of the AS course, an externally set and marked practical test, of three items. The test will comprise experimental and investigatory work in contexts familiar to candidates having completed study of assessment units PH1 and PH2. AMPLIFICATION OF CONTENT Candidates should be able to: follow instructions and plan experimental activities, make observations and draw conclusions, take measurements with correct use of significant figures, record data showing awareness of the limits of accuracy, present data in different forms, including the handling of graphs, interpret data, demonstrate appropriate knowledge and understanding of physics,

GCE AS/A PHYSICS 20

apply physics knowledge, recognise patterns, make predictions and evaluate outcomes, demonstrate an understanding of accuracy in taking measurements; the significance of repeat readings, and an awareness of the reliability of readings (the theory of errors will not be assessed). show correct usage of SI units.

Test details Measuring instrument requirements will include items expected to be found in a school laboratory such as digital multimeters, analogue ammeters, voltmeters and galvanometers, micrometers, vernier callipers, liquid-in-glass thermometers, stop-clocks. Other equipment requirements will again include standard laboratory items such as clamp stands and slotted masses, but may also include items which need to be obtained specially for the test from equipment suppliers or D.I.Y. stores. Instructions will be issued to centres two months prior to the test date. The information provided will give the context of the task and detailed instructions on measuring instruments required, and assemblage of apparatus, but not the actual question. Each item will last for 30 minutes. A further 10 minutes will be allowed for re-setting/adjusting the apparatus by the supervisor. During this time candidates may continue with their written answers. Centres will be required to complete a measurements sheet to return with the scripts.

3.4

Assessment Unit PH4 OSCILLATIONS AND ENERGY Advanced Level A2

Preamble In addition to introducing new material, this Unit develops and extends some of the topics introduced in the AS course, but treats them with greater depth and rigour. It is intended that this Unit should be studied before PH5. The Unit seeks to show the importance of the concept of momentum in interactions between bodies and develops the idea of energy to include the internal energies of systems and the first law of thermodynamics. The Unit demonstrates how a simple kinetic picture of a gas, with a molecular interpretation of temperature, is consistent with the observed behaviour of gases.

GCE AS/A PHYSICS 21

The concept of capacitance is introduced, and the flow of alternating current in circuits containing resistance, capacitance and inductance is examined. Quantitative work on A.C. circuit theory is included although knowledge of calculus in the derivation of formulae is not required. The Unit is built around a core relating to the following Subject Criteria content: 3.7 Momentum and Energy.

3.11.2 Oscillations. 3.8.5 Capacitance.

SPECIFICATION 3.4.1 VIBRATIONS Content Circular motion Physical and mathematical treatment of undamped simple harmonic motion. Energy interchanges during simple harmonic motion. Damping of oscillations. Free oscillations, forced oscillations and resonance.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) (b) (c) (d) (e) (f) understand and use period of rotation, frequency of rotation, the radian measure of angle, define and use angular velocity , recall and use v = r , and hence a = 2 r , define simple harmonic motion as a statement in words, recall, recognise and use a = 2 x as a mathematical defining equation of simple harmonic motion, illustrate, and interpret graphically, the variation of acceleration with displacement during simple harmonic motion, recall and use x = A sin( t + ) as a solution to a = 2 x , explain the terms frequency, period, amplitude and phase ( t + ) , recall and use the period as

(g) (h) (i)

1 2 or , f

GCE AS/A PHYSICS 22

(j)

recall and use v = A cos ( t + ) for the velocity during simple harmonic motion, illustrate, and interpret graphically, the changes in displacement and velocity with time during simple harmonic motion, recall and use the equation T = 2

(k)

(l)

m for the period of a system k

having stiffness (force per unit extension) k and mass m, (m) illustrate, and interpret graphically, the interchange between kinetic energy and potential energy during undamped simple harmonic motion, and perform simple calculations on energy changes, explain what is meant by free oscillations and understand the effect of damping in real systems, describe practical examples of damped oscillations, and the importance of critical damping in appropriate cases such as vehicle suspensions, explain what is meant by forced oscillations and resonance, and describe practical examples, sketch the variation of the amplitude of a forced oscillation with driving frequency and know that increased damping broadens the resonance curve, appreciate that there are circumstances when resonance is useful e.g. circuit tuning, microwave cooking and other circumstances in which it should be avoided e.g. bridge design.

(n)

(o)

(p)

(q)

(r)

3.4.2

MOMENTUM CONCEPTS Content Linear momentum. Newton's laws of motion. Conservation of linear momentum; particle collision.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) (b) define linear momentum as the product of mass and velocity, recall Newton's laws of motion and know that force is rate of change of momentum, applying this in situations where mass is constant, state the principle of conservation of momentum and use it to solve problems in one dimension involving elastic collisions (where there is no loss of kinetic energy) and inelastic collisions (where there is loss of kinetic energy).

(c)

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3.4.3

ENERGY CONCEPTS Content Work, Power and Energy. Internal energy. First law of thermodynamics. Energy transfer.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) recall the definition of work as the product of a force and distance moved in the direction of the force when the force is constant; calculation or work done, for constant forces, when force is not along the line of motion ( W.D. = Fx cos ) understand that the work done by a varying force is the area under the Force-distance graph, recall and use Hooke's law F = kx, and apply this to (b) above to show that elastic potential energy is 1 2 Fx or 1 2 kx2, know that energy transfer can be measured in terms of work and define power as the rate of energy transfer, recall and apply the principle of conservation of energy including use of gravitational potential energy mgh , elastic potential energy 1 kx2, and kinetic energy 1 mv2, 2 2 understand and apply the work energy relationship 2 2 1 2 1 Fs = 1 2 mv 2 mu and recall that Ek = 2 mv , appreciate that dissipative forces e.g. friction, viscosity, cause energy to be transferred from a system and reduce the overall efficiency of the system, recall and use Efficiency = Useful energy obtained 100%, Energy input understand and recall that the internal energy of a system is the sum of the potential and kinetic energies of its molecules, recall the first law of thermodynamics which states that the heat supplied to a system increases the internal energy of the system or enables it to do work, or both, Q = U + W , calculate the work done by a gas expanding under constant pressure W = pV , understand and explain that, even if p changes, W is given by the area under the p V graph,

(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)

(j)

(k)

(l)

GCE AS/A PHYSICS 24

(m)

understand that thermal equilibrium implies equality of temperature, and that thermal energy flows from an object at a higher temperature to an object at a lower temperature, understand that, if there is no change of state, thermal energy transfer can be measured in terms of temperature rise, and be able to recall that the energy required for change of temperature = mc appreciate the factors involved in energy transfer in buildings and be aware of ways in which thermal insulation is effected. [Candidates will be expected to perform simple calculations on conduction through solids using the formula

(n)

(o)

Q = kA t x
which will be supplied to them in examinations questions.] 3.4.4 MOLECULAR KINETIC THEORY Content Ideal gas laws and the equation of state. Kinetic theory of gases. The kinetic theory of pressure of a perfect gas. The kinetic energy of a molecule.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) (b) define the Avogadro constant NA and hence the mole; understand that the molar mass M is related to the relative molecular mass Mr by M/kg = Mr/1000, and that the number of moles n is given by (c) (d)

Total mass ; Molar mass

recall and use Boyles law for an ideal gas, recall and use the equation of state for an ideal gas expressed as pV = nRT where R is the molar gas constant, and understand that this equation defines the Kelvin scale of temperature and the absolute zero of temperature, recall the assumptions of the kinetic theory of gases which includes the random distribution of energy among the particles,

(e)

GCE AS/A PHYSICS 25

(f)

explain how molecular movement causes the pressure exerted by a

2 gas, and understand and use p = 1 3 c = 1 3

N mc 2 where N is the M

number of molecules, (g)

2 compare pV = 1 with pV = nRT and deduce that the total 3 Nmc translational kinetic energy of a mole of a monatomic gas is given by 3 3 and hence the average kinetic energy of a molecule is 2 kT 2 RT

where k = N is the Boltzmann constant, and deduce that T is A proportional to the mean kinetic energy. 3.4.5 CAPACITANCE Content The concept of capacitance. The parallel plate capacitor and factors affecting its capacitance. Capacitors in series and parallel. Energy stored in a capacitor.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) understand the concept of capacitance and recall and define capacitance as C =

Q , V

(b) (c) (d)

recall and use C =

o r A for a parallel plate capacitor, d

define the relative permittivity r of a dielectric, describe and explain, in molecular terms, the effect of a dielectric on the capacitance of a capacitor, recall and use formulae for capacitors in series and in parallel, recall and use the equation E = 1 2 QV for the energy stored in a capacitor, recall and use the equation

(e) (f)

(g)

Q = Q0 e

RC

where RC is the time constant.

GCE AS/A PHYSICS 26

3.4.6

ALTERNATING CURRENTS Content Peak and r.m.s. values of sinusoidal quantities. Vector treatment of alternating voltages and currents. Effect of resistance, inductance and capacitance in a series circuit. Phase lag and lead. Resonance. Use of the cathode-ray oscilloscope.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) understand and use the terms frequency, period, peak value and rootmean-square value when applied to alternating voltages and currents, understand that the r.m.s. value is related to the energy dissipated per cycle, and recall and use the relationship Vr.m.s. = (c) (d) (e)

(b)

V0 2

use phasors to represent alternating voltages and currents, explain how a resistor behaves in an a.c. circuit, understand the effect of a capacitor in an a.c. circuit and know that its reactance is given by X C =

1 , C

(f)

understand the effect of an inductor in an a.c. circuit and know that its reactance is given by XL = L,
2 R and that recall that the mean power dissipated in a resistor is I rms the mean power dissipated in an inductor, and in a capacitor, is zero,

(g)

(h)

derive an expression for the impedance of a resistor, inductor and capacitor in series, derive an expression for the resonant frequency of a R, C, L series circuit, appreciate that the sharpness of the resonance curve determines the frequency selectivity of the circuit and that the less the resistance, the sharper the resonance curve. describe the use of a cathode ray oscilloscope to measure: (i) (ii) a.c. and d.c. voltages, frequencies.

(i)

(j)

GCE AS/A PHYSICS 27

3.5

Assessment Unit PH5 FIELDS, FORCES AND NUCLEI Advanced Level A2

Preamble This Unit introduces new material but also broadens and develops material encountered in the AS course. The Unit specifically draws from the previous units PH1, PH2 and PH4 and is synoptic in character in that it emphasises links between different parts of the subject. It will therefore constitute the end-of-course assessment unit. The Unit considers the main features of electrostatic and gravitational fields as examples of fields of force. The concept of magnetic (B) fields is developed, and the laws of electromagnetic induction are extended to include quantitative work on induced e.m.f. and self-inductance although, again, knowledge of the calculus will not be required. The study of the nucleus, radioactivity and nuclear energy is developed and the section on probing matter shows how the treatment of scattering of particles has led to increased knowledge of atomic and nuclear structure. The Unit is build around a core relating to the following Subject Criteria content: 3.12 3.13 3.9.2 3.9.3 3.9.1 Fields. Magnetic Effects of Currents. Ionising Radiation. Energy. Probing Matter SPECIFICATION 3.5.1 UNIFORM AND RADIAL FIELDS OF FORCE Content Electrostatic and gravitational fields. Field strength (intensity). Electrical and gravitational inverse square laws. Potential in force fields. Relation between force and potential energy gradient. Relation between intensity and potential gradient. Vector addition of electric fields. Potential energy of a system of charges.

GCE AS/A PHYSICS 28

AMPLIFICATION OF CONTENT Candidates should be able to: (a) recall the main features of electric and gravitational fields as specified in the table overleaf, know that earth potential is chosen as the arbitary zero of potential when applied to circuits, calculate the net potential and resultant field strength for a number of point charges and point masses, recall and use Newton's law of Gravitation F = G

(b)

(c)

(d)

m1m2 in simple r2

examples, including the motion of planets and satellites.

GCE AS/A PHYSICS 29

REQUIREMENT

ELECTRIC FIELDS

GRAVITATIONAL FIELDS

Define

electric field strength, E, as the force per unit gravitational field strength, g, as the force per unit positive charge, mass, two electric charges in the form two masses in the form

Recall and use the inverse square law for

F =k

F=k

Recall and use charge in free space or air, mass,

Q1Q2 1 where k = 2 r 4 1 Q E= for the field strength due to a point 4 0 r 2

m1m2 where k = G r2 Gm g = 2 for the field strength due to a point r

Define potential at a point due to

a point charge in terms of the work done in a point mass in terms of the work done in bringing bringing unit positive charge from infinity to that a unit mass from infinity to that point, point,

Recall and use the equations.

VE =

1 Q 4 0 r

Vg =

GM r
a point mass moving in any gravitational field

Know that the change in potential energy a point charge moving in any electric field of = qVE , Use these relationships.

= mV g

Recall that the field strength at a point is E = - slope of the VE r graph at that point, and g = - slope of the Vg r graph at that point, and for given by for uniform fields: uniform fields: Use these relationships. V E = VE numerically. g= g numerically.

Know that the potential difference is the area under the field strength distance graph. given by

the area under the field strength distance graph.

GCE AS/A PHYSICS 30

3.5.2

B-FIELDS Content Concept of magnetic fields (B-fields). Force on a current-carrying conductor. Force on a moving charge. Magnetic fields due to currents. Effect of a ferrous core; relative permeability. Force between current carrying conductors. Definition of the ampere. Measurement of magnetic field strength B. Deflection of beams of charged particles in electric and magnetic fields.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) predict the direction of the force on a current-carrying conductor in a magnetic field, recall that the magnetic field strength B (flux density) represents the strength of a magnetic field, define magnetic field strength B by considering the force on a current-carrying conductor in a magnetic field; recall and use F = BIl sin , define magnetic field strength B by considering the force on a charge moving in a magnetic field; recall and use F = Bqv sin , understand the processes involved in the production of a Hall voltage and derive the equation V H = (f) (g)

(b)

(c)

(d)

(e)

BI , tnq

describe how to investigate steady magnetic fields with a Hall probe, sketch the magnetic fields due to a current in (i) (ii) a long straight wire, a long solenoid,

(h)

use the equations B =

o I and B = o nI , which will be given 2 a

when required, for the field strengths due to a long straight wire and in a long solenoid, (i) define relative permeability and calculate the field strength inside a solenoid which has a ferrous core,

GCE AS/A PHYSICS 31

(j)

explain why current-carrying conductors exert a force on each other and predict the directions of the forces, understand how the equation for the force between two currents in straight wires leads to the definition of the ampere, recall the definition of the ampere, describe how ion beams, i.e. charged particles, are deflected in uniform electric and magnetic fields and derive the corresponding equations of motion.

(k)

(l) (m)

3.5.3

ELECTROMAGNETIC INDUCTION Content Magnetic flux. Laws of electromagnetic induction. Calculation of induced emf. Self induction.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) recall and define magnetic flux as = AB cos and flux linkage =

N /

(b) (c)

recall Faraday's law and Lenz's law, recall and use e.m.f. = rate of change of flux linkage and use this relationship to derive an equation for the e.m.f. induced in a linear conductor moving at right angles to a uniform magnetic field, recognise that when a coil is placed in a sinusoidally alternating magnetic field, the peak/r.m.s. e.m.f. induced is proportional to the field strength B and hence describe how to investigate changing magnetic fields with a search coil, explain the meaning of self-inductance of a coil and recall that the e.m.f. induced is given by E = L rate of change of current, define the henry, explain the cause of eddy currents and describe their uses.

(d)

(e)

(f) (g)

GCE AS/A PHYSICS 32

3.5.4

RADIOACTIVITY AND RADIOISOTOPES Content Radioactive decay. Half-life. Applications of radioactivity. Hazards and safety precautions.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) recall the spontaneous nature of nuclear decay; describe the nature of , and radiation, and use equations to represent the nuclear transformations using the A X notation,
Z

(b)

describe methods used to distinguish between , and radiations, and recall the connections between the nature, penetration and range for ionising particles, account for the existence of background radiation and make allowance for this in experimental measurements, explain what is meant by half-life T12 , define activity A and the becquerel, define decay constant ( ) and recall and use the equation A = N. recall and use the exponential law of decay in graphical and algebraic form, [ N = N o e t ( or N =

(c)

(d) (e) (f) (g)

No Ao ) and A = Ao e t ( or A = x ) x 2 2

where x is the number of half-lives elapsed not necessarily an integer,] (h) derive and recall that =

log e 2 , T12

(i) (j)

describe briefly the use of radioisotopes (any two applications), show an awareness of the biological hazards of ionising radiation e.g. whether exposed to external radiation or when radioactive materials are absorbed (ingestion and/or inhalation).

GCE AS/A PHYSICS 33

3.5.5

NUCLEAR ENERGY Content Binding Energy. Fission and Fusion. Nuclear Reactors.

AMPLIFICATION OF CONTENT Candidates should be able to: (a) appreciate the association between mass and energy and recall that E = mc 2 , calculate the binding energy for a nucleus and hence the binding energy per nucleon, making use, where necessary, of the unified atomic mass unit (u) and the electron-volt (eV), describe the relevance of binding energy per nucleon to nuclear fission and fusion, calculate the energy released in a fission process and in a fusion process, explain how neutron emission gives the possibility of a chain reaction, understand and describe induced fission by thermal neutrons and the roles of moderator, control rods and coolants in thermal reactors, understand and recall the factors influencing choice of materials for moderator, control rods and coolant, explain the fusion process and outline the difficulties involved in containment, discuss the environmental problems posed by the disposal of the waste products of nuclear reactors.

(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)

3.5.6

PROBING MATTER Content Coherent scattering of electromagnetic waves by charged particles. X-ray diffraction leading to molecular structure. Matter waves-electron and neutron diffraction. Production of high energy particles. Elastic scattering of -particles of heavy nuclei. Inelastic scattering of photons and particles by atoms, nuclei and nuclear constituents leading to atomic and nuclear structure.

GCE AS/A PHYSICS 34

AMPLIFICATION OF CONTENT Candidates should be able to: (a) describe qualitatively the scattering of an EM wave by an electron and recognise that the scattered wave is in phase with the incident wave (coherence), recognise that scattered waves superpose to form diffraction patterns, analogous to light diffraction from gratings, recall diffraction grating formula n = d sin for a grating of uniformly spaced equal slits; recognise < d for measurable pattern from which d can be deduced and be aware of the implication that the smaller the wavelength, the smaller the detail that can be "imaged", recognise X-ray wavelengths are of the same order as atomic dimensions and hence know that atomic arrangement (molecular structure) can be found from X-ray diffraction patterns provided the molecules are regularly arranged in space as in a crystal. (One important example should be known e.g. DNA), extend the above ideas via de Broglie to matter waves neutron and electron diffraction, recognise, that because of (c) above, particles for probing nuclei and sub-nuclear particles must have very small and hence very high energy (i.e. application of the de Broglie relationship = (g)

(b)

(c)

(d)

(e)

(f)

h ), p

understand, and recall, the physical principles underlying the cyclotron, synchrotron and linear accelerators, know about the Rutherford -particle experiment as an example of elastic scattering leading to size of nucleus but not its internal structure, recall that inelastic collisions imply loss of K.E., and understand that accounting for missing K.E. in particle scattering experiments leads to knowledge of internal structure of the scattering particle e.g. Franck-Hertz experiment (principle only), recognise the implications of the above for high-energy physics (particle physics) and know one example of inelastic scattering of sub-nuclear particles leading to discovery of a new particle, e.g. p + p = p + p + o . know that high-energy electron scattering experiments reveal a three quark structure for nucleons.

(h)

(i)

(j)

(k)

GCE AS/A PHYSICS 35

3.6

Assessment Unit PH6 SYNOPTIC AND INVESTIGATIVE PHYSICS Advanced Level A2

Preamble This Unit will allow candidates an opportunity to demonstrate the development of their experimental and investigative skills in a context which reflects the demand of the second year of the A level course. The focus will be on the development of investigatory skills and scientific process. The Unit will also include opportunities to draw together knowledge, understanding and skills as described in the definition of synoptic assessment below (3.6.1). SPECIFICATION The Unit comprises two elements: 3.6.1 SYNOPTIC ASSESSMENT Candidates will be required to sit an externally set and assessed paper covering the synoptic requirements of the whole A level course. The definition of synoptic assessment in the context of this Unit is as follows: "Synoptic assessment involves the explicit drawing together of knowledge, understanding and skills learned in different parts of the A level course. The emphasis of synoptic assessment is on understanding and application of the principles included in the specification. Synoptic assessment should: require candidates to make and use connections between different areas of physics, for example, by applying knowledge and understanding of more than one area to a particular situation or context or by using knowledge and understanding of principles and concepts of physics in planning experimental work and analysing and evaluating data; include opportunities for candidates to use ideas and skills which permeate physics, for example, the analysis and evaluation of, empirical data, and other information, in contexts which may be new to them". [Subject Criteria-Physics]

3.6.2

INVESTIGATORY TASK Candidates will be required to submit one piece of coursework, of an investigatory nature, which will be internally set, but externally assessed, by the Board.

GCE AS/A PHYSICS 36

AMPLIFICATION OF CONTENT In carrying out the practical task, candidates should be able to: consider appropriate methods; select suitable apparatus; choose effective and safe procedures; identify variables; plan an effective strategy for answering the problem; follow the plan suggested; modify the plan in light of results if appropriate; make and record sufficient relevant observations and measurements to the appropriate degree of precision; present data in suitable format to include graphs (including log plots); use data to test relationships where appropriate; draw clear conclusions; demonstrate awareness of limitations; evaluate the techniques used; suggest improvements; assess the reliability of data collected.

Investigatory task details The extended coursework title can be determined by the centre but will require approval by the Board before being carried out. The task must be taken from within the content of the specification and will need to be of a standard appropriate to the second year of a full A level course. Alternatively, centres will be able to choose from a broad list of topics suggested by the Board within its current specification, in which case the prior approval of the Board is not required. The extended coursework component should involve distinct, referenced areas of the specification; have a clear aim and purpose, and present the candidate with opportunities to carry out genuine investigatory work, offer opportunities for planning, implementation, analysis and evaluation at a full A level standard, lead to the generation of data which can be analysed using a variety of methods, involve the use of IT skills.

Suggested titles for investigation will need to be provided to the Board by, at the latest, the end of September of the year prior to the end of the course. There will be a limit of 2500 words in the final report.

GCE AS/A PHYSICS 37

Possible investigatory topic areas The performance of a filament light bulb. Damped oscillations. Resonance. Effect of dissolved solids on the refractive index of water. Factors affecting the e.m.f. of a cell e.g. copper sulphate. Thermal conduction and heat capacity. Light emitting diodes. Investigating a model electric motor. The bending of beams. Sliding and skidding. The Hall effect in semi-conductors. Fusing factors.

Further guidance on these topics and the assessment of this element is given in Annex A of this specification.

GCE AS/A PHYSICS 38

KEY SKILLS

THE EXEMPLIFICATION OF KEY SKILLS The following tables give some examples of Physics contexts in which naturally occurring key skills evidence could be accumulated. Note: If producing certain types of evidence creates difficulties due to disability or other factors, the candidate may be able to use other ways to show achievement. The candidate should ask the tutor or supervisor for further information. COMMUNICATION: LEVEL 1
C1.1 TAKE PART IN A DISCUSSION Candidates must: take part in a one-toone discussion and a group discussion about different, straightforward subjects. Evidence must show candidates can: provide information that is relevant to the subject and purpose of the discussion speak clearly in a way that suits the situation listen and respond appropriately to what others say. Examples of evidence: Records from an assessor who observed each discussion and noted how the student met the requirements of the Unit, or an audio/video tape of the discussions. Suggested context: Group work on 3.1.1. and 3.1.2 in the context of car and driving safety. Discussion of design features (seat belts, air bags, crumple zones), stopping distances, effect of speed and personal alertness etc. Presentation of a verbal report on selected aspects.

C1.2 INFORMATION GATHERING Candidates must: read and obtain information from two different types of documents about straightforward subjects, including at least one image. Evidence must show candidates can: read relevant material identify accurately the main points and ideas in material use the information to suit the purpose. Examples of evidence: A record of what the student reads and why, including a note or copy of the image. Notes, highlighted text or answers to questions about the material read. Records of how the student used the information. E.g. in discussions for C1.1 or writing for C1.3. C1.3 WRITING Candidates must: write two different types of documents about straightforward subjects. Include at least one image in one of the documents. Evidence must show candidates can: present relevant information in a form that suits the purpose ensure text is legible make sure that spelling, punctuation and grammar are accurate so the meaning is clear. Examples of evidence: The two different documents might include a letter, a short report or essay, with an image such as a chart or sketch. Suggested context: Using technical data gathered in the exercise on C1.1 students to write a short report on one aspect of car driving safety for inclusion in a technical journal together with an advertising feature for inclusions in a newspaper. At least one of the documents to include image(s) of an appropriate nature. Suggested context: Homework exercise based on the content of 3.1.1 and 3.1.2 car and driving safety. The task is based on a short newspaper report, or government safe driving publicity material, without an image and one of a technical nature with graphs/illustrations. Link with classroom work on C1.1.

GCE AS/A PHYSICS 39

COMMUNICATION: LEVEL 2
C2.1a CONTRIBUTE TO A DISCUSSION Candidates must: contribute to a discussion about a straightforward subject. Evidence must show candidates can: make clear and relevant contributions in a way that suits the purpose and situation listen and respond appropriately to what others say help to move the discussion forward. Examples of evidence: A record from an assessor who observed the discussion and noted how the student met the requirements of the Unit, or an audio/video tape of the discussion. Suggested context: Group discussion on 3.1.3 in the context of the different behaviour of ductile, brittle and polymeric materials. Students should demonstrate an understanding of why given materials are chosen for use in given situations and provide examples.

C2.1b GIVE A SHORT TALK Candidates must: give a short talk about a straightforward subject using an image. Evidence must show candidates can: speak clearly in a way that suits the subject, purpose and situation keep to the subject and structure the talk to help listeners follow what the student says use an image to illustrate clearly the main points. Examples of evidence: A record from an assessor who observed the talk, or an audio/video tape of the talk. Notes from preparing and giving the talk. A copy of the image used. Suggested context: Presentation to the class/group using at least two of photograph/diagram. An example would be the uses, strengths and limitations of optical fibres (Section 3.1.5)

C2.2 INFORMATION GATHERING Candidates must: read and summarise information from two extended documents about a straightforward subject. One of the documents should include at least one image. Evidence must show candidates can: select and read relevant material identify accurately the lines of reasoning and main points from text and images summarise the information to suit the purpose. Examples of evidence: A record of what is read and why, including a note or copy of the image. Notes, highlighted text or answers to questions about the material read. Evidence of summarising information could include the students notes for the talk, or one of the documents written. C2.3 WRITING Candidates must: write two different types of documents about straightforward subjects. One piece of writing should be an extended document and include at least one image. Evidence must show candidates can: present relevant information in an appropriate form use a structure and style of writing to suit the purpose ensure the text is legible and that spelling, punctuation and grammar are accurate, so the meaning is clear. Examples of evidence: The two different documents might include a report or an essay, with an image such as a chart, graph or diagram, a business letter or notes. Suggested context: Using data gathered in the exercise on C2.2 students would be required to write an account of the advantages (or disadvantages) of the extended development of wind farms (with illustrations) together with a letter to the local paper countering one which puts forward a different view to the stance taken in the article. Suggested context: Homework task based on 3.2.1 conduction of electricity. The task would be based on a magazine article on the social, economic and environmental problems involved with the large scale production of electricity and a technical extract containing economic data. The exercise would require students to summarise the information and draw conclusions.

GCE AS/A PHYSICS 40

COMMUNICATION: LEVEL 3
C3.1a TAKE PART IN A DISCUSSION Candidates must: contribute to a group discussion about a complex subject. Evidence must show candidates can: make clear and relevant contributions listen and respond appropriately create opportunities for others to take part. Examples of evidence: A record from someone who has observed discussion or has made video/ audio tape of discussion. Suggested context: Group work on 3.2.6 in the context of wave/particle duality. Students to contribute to discussion of the historical development of this theory and the evidence which supported the developing ideas on this subject.

C3.1b MAKE A PRESENTATION Candidates must: make a presentation about a complex subject, using at least one image to show complex points. Evidence must show candidates can: speak clearly and use suitable style structure ideas and information use a range of techniques. Examples of evidence: A record from someone who has observed discussion or has made video/ audio tape of discussion or preparatory notes with images. Suggested context: This would develop/contribute to the work on 3.1.a and require students to make a presentation, using at least one image, from the standpoint of someone historically supporting either a wave theory or a particle theory of light.

C3.2 INFORMATION GATHERING Candidates must: select and synthesise information from two extended documents that deal with a complex subject One of these documents should include at least one image. Evidence must show candidates can: select and read material that contains information needed identify accurately, and compare, the lines of reasoning and main points from texts and images synthesise the key information in a suitable form. Examples of evidence: A record of what was read and why, including a note of the image. Notes, highlighted text or answers to questions about material read. Evidence of synthesising information from notes of a presentation or a written document. Suggested context: Students would be required to select and synthesise information from two extended documents both containing images. One would describe how the photoelectric effect provides evidence for waves behaving as particles, the other how electron diffraction shows that particles behave as waves.

C3.3 WRITING Candidates must: write two different types of documents about complex subjects. One piece of writing should be an extended document and include at least one image. Evidence must show candidates can: select and use appropriate style of writing organise relevant information clearly and coherently, using specialist vocabulary ensure text is legible, spelling, punctuation and grammar are accurate, and that meaning is clear. Examples of evidence: The two different documents might include an extended essay or report, with an image such as a chart, graph or diagram and a letter or memo. Suggested context: Students would be required to write an account of the experimental work on one of the topics studied in C3.2 above for inclusion in a science text book. This account should include one image. A second account, for inclusion in a revision aid, might summarise the ways in which theories of light are now considered in a complementary sense.

GCE AS/A PHYSICS 41

APPLICATION OF NUMBER: LEVEL 1

N1.1 INTERPRET STRAIGHTFORWARD INFORMATION Candidates must: Interpret straightforward information from two different sources. At least one source should be a table, chart, diagram or line graph. Evidence must show candidates can: Obtain the information needed to meet the purpose of the task; and Identify suitable calculations to get the results needed. Examples of evidence: Description of the tasks and purposes. Copies of source material. A statement from an assessor who checked the accuracy of the students measurements or observations (if this was done). Records of the information obtained and the types of calculations identified to get the results needed. Suggested context: This exercise can be related to 3.1.5 (refraction of light). Students might be given a table of values of i and r for light travelling from air to water one pair of which is incorrect. They are also given a straight-line graph (which is correct) of sin i against sin r with scales drawn in but no points shown. Students are asked to show, explaining fully the steps in their reasoning, which of the tabled points is incorrect.

N1.2 CARRY OUT STRAIGHTFORWARD CALCULATIONS Candidates must: Carry out straightforward calculations to do with: a. b. c. amounts and sizes; scales and proportion; handling statistics. Evidence must show candidates can: Carry out calculations to the levels of accuracy the student has been given; and Check the results make sense. Examples of evidence: Records of the calculations (for a, b and c) and how the student checked them. Suggested context: This exercise could be an extension of N1.1 above. Students are given a large diagram of light travelling from an object on the bottom of a tank of water into air. Light from the object strikes the water surface at an angle x to the normal and is refracted into the air at an angle y to the normal. Students are asked (i) to calculate the value of anw from above, (ii) for a range of values of x between 40 and 1 to calculate the corresponding values of y, and (iii) measure the apparent position of the object for each value of x.

N1.3 INTERPRET THE RESULTS OF CALCULATIONS Candidates must: Interpret the results of the calculations and present her/his findings. The student must use one chart and one diagram. Evidence must show candidates can: Choose suitable ways to present findings; Present findings clearly; and Describe how the results of the calculations meet the purpose of the task. Examples of evidence: Descriptions of the findings and how the results of the calculations met the purpose of the tasks. At least one chart and one diagram presenting the findings. Suggested context: This would be an extension of N1.2 above. Students would be asked to make calculations based on their results and use them to test the extent to which the approximation anw = Real depth of water Apparent depth of water is valid for the range of values given. This must involve the presentation of an appropriate table and construction of a suitable graph.

GCE AS/A PHYSICS 42

APPLICATION OF NUMBER: LEVEL 2 Candidates must carry through at least one substantial activity that includes a number of straightforward related tasks for N2.1, N2.2 and N2.3.
N2.1 INTERPRET INFORMATION Candidates must: Interpret information from two different sources, including material containing a graph. Evidence must show candidates can: Choose how to obtain the information needed to meet the purpose of the activity; Obtain the relevant information; and Select appropriate methods to get the results needed. Examples of evidence: A description of the substantial activity. Copies of source material, including the graph, and/or a statement from someone who has checked the accuracy of the students measurements and observations. Records of the information obtained and the methods selected for getting the results needed. Suggested context: This task might be related to Section 3.2.2 and 3.2.3 (emf, pd and resistance). The student might be given a diagram of a variable resistor R connected across the terminals of a cell of emf 30v and internal resistance 2. A graph of pd across R (V) against current (I) in the circuit for the range I = 025A to 125A is to be drawn. Using the graph, students are required to construct a table of values of I and V for nine points in this range.

N2.2 CARRY OUT CALCULATIONS Candidates must: Carry out calculations to do with: a. amounts and sizes; b. scales and proportion; c. handling statistics; d. using formulae. Evidence must show candidates can: Carry out calculations, clearly showing methods and levels of accuracy; and Check methods to identify and correct any errors, and making sure the results make sense. Examples of evidence: Records of calculations (for a, b, c and d), showing methods used and levels of accuracy. Notes on how the student checked methods and results. Suggested context: The students are required to use the values obtained in N2.1 above to calculate (a) the resistance R for each of the pair of readings and (b) the corresponding power P dissipated in the resistance R at each reading. They should construct a table of the results.

N2.3 INTERPRETING THE RESULTS OF CALCULATIONS Candidates must: Interpret the results of calculations and present findings. The student must use at least one graph, one chart and one diagram. Evidence must show candidates can: Select effective ways of presenting findings; Present findings clearly, describing methods; and Explain how the results of the calculations meet the purpose of the study. Examples of evidence: Descriptions of findings and methods. Notes on how the results from the calculations met the purpose of the activity. At least one graph, one chart and one diagram presenting the findings. Suggested context: The students are required to plot a graph of power P against the external resistance R and determine what value of R corresponds to the maximum power dissipated. Students should indicate clearly the significance of this value, and also the values of the intercepts on x and y axes of the graph given in N2.1

GCE AS/A PHYSICS 43

APPLICATION OF NUMBER: LEVEL 3 Candidates must plan and carry through at least one substantial and complex activity that includes a number of related tasks for N3.1, N3.2 and N3.3.
N3.1 INTERPRET INFORMATION Candidates must: Plan and interpret information from two different sources, including a large data set. Evidence must show candidates can: Plan how to obtain the information required to meet the purpose of the activity; Obtain the relevant information; and Choose appropriate methods for obtaining the results needed and justify the choice. Examples of evidence: A description of the activity and tasks. Copies of source material, including a note of the large data set. A statement from someone who has checked the accuracy of any measurements or observations. Records and a justification of methods selected. Suggested context: Candidates must be able to plan and carry through a substantial activity. This could be a development of Section 3.3 work. Candidates might be instructed to plan an experiment in which small amplitude oscillations of a metal bob on the end of a light string attached to the ceiling of the laboratory are to be timed to find the time taken T for one oscillation. A series of values are to be taken for different heights of the bob above the bench. The purpose of the experiment is to determine the height H of the ceiling above the bench given that the time for one oscillation l where l is the distance g from the point of suspension to the centre of the bob. Students would be expected to consider appropriate methods, select suitable apparatus, identify variables, choose effective and safe procedures and plan an effective strategy for answering the problem. T = 2 N3.2 CARRY OUT MULTI-STAGE CALCULATIONS Candidates must: Carry out multi-stage calculations to do with: a. amounts and sizes; b. scales and proportion; c. handling statistics; d. rearranging and using formulae. Evidence must show candidates can: Carry out calculations to appropriate levels of accuracy, clearly showing methods; and Check methods and results to help ensure errors are found and corrected. Examples of evidence: Records of calculations (for a, b, c and d). Showing methods used and levels of accuracy. Notes on the large data set and how the methods and results were checked. Suggested context: This extends the preliminary work and requires the student to follow the plan suggested, modify the plan in the light of results if appropriate, make and record sufficient relevant observations and measurements to the appropriate degree of precision, and present data in suitable format, showing how the basic equation was re-arranged to justify the final format of the data.

N3.3 INTERPRETING THE RESULTS OF CALCULATIONS Candidates must: Interpret the results of calculations, present findings and justify methods. The student must use at least one graph, one chart and one diagram. Evidence must show candidates can: Select appropriate methods of presentation and justify choice; Present findings effectively; and Explain how the results of the calculations relate to the purpose of the activity. Examples of evidence: Report justifying methods and explanation of how results relate to the activity. At least one graph, one chart and one diagram. Suggested context: The student would be required to plot a suitable graph to determine H explaining the steps in the process clearly. The account should draw clear conclusions, demonstrate awareness of limitations, and assess the reliability of data collected.

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INFORMATION TECHNOLOGY: LEVEL 1

IT 1.1 FIND, STORE AND DEVELOP INFORMATION Candidates must: find, explore and develop information for two different purposes. Evidence must show candidates can: find and select relevant information enter and bring in information, using formats that help development explore and develop information to meet the students purpose. Examples of evidence: Print-outs and copies of the information the student selects to use. A record from an assessor who observed the student using IT when exploring and developing information or working drafts with notes of how the student met the requirements of the Unit. Suggested context: Homework exercise based on the content of 3.1.1 and 3.1.2 car and driving safety. Linked to the development of C1.2 (Information gathering).

IT 1.2 PRESENT INFORMATION Candidates must: present information for two different purposes. The students work must include at least one example of text, one example of images, and one example of numbers. Evidence must show candidates can: use appropriate layouts for presenting information in a consistent way develop the presentation so it is accurate, clear and meets the purpose save information so it can be found easily. Examples of evidence: Working drafts showing how the student developed the presentation or records from an assessor who saw the students screen displays. Print-outs or prints of a static or dynamic screen display of the students final work, including examples of text, images and numbers. Records of how the student saved information. Suggested context: Presentation of the technical data gathered in the exercise on car and driving safety developed in work on C1.1 and C1.2.

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INFORMATION TECHNOLOGY: LEVEL 2

IT 2.1 SEARCH FOR AND SELECT INFORMATION Candidates must: search for and select information for two different purposes. Evidence must show candidates can: identify the information needed and suitable sources carry out effective searches select information that is relevant to the students purpose. Examples of evidence: Print-outs of the relevant information with notes of sources and how the student made searches, or a record from an assessor who observed the student using IT when searching for information. Suggested context: Homework task based on 3.2.1 conduction of electricity. Linked with preparation of report and promotional material developed under C2.2.

IT 2.2 EXPLORE AND DEVELOP INFORMATION Candidates must: explore and develop information, and derive new information, for two different purposes. Evidence must show candidates can: enter and bring together information using formats that help developments explore information as needed for the purpose develop information and derive new information as appropriate. Examples of evidence: Print-outs, or a record from an assessor who observed the student using IT, with notes to show how the student explored and developed information and derived new information. Suggested context: Development, and extension, of material provided in the exercise undertaken in C2.2 and C2.3.

IT 2.3 PRESENT COMBINED INFORMATION Candidates must: present combined information for two different purposes. The students work must include at least one example of text, one example of images and one example of numbers. Evidence must show candidates can: select and use appropriate layouts for presenting combined information in a consistent way develop the presentation to suit the purpose and the types of information ensure the work is accurate, clear and saved appropriately. Examples of evidence: Working drafts, or a record from an assessor who observed the screen displays, with notes to show how the student developed content and presentation. Print-outs, or prints of static or dynamic screen displays, of the final work, including examples of text, images and numbers. Records of how the information was saved. Suggested context: Presentation of material gathered in C2.2 and C2.3 for the two different purposes described.

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INFORMATION TECHNOLOGY: LEVEL 3 Candidates must plan and carry through at least one substantial activity that includes a number of related tasks for IT3.1, IT3.2 and IT3.3.
IT 3.1 SEARCH AND SELECT INFORMATION Candidates must: compare and use different sources to search for, and select, information required for two different purposes. Evidence must show candidates can: plan how to obtain and use information choose appropriate techniques for searches make selections based on judgements. Examples of evidence: Print-outs with notes of sources and how searches made and selected information A record from someone who observed use of IT to search for and explore information. Suggested context: Extension of material considered in the exercise under C3.2 wave/particle duality.

IT 3.2 DEVELOP INFORMATION Candidates must: explore, develop and exchange information and derive new information to meet two different purposes. Evidence must show candidates can: bring together information in consistent form create and use appropriate structures use methods for exchanging information. Examples of evidence: Print-outs or record of someone who observed use of IT showing how information has been exchanged, explored and developed. Notes of automated routines IT 3.3 PRESENT INFORMATION Candidates must: present information from different sources for two different purposes and audiences. One example of text, one of images and one of numbers. Evidence must show candidates can: develop structures and content present information effectively ensure work is accurate. Examples of evidence: Working drafts or a record from an assessor who observed screen displays, showing how developed for presentation. Print-outs or a static or dynamic screen display of final work, including text, images and numbers. Suggested context: Presentation of material gathered for the purposes described under C3.3. Suggested context: Derivation of further information needed for the two purposes outlined in the tasks for C3.3.

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WIDER KEY SKILLS

PROBLEM SOLVING: LEVEL 1 Candidates must provide at least two examples of meeting the standard for PS1.1, PS1.2 and PS1.3.
PS 1.1 CONFIRM PROBLEMS AND IDENTIFY OPTIONS Candidates must: confirm understanding of the given problem and identify at least two options for solving it, with help from an appropriate person. Evidence must show candidates can: check that the problem is understood, and how to succeed in solving it identify different ways of tackling the problem decide, with help, which options are most likely to be successful. Examples of evidence: Descriptions of the two problems and how they have been solved. Descriptions of ways for solving the two problems and the options most likely to be successful. Records of help given. Suggested context: Given the formula for a simple pendulum as either t = k

l g
1 2

or

l = k g

or t

l = k g

and a set of results connecting t and l, confirm which is the correct equation. (Basic Physics 3.1.1) To investigate the accuracy with which a standard medicine spoon can be used to administer medicine to a patient (Specimen paper PH3 Q3).

PS 1.2 PLAN AND TRY OUT OPTIONS Candidates must: plan and try out at least one option for solving the problem, using given evidence and support. Evidence must show candidates can: confirm with an appropriate person the option to be tried for solving the problem plan how to carry out this option follow through the plan, making use of advice and support given by others. Examples of evidence: Statements on how the student confirmed the options to be tried out. A plan for trying out each option. Records of what was done in following the plan, with notes on the advice and support given. Suggested context: Graphical techniques and/or dimensional analysis. Experimental approach using measuring cylinders.

PS 1.3 CHECK AND DESCRIBE RESULTS Candidates must: check if the problem has been solved and describe the results, including ways to improve the approach. Evidence must show candidates can: check whether the problem has been solved successfully describe clearly the results of tackling the problem identify ways of improving the approach to problem solving. Examples of evidence: Records of the methods given and they were used. Descriptions of the results of tackling the problems and ways to improve the approach to problem solving. Suggested context: Record of approach and results. Record of experimental approach and conclusion reached.

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PROBLEM SOLVING: LEVEL 2 Candidates must provide at least two examples of meeting the standard for PS2.1, PS2.2 and PS2.3.
PS 2.1 IDENTIFY PROBLEMS AND OPTIONS Candidates must: identify the problem and come up with two options for solving it. Evidence must show candidates can: identify the problem, accurately describing its main features and how to show success in solving it come up with different ways of tackling the problem decide which options have a realistic chance of success, using help from others when appropriate. Examples of evidence: Descriptions of the two problems and how the student is going to show they have been solved successfully. Descriptions of ways for solving the two problems. Records of how the student decided which options were most realistic, including the help obtained. Suggested context: To test the suggested relationship for the damping of a simple oscillating system (Specimen paper PH3 Q4). Given a series of values of the kinetic energy of photo-electrons emitted from a metal surface for different frequencies of light, to find the work function of the surface (Section 3.2.6 Quantum Physics)

PS 2.2 PLAN AND TRY OUT OPTIONS Candidates must: plan and try out at least one option for solving the problem, obtaining support and making changes to the plan when necessary. Evidence must show candidates can: confirm with an appropriate person the option to be tried for solving the problem, and plan how to carry it out follow the plan, organising the relevant tasks and making changes to the plan when necessary obtain and effectively use support needed. Examples of evidence: Statements on how the options were confirmed and tried out. A plan for trying out each option. Records of what was done, including any changes made to the plan. Notes of the support obtained and how this was used effectively. Suggested context: To develop a plan for solving the problem and record experimental observations. Correct manipulation of formula and plotting appropriate graph.

PS 2.3 CHECK AND DESCRIBE RESULTS Candidates must: check if the problem has been solved by applying given methods, describe the results and explain the approach to problem solving. Evidence must show candidates can: apply accurately the methods given to check whether the problem has been solved successfully describe clearly the results, and explain the decisions taken at each stage of tackling the problem identify the strengths and weaknesses of the approach to problem solving and describe what would be done differently if a similar problem were met. Examples of evidence: Records of the methods used, the results of the checks carried out and explanations of the decisions taken. Descriptions of the strengths and weaknesses of the approach to the problem solving activities, and what would be done differently in future. Suggested context: Record of approach adopted and conclusions drawn. Correct solution of the problem.

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PROBLEM SOLVING: LEVEL 3 Candidates must provide at least one substantial example of meeting the standard of PS3.1, PS3.2 and PS3.3.
PS 3.1 EXPLORE PROBLEMS AND OPTIONS Candidates must: explore a complex problem, come up with three options for solving it and justify the options selected for taking it forward. Evidence must show candidates can: explore the problem, accurately analysing its features, and agree with others on how to show success in solving it select and use a variety of methods to come up with different ways of tackling the problem compare the main features of each possible option, including risk factors, and justify the option selected to take it forward. Examples of evidence: Description of the problem, the analysis of its features and methods used for exploring it Statements endorsed by appropriate people of how problem was going to be solved Descriptions of the three options for solving the problem, with notes on the methods used for coming up with these and comparisons of their main features A note to justify the chosen option. Suggested context: The context here could be elements of the extended investigatory task chosen for PH6 e.g. an investigation of the performance of a filament light bulb. Three options could be identified one of which would be developed.

PS 3.2 PLAN AND IMPLEMENT OPTIONS Candidates must: plan and implement at least one option for solving a problem, review progress and revise approach as necessary. Evidence must show candidates can: plan how to carry out the chosen option and obtain agreement to go ahead from an appropriate person implement plan, effectively using support and feedback from others review progress towards solving the problem and revise approach as necessary. Examples of evidence: A plan, with notes of changes made, and endorsed statement of how agreement to go ahead with chosen option was obtained Records of how plan is implemented, including how support and feedback was used and how progress was reviewed. Suggested context: The development plan for the chosen option (e.g. variation of resistance with voltage) would be implemented and a record kept of changes made in the light of progress.

PS 3.3 CHECK AND REVIEW APPROACH Candidates must: apply agreed methods to check if the problem has been solved, describe the results and review approach to problem solving. Evidence must show candidates can: agree, with an appropriate person, methods to check if the problem has been solved apply these methods accurately, draw conclusions and fully describe the results review approach problem solving, including whether alternative methods and options might have proved more effective. Examples of evidence: Description of the methods used, the results and conclusions Records of review, including notes of any alternative methods and options which might be predicted to have been more effective. Suggested context: Provision of a description of the methods used, the results and conclusions together with a critical analysis of the approach adopted.

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WORKING WITH OTHERS: LEVEL 1 Students must provide at least one example of meeting the standard for WO1.1, WO1.2 and WO1.3 one example must show work in one-to-one situations one example must show work in group situations
WO 1.1 CONFIRM WHAT TO DO Candidates must: confirm what needs to be done to achieve given objectives, including responsibilities and working arrangements. Evidence must show candidates can: check understanding of the objectives the student has been given for working together identify what needs to be done to achieve them and suggest ways the student could help make sure that the student is clear about her/ his responsibilities and working arrangements. Examples of evidence: Records from someone who observed the students discussions with others or audio/video tapes. Notes of the objectives, responsibilities and working arrangements. Suggested context: Class-based group work on a straightforward experimental activity e.g. 3.2.3 determination of temperature coefficient of resistance. Plan with others the steps in the experiment and agree specific responsibilities.

WO 1.2 WORK TOWARDS OBJECTIVES Candidates must: work with others towards achieving the given objectives, carrying out tasks to meet responsibilities. Evidence must show candidates can: carry out tasks to meet responsibilities work safely, and accurately follow the working methods the student has been given ask for help and offer support to others, when appropriate. Examples of evidence: Records of how the student carried out tasks to meet responsibilities. Notes of the help given and the support the student offered others. These records could include a log, statements written by others with whom the student worked, audio/video tape recordings, photographs with notes. Suggested context: Carry out the experiment keeping appropriate records of results, group discussions and individual contributions. Determination of final result.

WO 1.3 IDENTIFY PROGRESS Candidates must: identify progress and ways of improving work with others to help achieve given objectives. Evidence must show candidates can: identify what has gone well and less well in working with others report any difficulties in meeting responsibilities and what was done about them suggest ways of improving work with others to help achieve objectives. Examples of evidence: Statements (written or recorded). Records of answers to questions about any difficulties and what the student did about them. Notes of ways to improve work with others. Suggested context: Presentation of results and participation in group discussion on ways in which the experiment might have been improved in terms of both procedure and accuracy.

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WORKING WITH OTHERS: LEVEL 2 Students must provide at least two examples of meeting the standard WO2.1, WO2.2 and WO3.3 one example must show working in one-to-one situations one example must show working in group situations
WO 2.1 PLAN WORK Candidates must: plan straightforward work identifying objectives and clarifying responsibilities and confirm working arrangements. Evidence must show candidates can: identify the objectives of working together and what needs to be done to achieve these objectives exchange relevant information to clarify responsibilities confirm working arrangements with those involved. Examples of evidence: Records from someone who observed the students discussions with others or audio/video tapes. Note of the information provided, with details of the identified objectives, responsibilities and working arrangements of those involved. Suggested context: Class-based group work involving planning a piece of research into a contemporary issue e.g. unit 3.2.1 (conduction of electricity). This could be linked with activity C2.2 an investigation into the social, economic and environmental problems associated with the large scale production of electricity.

WO 2.2 WORK TOWARDS OBJECTIVES Candidates must: work co-operatively with others towards achieving the identified objectives, organising tasks to meet responsibilities. Evidence must show candidates can: organise own tasks so the student can be effective in meeting responsibilities; carry out tasks accurately and safely, using appropriate working methods support co-operative ways of working, seeking advice from an appropriate person when needed. Examples of evidence: Records of how the student organised and carried out tasks, supported cooperative work and sought advice. These records could include a log, statements written by others with whom the student worked, audio/video tape recordings, photographs with notes. Suggested context: Planning group collation of data relating this to the local environment where possible. This should include questionnaire design and administration.

WO 2.3 EXCHANGE INFORMATION ON PROGRESS Candidates must: exchange information on progress and agree ways of improving work with others to help achieve objectives. Evidence must show candidates can: provide information on what has gone well and less well in working with others, including the quality of work listen and respond appropriately to progress reports from others agree ways of improving work with others to help achieve objectives. Examples of evidence: Statements on progress (written or recorded) including details about the quality of work and how the student responded to other reports on progress. Notes of what the student agreed to do to improve work with others and help achieve objectives. Suggested context: Presentation of information gathered in the form of group portfolios. Group discussion of effectiveness of information gathering and critical analysis of the quality of work and data presentation with suggestions for improvement.

GCE AS/A PHYSICS 52

WORKING WITH OTHERS: LEVEL 3 Students must provide at least one substantial example of meeting the standard for WO3.1, WO3.2 and WO3.3 in both one-to-one and group situations.
WO 3.1 PLAN WORK Candidates must: plan complex work with others, agreeing objectives, responsibilities and working arrangements. Evidence must show candidates can: agree realistic objectives for working together and what needs to be done to achieve them exchange information, based on appropriate evidence to help agree responsibilities agree suitable working arrangements with those involved. Examples of evidence: Reports which describe how the student planned work with others, including objectives, responsibilities, and working arrangements. Records from someone who observed the discussions with others or audio/video tape. Suggested context: This might involve group work on an extended practical investigation possibly as a means of developing techniques for the investigatory element required in 3.6.2 e.g. the effect of dissolved solids on the refractive index of water. A project design would be agreed by the group and specific responsibilities allocated together with an agreed time scale.

WO 3.2 WORK TOWARDS OBJECTIVES Candidates must: seek to establish & maintain cooperative working relationships over an extended period of time, agreeing changes to achieve agreed objectives. Evidence must show candidates can: organise and carry out tasks to show effectiveness and efficiency in meeting responsibilities and produce the quality of work required seek to establish and maintain cooperative working relationships, agreeing ways to overcome any difficulties exchange accurate information on progress of work, agreeing changes where necessary to achieve objectives. Examples of evidence: Records of how the student organised and carried out tasks and maintained cooperative working relationships, including a progress report. These records could include a log, statements written by others with whom the student worked, audio/video tape recordings, photographs, or products made, with notes. Suggested context: The investigation would be carried out over a period of time both by individuals and groupings of students. Group discussion would need to be structured to facilitate project review and information exchange.

WO 3.3 REVIEW WORK Candidates must: review work with others and agree ways of improving collaborative work in the future. Evidence must show candidates can: agree the extent to which work with others has been successful and the objectives have been met identify factors that have influenced the outcomes agree ways of improving work with others in the future. Examples of evidence: Statements (written or recorded) from both the student and others on the extent to which the agreed objectives were achieved. Reports produced with others on ways to improve future collaborate work. Suggested context: A composite report would be produced and used as the basis of group review of the project and identification of ways in which the project activity might have been improved/developed. This could be used as resource material for class reference.

GCE AS/A PHYSICS 53

IMPROVING OWN LEARNING AND PERFORMANCE: LEVEL 1 The candidate must provide at least two examples of meeting the standards for LP1.1, LP1.2 and LP1.3.
LP 1.1 CONFIRM TARGETS Candidates must: confirm understanding of targets and how these will be met, with the person setting them. Evidence must show candidates can: make sure targets clearly show what is wanted to be achieved identify action points and deadlines for each target make sure the dates for reviewing progress and how to get support needed are known. Examples of evidence: Records of discussions which show the student checked her/his understanding of targets and knew how to get the support. Two action plans with action points, deadlines and dates for reviewing progress. Suggested context: The development of practical skills required for the PH3 component Experimental Physics.

LP 1.2 FOLLOW A PLAN Candidates must: follow plans, using support given by others to help meet targets. Improved performance by studying a straightforward subject learning through a straightforward practical activity. Evidence must show candidates can: work through the action points to complete tasks on time use support given by others to help in the meeting of targets use different ways of learning suggested by supervisor and make changes suggested by the person supervising the student, when needed. Examples of evidence: A log of study-based and activity-based learning, with notes of the support given. Records from those who have seen the work and which shows the tasks were completed on time and how any suggested changes were made. Suggested context: As above following instructions and undertaking simple practical experiments.

LP 1.3 REVIEW PROGRESS AND ACHIEVEMENTS Candidates must: review achievements and progress in meeting targets, with an appropriate person. Evidence must show candidates can: say what it is thought has gone well and less well, what was learned and ways learning took place identify targets met and evidence of achievements check that the student understood how to improve. Examples of evidence: Records of what was said about the student's progress her/his achievements what to do to improve Examples of work which show the student learned from studying two subjects and two practical learning activities to show targets met. Suggested context: As above writing up the results of experimentation, reviewing what was done and suggesting improvement.

GCE AS/A PHYSICS 54

IMPROVING OWN LEARNING AND PERFORMANCE: LEVEL 2 The candidate must provide at least two examples of meeting the standard for LP2.1, LP2.2 and LP2.3.
LP 2.1 SET TARGETS Candidates must: help set short-term targets with an appropriate person and plan how these will be met. Evidence must show candidates can: provide accurate information to help set realistic targets for achieving what is to be done identify clear action points for each target plan how time will be used effectively to meet targets, including use of support and a date for reviewing progress. Examples of evidence: Records information provided to help set targets. Two action plans with action points, timetable and notes of support needed. Suggested context: Undertaking more sophisticated activities associated with PH3 involving preparation of plans for the development of the activity.

LP 2.2 USE A PLAN Candidates must: Take responsibility for some decisions about learning, using a plan and support from others to help meet targets. Improve performance by studying a straightforward subject learning through a straightforward practical activity. Evidence must show candidates can: use action points to help manage time well and complete tasks identify when support is needed and use this effectively to help the meeting of targets select and use different ways of learning to improve performance. Examples of evidence: A log of learning, with notes of: when the student asked for support and it was used when and how the student worked without close supervision any changes made to the plan. Records from those who saw the work which show the student managed her/his time well and completed tasks. Suggested context: Following through the planned experimental work, working with others as appropriate and providing mutual support in the development of practical skills.

LP 2.3 REVIEW PROGRESS AND ACHIEVEMENTS Candidates must: review progress with an appropriate person and provide examples of evidence of achievements, including how learning was used from one task to meet the demands of a new one. Evidence must show candidates can: identify what and how was learnt, including what has gone well and what has gone less well identify targets met, and examples of evidence of achievements identify ways of improving own performance. Examples of evidence: Records of information provided on progress and ways of improving performance. Examples of work which show what was learned from two study-based and two activity-based learning activities. Notes on personal action plans to show targets met. Suggested context: Writing up experimental tasks, reviewing progress and suggesting ways of improving performance.

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IMPROVING OWN LEARNING AND PERFORMANCE: LEVEL 3

Candidates must provide at least one substantial example of meeting the standard for LP3.1, LP3.2 and LP3.3.
LP 3.1 AGREE TARGETS Candidates must: agree targets and plan how these will be met over an extended period of time, using support from appropriate people. Evidence must show candidates can: seek information on the ways to achieve what they want and identify factors that might affect plans use this information to agree realistic targets with appropriate people plan how time will be effectively managed and use support to meet targets, including alternative action for overcoming possible difficulties. Examples of evidence: Records to show how the student obtained and used information to agree targets An action plan for an extended period of time (e.g. about three months) including alternative courses of action and a note of supported needed. Suggested context: Possibly at the end of the first year identifying a potential investigatory task for PH6 and developing a project plan for this extended piece of work.

LP 3.2 USE A PLAN Candidates must: take responsibility for learning by using plan, seeking feedback and support from relevant sources, to help meet targets improve performance by: studying a complex subject learning through a complex practical activity further study or practical activity involving independent learning. Evidence must show candidates can: manage time effectively to complete tasks, revising plan if necessary seek and actively use feedback and support from relevant sources to meet targets select and use different ways of learning to improve performance, adapting approaches to meet new demands. Examples of evidence: A log of learning, with notes of: how the student learned in different ways and adapted his/her approach when the student sought feedback and support and how he/she used it any revisions made to the plan Records from those who have seen the work managed effectively and tasks were completed. Suggested context: Development of the planned activity, further reading around the investigation and modification of the plan of action as necessary.

LP 3.3 REVIEW PROGRESS AND ACHIEVEMENTS Candidates must: review progress on two occasions and establish evidence of achievement, including how learning from other tasks has been used to meet new demands. Evidence must show candidates can: provide information on the quality of learning and performance, including factors that have affected the outcome identify targets met, seek relevant sources to establish evidence of achievements exchange views with appropriate people to agree ways to further improve performance. Examples of evidence: Records of information provided by the student on his/her learning and performance, including how he/she used learning from other tasks to meet new demands Examples of work which show what the student learned from studying complex subjects, through practical activity and independent learning Records of discussions which show how the student sought evidence of his/her achievements and exchanged views on ways to improve performance Note on action plan to show targets that have been met. Suggested context: Writing up of the results of the investigation, discussion of the development of the project to include a critical analysis of the strengths and weaknesses of the approach adopted.

GCE AS/A PHYSICS 56

5
5.1

ASSESSMENT OBJECTIVES
Assessment objectives 1, 2 and 3 below are the same for AS and A level. A04 applies only to the A2 part of the A level course. Knowledge with Understanding (A01) Candidates should be able to: recognise, recall and show understanding of specific physical facts, patterns, laws, definitions, concepts, theories and models; recall, and use appropriately, physical vocabulary, terminology, units and conventions; recognise, recall and show understanding of the contexts in which they are used, standard physical instruments and apparatus, including techniques of operation and aspects of safety; describe, explain and interpret phenomena and effects in terms of physical principles and concepts; draw on existing knowledge to show understanding of the practical applications of physics, both scientific and technological, together with their ethical, social, economic and environmental implications; select, organise and present relevant information clearly and logically.

5.2

Application of knowledge and understanding, synthesis and evaluation (A02) Candidates should be able to: interpret data in written, diagrammatic, mathematical, symbolic and graphical forms; translate data from one form to another and carry out relevant calculations; apply physical principles and concepts to both standard and new situations including those which relate to the applications of physics; demonstrate an understanding of the relationship between different areas of physics, and with other areas of study; use data, presented in a variety of modes, in familiar and unfamiliar contexts; recognise patterns in such data and formulate hypotheses; assess the validity of physical information, experiments, inferences and statements, and demonstrate an awareness of the limitations of physical theories and models.

GCE AS/A PHYSICS 57

5.3

Experiment and Investigation (A03) Candidates should be able to: follow a sequence of instructions for the conduct of experiments, accurately and systematically; devise and plan experimental activities, selecting appropriate techniques and choosing apparatus of a suitable type, range and sensitivity for the purpose; use instrumentation correctly and effectively; make observations and measurements with appropriate precision and record these methodically; conduct experimental work with due regard for safety; this should include hazard recognition in familiar and unfamiliar contexts and use of information sources for risk assessment; communicate the results of experimental work in a variety of appropriate modes e.g. graphical, verbal and numerical, and through using information technology where feasible; interpret experimental observations and draw conclusions from them, showing an awareness of the limitation of experimental measurements and the capacity to evaluate critically the design of experiments and suggest improvements.

5.4

Synthesis of knowledge, understanding and skills (A04) Candidates should be able to: apply knowledge and understanding of more than one area of physics to a particular situation or context; use knowledge and understanding of principles and concepts of physics in planning experimental work and analysing and evaluating data; use ideas and skills which permeate physics, for example, the analysis and evaluation of empirical data and other information, in contexts which may be new to them. Assessment of candidates' ability to use standard conventions of spelling, punctuation and grammar, and to present information and explanations clearly and logically, permeate the above objectives.

GCE AS/A PHYSICS 58

SCHEME OF ASSESSMENT
Advanced Subsidiary and A level qualifications are available on this composite specification. Either AS or A level examinations may be taken via a linear or modular scheme of assessment as detailed in the section below on Awarding and Reporting.

6.1

Advanced Subsidiary

The examination for AS will consist of two compulsory written assessment units and a practical unit as specified below: Assessment Unit PH1 This will test Basic Physics; Kinematics; Solids under Stress; Waves and Light as detailed in Section 3. It will have a weighting of 35% of the AS as a whole. Assessment Unit PH2 This will test Electricity; Nuclear Structure and Quantum Physics, as detailed in Section 3. Its weighting will also be 35%. [Each of these tests will examine specifically the content as detailed for that unit but may draw on basic knowledge which a candidate in physics at AS level would be expected to know. Each test will be of 1 hours duration and will consist of 5 short answer questions testing mainly knowledge and understanding of the Unit content (5 x 10 marks) and 2 longer questions which will also test skills of application and evaluation (2 x 20 marks). Candidates will be expected to answer all the questions]. Assessment Unit PH3 This will comprise a practical examination which will be externally set and marked carrying a 30% weighting of the AS examination. It will consist of three short practical exercises with time allowed between each exercise for resetting/adjusting equipment (2 hours in total). Each question will carry equal marks (60 marks total), and the examination as a whole will test the full range of A03 assessment objectives.

6.2

Availability of AS tests
Tests PH1 and PH2 will each be available twice a year in January and June. Candidates may sit these in whichever order they choose. The practical test in PH3 will only be available once a year on a date which will be specified by the Board.

GCE AS/A PHYSICS 59

6.3

Weighting of AS Assessment Objectives

The intended approximate relationships between the relative weightings of the assessment objectives, A01, A02 and A03 specified in Section 5 and the examination components are shown in the grid which follows. The totals are approximate and the absence of a figure in any box does not mean that the particular objective will not feature at all in the related examination component. The grid gives the likely emphasis on the skills in the different examination components. Whilst every effort will be made to keep to these totals it is not intended that the grid should give an exact specification for each operational paper: AS Assessment Unit

Assessment Objective Knowledge (A01)

PH1 with Understanding 20%

PH2 20%

PH3 5%

TOTAL 45%

Application of knowledge understanding, synthesis evaluation (A02)

and and

15%

15%

5%

35%

Experiment and investigation (A03) Synthesis of knowledge, understanding and skills (A04) TOTAL 35% 35%

20%

20%

30%

100%

6.4

Advanced Level
The Advanced level examination consists of two parts: Part 1 Advanced Subsidiary. Details of these tests are as given in paragraph 6.1. A2. The assessment of A2 will be through two compulsory written tests and a practical piece of coursework, together with a synoptic paper as specified below. Assessment Unit PH4 This will test Vibrations; Momentum and Energy; Molecular kinetic theory; Capacitance; Alternating Currents as detailed in Section 3. It will have a weighting of 15% of the full A level.

Part 2 -

GCE AS/A PHYSICS 60

[This test will examine, as far as possible, the content as detailed for this unit. It will be of 1 hours duration and will consist of 5 short answer questions testing mainly knowledge and understanding (5x10 marks) and 2 longer questions which will also test skills of application and evaluation (2x20 marks). Candidates will be expected to answer all the questions.] Assessment Unit PH5 This will test Fields of Force; B-fields; Electromagnetic Induction; Radioactivity; Nuclear Energy; Probing Matter as detailed in Section 3. It will have a weighting of 15% of the full A level. [This test will consist of Section A containing 5 short answer questions testing knowledge, understanding and application drawn from the content specified for this unit (5x10 marks). Section B will consist of 2 longer questions, again based on the content of this Unit but which will be synoptic in character drawing on knowledge and skills acquired throughout the A Level course (2x20 marks). Assessment Unit PH6 This will comprise two elements, with a total weighting of 20% of the full A Level: (i) A synoptic paper This will have a 12.5% weighting of the full A level. It will be of 2 hours duration to include reading time and will contain 4 compulsory questions. Question 1 (10 marks) and Question 2 (15 marks) will be structured questions designed to examine knowledge and skills acquired throughout the Advanced Level course and will include reference to principles drawn from any part of the course to examine relationships between the units. Question 3 (20 marks) will involve interpretative questions based on a short applied science passage which may, or may not, be set in contexts new to the candidates. Question 4 (30 marks) will involve data analysis. (The marks allocated to Questions 3 and 4 may be interchangeable.) (ii) Investigatory task Candidates will be required to submit one piece of coursework, of an investigatory nature, which will be internally set and externally assessed by the Board. It will carry a 7.5% weighting of the full A Level (45 marks).

GCE AS/A PHYSICS 61

6.5

Weighting of A level units

Within the A level scheme, units will be weighted as follows:

AS PH1 PH2 PH3 PH4 PH5

A2 PH6 Synoptic * paper 12.5% Practical coursework 7.5%

17.5%

17.5%

15%

15%

15%

20%

* See overleaf for balance of 20% Synoptic element.

6.6

Availability of A Level tests

Assessment unit PH4 will be available in January and June of each year. PH5 and the synoptic paper element of PH6 will be available only in June. The coursework element of PH6 will be required to be submitted by the end of April.

6.7

Weighting of A Level Assessment Objectives

The intended approximate relationships between the relative weightings of the assessment objectives, A01, A02, A03 and A04 specified in Section 5 and the examination components are shown in the grids which follow. The totals are approximate and the absence of a figure in any box does not mean that the particular objective will not feature at all in the related examination component. The grids give the likely emphasis on the skills in the different examination components. Whilst every effort will be made to keep to these totals it is not intended that the grids should give an exact specification for each operational paper.

GCE AS/A PHYSICS 62

A2 Assessment Unit Assessment Objective Knowledge (A01) with Understanding TOTAL

PH4

PH5

PH6

14%

8%

22%

Application of knowledge understanding, synthesis evaluation (A02)

and and

16%

9% 12%

25% 12%

Experiment and investigation (A03) Synthesis of knowledge, understanding and skills (A04) TOTAL For A Level Assessment Unit Assessment Objective Knowledge with Understanding (A01) Application of knowledge and understanding, synthesis and evaluation (A02) Experiment (A03) and investigation 30%

13% 30%

28% 40%

41% 100%

PH1

PH2

PH3

PH4

PH5

PH6

TOTAL

10%

10%

2.5%

7%

4%

33.5%

7.5%

7.5%

2.5%

8%

4.5%

30%

10%

6%

16%

Synthesis of knowledge, understanding and skills (A04) TOTAL SYNOPTICITY 17.5% 17.5% 15% 15%

6.5% 15%

14% 20%

20.5% 100%

The synoptic requirements of the specification (as defined under assessment objective AO4) will be assessed within the following three elements: the synoptic paper in PH6 (12.5%) two synoptic questions in PH5 (6.5%) marks for Section D in the coursework (analysis and evaluation of data) (1.5%)

Thus synoptic assessment will account for 20.5% of the total marks.

GCE AS/A PHYSICS 63

6.8

Awarding and reporting procedures

Candidates for both AS and A level may choose to follow a variety of assessment routes as follows: For AS Modular AS Linear AS i.e. PH1, PH2 and PH3 sat at end of AS.

For A level Modular AS followed by modular A2 Modular AS followed by linear A2 i.e. PH4, PH5 and PH6 sat at end of A2. Linear AS followed by modular A2 Linear AS followed by linear A2 Linear A i.e. AS and A2 elements sat at end of A level course.

Each assessment unit may be retaken once only. The better result will count towards the final award. Candidates may, however, retake the whole qualification more than once. Individual assessment unit results, prior to certification of the qualification, have a shelf-life limited only by the shelf-life of the specification. Both the AS and the full A level qualification will be graded on a five-grade scale: A, B, C, D and E. Candidates who fail to reach the minimum standard for grade E are recorded as U (unclassified), and do not receive a qualification certificate. Certification will be available for the AS on its own for those who do not go on to take the full A level. Individual assessment unit results will be certificate. For students who take the AS and A2 examinations together at the end of the course both AS and A level grades will be awarded.

GCE AS/A PHYSICS 64

GRADE DESCRIPTIONS

Advanced Level
The following grade descriptions indicate the level of attainment characteristic of the given grade at Advanced level. They give a general indication of the required learning outcomes at each specified grade. The descriptions should be interpreted in relation to the content outlined in the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the examination may be balanced by better performances in others. Grade A Candidates recall and use knowledge of physics from the whole specification with few significant omissions and show good understanding of the principles and concepts they use. They select appropriate information from which to construct arguments or techniques with which to solve problems. In the solution of some problems, candidates bring together fundamental principles from different content areas of the common specification and demonstrate a clear understanding of the relationships between these. Candidates apply knowledge and physical principles contained within the specification in both familiar and unfamiliar contexts. In questions requiring numerical calculations, candidates demonstrate good understanding of the underlying relationships between physical quantities involved and carry out all elements of extended calculations correctly, in situations where little or no guidance is given. In experimental activities, candidates identify a problem, independently formulate a clear and effective plan, using knowledge and understanding of physics, and use a range of relevant techniques with care and skill. They make and record measurements which are sufficient and with a precision which is appropriate to the task. They interpret and explain their results with sound use of physical principles and evaluate critically the reliability of their methods. Grade C Candidates recall and use knowledge of physics from most parts of the specification and demonstrate understanding of a significant number of the main principles and concepts within it. They select and make good use of information that is presented in familiar ways to solve problems, and make some use of the concepts and terminology of physics in communicating their answers. In their answers to some questions, candidates demonstrate some knowledge of the links between different areas of physics. Candidates apply knowledge and physical principles contained within the specification when the context provides some guidance on the required area of work. They show some understanding of the physical principles involved and the magnitudes of common physical quantities when carrying out numerical work. Candidates carry out calculations in most areas of physics correctly when these calculations are of a familiar kind or when some guidance is provided, using correct units for most physical quantities.

GCE AS/A PHYSICS 65

In experimental activities, candidates formulate a clear plan. They make and record measurements with skill and care and show some awareness of the need for appropriate precision. They interpret and explain their experimental results, making some use of fundamental principles of physics and mathematical techniques. Grade E Candidates recall knowledge of physics from parts of the specification and demonstrate some understanding of fundamental principles and concepts. Their level of knowledge and understanding may vary significantly across major areas of the specification. They select discrete items of knowledge in structured questions and make some use of the terminology of physics in communicating answers. Candidates apply knowledge and principles of physics contained within the specification to material presented in a familiar or closely related context. They carry our straightforward calculations where guidance is given, usually using the correct units for physical quantities. They use some fundamental skills of physics in contexts which bring together different areas of the subject. In experimental activities, candidates formulate some aspects of a practical approach to a problem. They make and record some appropriate measurements, showing care and appropriate procedure in implementation. They present results appropriately and provide some descriptive interpretation of the outcomes of the investigation.

GCE AS/A PHYSICS 66

ANNEX A GUIDANCE NOTES AND PROCEDURES FOR THE SELECTION AND ASSESSMENT OF THE INVESTIGATORY TASK (UNIT PH6) Choice of topic (i) The extended coursework title can be determined by the centre but will require approval by the Board before being carried out. The task must be taken from within the content of the specification and will need to be of a standard appropriate to the second year of a full A level course. Alternatively, centres will be able to choose from a broad list of topics suggested by the Board within this Annex, in which case the prior approval of the Board is not required. The extended coursework component should involve distinct, referenced areas of the specification; have a clear aim and purpose, and present the candidate with opportunities to carry out genuine investigatory work, offer opportunities for planning, implementation, analysis and evaluation at a full A level standard, lead to the generation of data which can be analysed using a variety of methods, involve the use of IT skills.

(ii)

(iii)

The most suitable topics are those which are clearly defined problems, which offer good scope for quantitative work, and which can, especially at the start, be investigated with simple apparatus. Topics which give scope for genuine investigation rather than routine, mechanical or limited work should be guided by centres.

Title approval (iv) Suggested titles for investigation will need to be provided to the Board by, at the latest, the end of September of the year prior to the end of the course. Titles, and brief outlines of the potential areas of investigation, together with specification references, should be submitted on form AP1 (Annex A(i)).

GCE AS/A PHYSICS 67

(v)

Titles will be approved by the Principal Coursework Examiner by the end of October of the year prior to the end of the course. The approval process will be solely concerned with ensuring that the proposed work is within the specification content, realistic and offers reasonable scope for investigatory work. Candidates need not develop all the possible areas of investigation listed within each title; normally one or two would be sufficient. Examples of investigation submissions which would meet the Board's criteria are given below:

(vi)

Title of Investigation The performance of a filament light bulb Possible areas of investigation variation of resistance with voltage emission spectra with voltage/temperature of filament efficiency of filament light bulb power-temperature the surge in current when first turned on

Specification references electrical resistance (3.2.3) diffraction (3.1.5) infra-red radiation (3.2.6) heat and energy (3.4.3)

Title of Investigation Damped Oscillations Possible areas of investigation variation of amplitude with time (or with number of cycles elapsed) electromagnetic damping (e.g. of galvanometer, or aluminium plate between the poles of a magnet as part of a mass-spring or pendulum system) effect of damping on periodic time damped oscillations in LCR circuits

Specification references damped oscillations (3.4.1) electromagnetic induction (eddy currents) (3.5.3)

GCE AS/A PHYSICS 68

Title of Investigation Resonance Possible areas of investigation resonance in air columns; speed of sound in air frequency of the a.c. mains (Melde's experiment) resonance of an a.c. circuit tuning circuits resonance in springs the sonometer

Specification references waves (3.1.4) alternating currents (3.4.6) resonance (3.4.6) vibrations (3.4.1) stationary waves (3.1.4)

Title of Investigation Effect of dissolved solids on the refractive index of water Possible areas of investigation effect of increased quantities of dissolved solids on refractive index of water (non-critical angle methods) confirm of experimental results using critical angle methods effect of increased temperature on refractive index of water or various other liquids e.g. Glycerol (further investigation) effect of increased quantities of dissolved solids on the refractive index of different parts of the visible spectrum

Specification references refraction 3.1.5 (a), (b) and (c) electromagnetic spectrum (3.2.6)

GCE AS/A PHYSICS 69

Title of Investigation Factors affecting the E.M.F. of a cell e.g. copper sulphate Possible areas of investigation variation of E.M.F. with time for different external loads variation of E.M.F. with cell temperature variation of efficiency with which energy is transferred with load resistance dependence of E.M.F. on internal factors e.g. concentration of liquids, geometry of electrodes

Specification references E.M.F. and potential difference (3.2.2) resistance (3.2.3) D.C. circuits (3.2.4)

Title of Investigation Thermal conduction and heat capacity Possible areas of investigation investigating thermal conductivities of good and/or poor conductors investigating energy losses (thermal efficiency) through various lagging materials investigating heat capacities

Specification references energy concepts (3.4.3 (h), (j), (n) and (o)) resistance/power (3.2.3 (j))

Title of Investigation Light emitting diodes Possible areas of investigation current-voltage forward characteristics a derived quantity (e.g. resistance or input power) against voltage measuring mean wavelengths of light from red, green and orange LEDs and attempting to correlate with threshold voltage for light emission. (A simple relationship to test would be eV = hc/.)

Specification references relationship between current and potential difference (3.2.3) diffraction grating (3.1.5) photons (3.2.6)

GCE AS/A PHYSICS 70

Title of Investigation Investigating a model electric motor Possible areas of investigation relationship between current and torque investigating input power, output power and efficiency

Specification references basic physics (Torque) (3.1.1) energy concepts (3.4.3) D.C. circuits (3.2.3)

Title of Investigation The bending of beams Possible areas of investigation diving boards; depression of a cantilever determination of Young's modulus bridges oscillation of a cantilever damped oscillations

Specification references solids under stress (3.1.3) vibrations (3.4.1) basic physics (3.1.1)

Title of Investigation Sliding and skidding Possible areas of investigation measurements of the coefficients of static and dynamic friction for various surfaces effect of lubrication, contact area, load, etc.

Specification references basic physics (3.1.) solids under stress (3.1.3)

GCE AS/A PHYSICS 71

Title of Investigation The Hall effect in semiconductors Possible areas of investigation estimation of carrier densities in p and n type semiconductors variation of Hall voltage with current determination of Hall coefficient for a semiconductor

Specification references conduction of electricity (3.2.1) DC circuits (3.2.4) B fields (3.5.2)

Title of Investigation Fusing factors Possible areas of investigation Investigation of the factors affecting the fusing current of various materials e.g. length diameter material rate of change of current (ambient) surrounding temperature Specification references electric current (3.2.1) resistance (3.2.3) energy transfer (3.4.3)

Writing up Coursework (vii) The time, which should be spent on the investigation, should normally occupy about 10-15 hours of laboratory/class time. It will be to candidates' advantage to record difficulties and unsuccessful ideas as well as the more productive lines of approach. Graphs should be inserted where they belong and not collected at the end. Clarity, simplicity and thoughtfulness will be considered more important than mere quantity of work done. Results of experiments, especially unexpected ones, should be used to change or develop ideas.

(viii)

(ix)

GCE AS/A PHYSICS 72

(x)

The report must be written or word processed on A4 size paper. All the pages should be numbered and stapled together at the top left-hand corner. Candidates should not use file covers, plastic envelopes or binders. The first page must be the Coursework Cover sheet. The second page must give: (a) (b) a statement of the aim of the investigation a summary (about 100 words) of what was done in the investigation.

The resulting account must be no more than 2,500 words, excluding headings, graphs tables and appendices. (xi) Assessment of coursework Assessments will be made by the Board under the five assessment headings listed below. Each of the ability/skill areas 1-15 will carry a range of marks 0-3. These marks will be allocated within mark schemes using the following broad scale: 0 will only be awarded if a candidate fails to demonstrate any achievement in that ability/skill being tested. some attempt has been made to satisfy the required parameters. there is clear evidence that the candidate has demonstrated the particular ability/skill. the candidate has demonstrated a high level of ability/skill and has communicated this effectively within the coursework.

1 2

A.

Planning the investigation (9 marks) Candidates should have: (1) (2) (3) considered methods appropriate to an investigation at a full A level standard. correctly identified the variables likely to feature within the investigation. planned an effective strategy for answering the problem.

B.

Implementing the experimental work (9 marks) Candidates should have: (4) (5) adopted effective techniques and safe working procedures. selected appropriate instruments and procedures to give the accuracy required. demonstrated that they have followed their outline plan and built in modifications in the light of results, if appropriate.

(6)

GCE AS/A PHYSICS 73

C.

Recording and collecting data (9 marks) Candidates should have: (7) made and recorded, in table format, sufficient relevant observations and measurements to the appropriate degree of precision. displayed the units, instrument resolutions and zero errors. evidenced ability to present graphs accurately in terms of labelling, scales, units and error bars.

(8) (9)

D.

Analysis and evaluation (9 marks) Candidates should have: (10) (11) used data appropriately to analyse the identified problem(s). expressed an awareness of the limitations of experimental measurements by quoting any result to an appropriate number of significant figures. critically analysed the experimental procedure and the reliability of the data collected; evaluated the techniques used, and suggested improvements where appropriate.

(12)

E.

Communication (9 marks) Candidates should have: (13) presented a valid conclusion which provides an appropriate response to the identified problem(s). presented a well-structured and concise report employing a range of vocabulary and modes of presentation. demonstrated reasonable IT skills.

(14)

(15)

Information provided by the Centre (xii) Although this component of PH6 will be externally assessed, teachers are asked to make an initial assessment on those areas of the coursework which require some direct observation. Thus centres are asked to complete the pro-forma attached as Annex A (ii) giving their assessment of each candidate's performance in the four ability/skill areas A2, B4, B6 and E15 using the 0-3 scale noted in (xi) above. Although the centre's assessment will normally be taken for these areas, the mark may be altered by the external assessor in the light of evidence within the written coursework report. Thus candidates should be encouraged to communicate effectively how each of the criteria have been addressed in the investigation.

(xii)

Submission of Coursework (xiv) Coursework, together with the information pro-forma AP2 and the coursework cover sheet, must be submitted to the WJEC not later than 30 April of the year of the examination.

GCE AS/A PHYSICS 74

ANNEX A(i) WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU GENERAL CERTIFICATE OF EDUCATION TYSTYSGRIF ADDYSG GYFFREDINOL PHYSICS AT THE ADVANCED LEVEL

AP1
Name of centre ........................................................................ Candidate name ...................................................................... Title of Investigation .................................................................................................................................................................. .................................................................................................................................................................. .................................................................................................................................................................. Possible areas of investigation ..................................................................................................................................................... .................................................................................................................................................... ..................................................................................................................................................... .................................................................................................................................................... Centre number ......................... Candidate number ....................

Specification references .................................................................................................................................................................. .................................................................................................................................................................. .................................................................................................................................................................. ..................................................................................................................................................... ....................................................................................................................................................

GCE AS/A PHYSICS 75

ANNEX A(ii) PHYSICS WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU GENERAL CERTIFICATE OF EDUCATION TYSTYSGRIF ADDYSG GYFFREDINOL PHYSICS at the ADVANCED LEVEL Teacher Assessment of Practical Work

AP2
Name of centre ........................................................................ Centre number ......................... Centres are asked to provide initial assessments of the following ability/skill areas: A2 B4 B6 E15 Candidates should have correctly identified the variables likely to feature within the investigation. Candidates should have adopted effective techniques and safe working procedures. Candidates should have demonstrated that they have followed their outline plan and built in modifications in the light of results, if appropriate. Candidates should have demonstrated reasonable IT skills.

The professional judgement of the teacher should be exercised in allocating marks within the following broad scale: 0 1 2 3 will only be awarded if a candidate fails to demonstrate any achievement in that ability/skill being tested. some attempt has been made to satisfy the required parameters. there is clear evidence that the candidate has demonstrated the particular ability/skill. the candidate has demonstrated a high level of ability/skill and has communicated this effectively within the coursework. Candidate Name A2 Mark allocated B4 B6 E15

Candidate Number

GCE AS/A PHYSICS 76

WELSH JOINT EDUCATION COMMITTEE General Certificate of Education PHYSICS

ANNEX A(iii) CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol

COURSEWORK COVER SHEET

Centre Name: ....................................................................................................................................... Centre Number: ................................................................................................................................... Candidate Name: ................................................................................................................................. Candidate Number: ............................................................................................................................. SOURCES OF ADVICE AND INFORMATION 1. Have you received any help or information from anyone other than your subject teachers in the production of this work? (Write YES/NO) ................................ 2. If you have, give the name(s) of the person(s) who helped you and say who they are. ................................................................................................................................................ ................................................................................................................................................ ............................................................................................................................................... 3. What help did they give you? ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. DECLARATION BY CANDIDATE I have read the Notice to Candidates' Coursework Sheet issued by the WJEC. coursework is my own unaided work apart from any help which I have already stated. Signed: ................................................................................ DECLARATION BY SUBJECT TEACHER To the best of my knowledge, the candidate's coursework was conducted under the required conditions and the information supplied above by the candidate is accurate. Signed: ............................................................... (Subject Teacher) Date: .............................. The attached

Date: ...........................................

GCE AS/A PHYSICS 77

ANNEX B Mathematical and physical requirements of the specification (i) Mathematical competences In order to be able to develop the knowledge, understanding and skills defined in the specification, students need to have been taught and to have acquired competence in the areas of mathematics set out below. Material given in bold type is for A level only. No knowledge of calculus will be required at either AS or A level. Arithmetic and computation Students should be able to: recognise and use expressions in decimal and standard form; use ratios, fractions and percentages; use calculators to find and use xn, 1/x, x,log10x, ex, logex; use calculators to handle sinx, cosx, tanx when x is expressed in degrees or radians.

Handling data Students should be able to: make order of magnitude calculations; use an appropriate number of significant figures; find arithmetic means.

Algebra Students should be able to: change the subject of an equation by manipulation of the terms, including positive, negative, integer and fractional indices; solve simple algebraic equations; substitute numerical values into algebraic equations using appropriate units for physical quantities; understand and use the symbols: = , , , , , ~.

Geometry and trigonometry Students should be able to: calculate areas of triangles, circumferences and areas of circles, surface areas and volumes of rectangular blocks, cylinders and spheres; use Pythagoras' theorem, and the angle sum of a triangle; use sines, cosines and tangents in physical problems; resolve a vector into two components at right angles; perform mathematical calculations limited to two perpendicular vectors; understand the relationship between degrees and radians and translate from one to the other.

GCE AS/A PHYSICS 78

Graphs Students should be able to: translate information between graphical, numerical and algebraic forms; plot two variables from experimental or other data; understand that y = mx + c represents a linear relationship; determine the slope and intercept of a linear graph as m and c respectively; draw and use the slope of a tangent to a curve as a measure of rate of change; understand the possible physical significance of the area between a curve and the x axis and be able to calculate it, or measure it by counting squares, as appropriate; use logarithmic plots to test exponential and power law variations; sketch simple functions including y = k/x, y = kx2, y = k/x2, y = sin x, y = cos x, y = e-kx.

To support this, the information given in Annex B (i) will be printed on all examination papers. (ii) Formulae for relationships between physical quantities All physical formulae required to be known by AS candidates are explicitly quoted in the specification within assessment units PH1 and PH2. A level candidates are required to know all physical formulae quoted in the specification within assessment units PH1, PH2, PH4 and PH5. Any other formulae needed in the assessment of these units will be provided for candidates in the context of the question, as appropriate.

GCE AS/A PHYSICS 79

ANNEX B (i)
The following information will be included as an appendix in all physics papers. The separate booklet Information for the use of Candidates in Physics will no longer be required. Mathematical Data and Relationships
SI multipliers Multiple 1018 1015 1012 109 106 103 Prefix atto femto pico nano micro milli Symbol a f p n m Multiple 102 103 106 109 1012 1015 Prefix centi kilo mega giga tera peta Symbol c k M G T P

Geometry and trigonometry P

R Q

sin =

PQ RQ PQ sin , cos = , tan = , = tan PR PR RQ cos

PR2 = PQ2 + RQ2

Areas and Volumes Area of a circle = r2 = Solid rectangular block cylinder sphere

d 2 4

Area of a triangle = base height Surface area 2 (lh + hb + lb) 2r(r + h) 4r2 Volume lbh r2h
4 3

r 3

Logarithms (A2 papers only) [Unless otherwise specified 'log' can be loge (ie. ln) or log10.]

log(ab) = log a + log b

( ) log (e ) = ln (e ) = kx
log x n = n log x
kx e kx

a log = log a log b b log kx n = log k + n log x

( )

log e 2 = ln 2 = 0 693

GCE AS/A PHYSICS 80

The following information will appear on papers all papers apart from PH3. Fundamental Constants Avogadro constant Fundamental electronic charge Mass of an electron Ideal gas constant Acceleration due to gravity at sea level Planck constant Speed of light in vacuo Permittivity of free space Permeability of free space NA e me R g h c o o = = = = = = = = = 6.0 16 91 83 98 66 30 89 4 J m 1023 mol 1 1019 C 1031 kg kg1 K1 s1 1034 J s 108 m s1 1012 F m1 107 H m1

The following advice will appear on PH3 papers only

Before commencing any question read the whole question through completely. You will be allowed 30 minutes to use the apparatus for each of these questions. You will have a further 10 minutes to complete writing up for each question before moving on to the next. Where possible, readings should always be repeated and averages taken in order to reduce uncertainty. If repeat readings are not required, the question will state so. The estimated uncertainty, u, in a set of repeated readings should be taken as half the spread:

x max x min 2 Estimated uncertainty The percentage uncertainty = 100% Average value u ( x) =
Ensure that all readings, including repeat readings, are recorded and that you have not neglected to quote the appropriate units. Any gradients of graphs, which are measured, should be expressed to sensible significant figures and accompanied by the appropriate units. Any fundamental constant, which may be required, will be given in the appropriate question.

GCE AS/A PHYSICS 81

APPENDIX I External Assessment Guidance The following information may be helpful in understanding the general approaches adopted by the WJEC in devising and marking question papers. It is presently not part of the specification, but Sections (I) and (II) are circulated separately to teachers and assistant examiners. (I) GLOSSARY OF TERMS USED IN PHYSICS PAPERS This glossary has been produced to assist candidates preparing for the above examination. The list of terms is neither exhaustive nor definitive and has been kept brief, both with respect to the number of terms included and also on the descriptions of their meanings. Candidates should also appreciate that the meaning of a word might also depend upon the context in which it is used. 1. Define (the term(s) ...) is intended literally, only a formal statement or equivalent paraphrase being required. What do you understand by/What is meant by (the term(s) ...) normally implies that a definition should be given, together with some relevant comment on the significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of supplementary comment intended should be interpreted in the light of the indicated mark value. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can readily be obtained 'by inspection'. List requires a number of points, generally each of one word, with no elaboration. Where a given number of points is specified this should not be exceeded. Explain may imply reasoning or some reference to theory, depending on the context. Describe requires the candidate to state in words (using diagrams where appropriate) the main points of the topic. It is often used with reference either to particular phenomena or to particular experiments. In the former instance, the term usually implies that the answer should include reference to (visual) observations associated with the phenomena. In other contexts, describe and give an account of should be interpreted more generally, i.e. the candidate has greater discretion about the nature and the organisation of the material to be included in the answer. Describe and explain may be coupled in a similar way to state and explain. 7. Discuss requires the candidate to give a critical account of the points involved in the topic. Outline implies brevity, i.e. restricting the answer to giving essentials. Predict or deduce implies that the candidate is not expected to produce the required answer by recall but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted in an early part of the question. Predict also implies a concise answer with no supporting statement required.

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10.

Suggest is used in two main contexts, i.e. either to imply that there is no unique answer, or to imply that candidates are expected to apply their general knowledge to a 'novel' situation, one that may be formally 'not in the specification'. Find is a general term that may variously be interpreted as calculate, measure, determine, etc. Calculate is used when a numerical answer is required. In general, working should be shown, especially where two or more steps are involved. Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument, e.g. length, using a rule, or mass, using a balance. Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting measured or known values of other quantities into a standard formula, e.g. the Young modulus, relative molecular mass. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making such simplifying assumptions as may be necessary about points of principle and about the values of quantities not otherwise included in the question. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct, but candidates should be aware that, depending on the context, some quantitative aspects may be looked for, e.g. passing through the origin, having an intercept, asymptote or discontinuity at a particular value. In diagrams, sketch implies that a simple, freehand drawing is acceptable: nevertheless, care should be taken over proportions and the clear exposition of important details.

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(II)

General Marking Instructions for Assistant Examiners A. Administrative details Assistant examiners are asked to read and digest thoroughly all the information set out in the document 'Instructions to Examiners'. It is essential to the smooth-running of the examination that these instructions are adhered to by all. Particular attention should be paid to the following instructions regarding marking. 1. 2. 3. 4. Marking is to be carried out with a red ball point or felt tipped pen. All sub-totals must be recorded (0 if appropriate) in the margin. The total for the question should be ringed at the end of the question. Transfer each checked total to the front cover and record the total mark for the script. The marks awarded for the quality of written communication should be indicated by the letter L and be in accordance with the requirements specified in the relevant mark scheme.

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6.

It is essential that all comments relate to the mark scheme in a factual way and can be justified to the centre and candidates. It is essential that all assistant examiners mark approximately 20-30 scripts, in pencil, in order to try out the mark scheme before the meeting. Any queries which you may have should be raised at the meeting. As soon as possible after the standardisation meeting (the exact date will be specified at the meeting) the assistant examiner must forward, by first-class post, to the chief/principal examiner ten marked scripts, selecting for this purpose some good and some moderate scripts. The assistant examiner must retain a detailed record of the marks awarded to each candidate. No scripts should be dispatched back to the WJEC until the chief examiner authorises the assistant examiner to do so. In addition, the H.B. pencil marked L forms should not be completed until the previously mentioned authorisation is received. If you have any difficulties marking a particular question contact the appropriate chief examiner immediately. If there are problems that you foresee would prevent the completion of your marking allocation, contact the subject officer immediately, your marking load can be re-allocated if the need arises.

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Specific marking details 11. Errors must be penalised once only within a question or part question. If the rest of the answer is correctly done, it must be given full credit. [Error carried forward ECF will define it in marks margin.] This is a general rule and will not normally need to be stressed within mark schemes. Any residual doubts should be clarified within the standardisation meeting. Unexpected answers which are correct and directly relevant to the question should be given full credit. Sub-sets of question often carry a small marks tariff and associated detailed calculations may not be recorded by candidates in the answer book. In such cases, unless the question clearly indicates that working should be shown, full marks should be given for a correct answer. A correct numerical answer alone, devoid of units, always loses one unit mark. An incorrect answer, without working shown, clearly fails to score any part marks. Where a unit penalty is to be applied for an incorrect, or missing, unit in a required answer (as distinct from a stage of working) this will be clearly indicated in the detailed mark scheme. Unit penalties will not account for more than 5% of available marks in any one paper. Crossed out working within a candidate's answer which has clearly not been replaced should be awarded part marks as appropriate.

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If two attempts are made at an answer and neither has been crossed out, the second attempt should be marked (benefit of doubt B.O.D.). If it is unclear which is the second attempt, no marks should be awarded. Two different numerical answers alone, neither crossed out and unsupported by working, should not be awarded any marks. When no mark is awarded on a page, indicate by a squiggly line margin that the work has been examined. in the

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GCE Physics Specification/SJJ 10 April 2002