Physics syllabuses – GCSE ; IGCSE Double; IGCSE Triple

GCSE Physics Double IGCSE Double IGCSE TripleForces & MotionUnitsuse the following units: kilogram (kg), metre (m), metre2 (m2), metre3 (m3), metre/second (m/s), metre/second2 (m/s2), newton (N), pascal (Pa) (P2.01)Movement and positionunderstand distance – time graphs (P2.02)explain the difference between speed and velocity (P2.03)recall and use the quantitative relationship between acceleration, velocity and time:interpret speed-time graphs and determine acceleration from the gradient of the graph(P2.05)determine the distance travelled from the area between the curve and the time axis (P2.06)Forces and movementrecall a brief history of our understanding of forces including:−the Greek view – a single force needed to sustain motion−Galileo and Newton – balanced forces allow an object to continue in uniform motion in a straight line or to remain at rest−Newton – gravitational attraction acts between all masses (P2.07)recall that when two bodies interact, the forces they exert on each other are equal andopposite (P2.08)

understand how to add forces which act along a line (P2.09)understand that friction can produce both accelerating and retarding forces (P2.10)

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

(b) Movement and position• understand and use distance–time graphs (P1.2)• recall and use the relationship between average speed, distance moved and time recall and use the relationship between acceleration, velocity and time.

• interpret velocity–time graphs (P1.5)• determine acceleration from the gradient of a velocity–time graph and the distance travelledfrom the area between the graph and the time axis (P1.6).

(c) Forces, movement and shape

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

1. Forces and motionUnits1.1 use the following units: kilogram (kg), metre (m), metre/second (m/s), metre/second2

(m/s2), newton (N), second (s)

Movement and position1.2 understand and use distance - time graphs1.3 recall and use the relationship between average speed, distance moved and time.1.4 recall and use the relationship between acceleration, velocity and timetaken time1.5 interpret velocity - time graphs1.6 determine acceleration from the gradient of a velocity - time graph and the distancetravelled from the area between the graph and the time axisForces, movement and shape

1.7 express a force as a push or pull of one body on another1.8 identify various types of force (e.g. gravitational, electrostatic etc)1.9 distinguish between vector and scalar quantities1.10 appreciate the vector nature of a force1.11 add forces that act along a line1.12 understand that friction is a force that

recall and use the quantitative relationship between unbalanced force, mass and acceleration and apply this relationship to vehicular and human movement: F = m a (P2.11)recall and use the quantitative relationship between weight, mass and g:weight = mass g W = m g (P2.12)recall that a mass of 1kg has a weight of 10N on Earth; ie the Earth’s gravitational field strength is 10N/kg (P2.13)explain the forces acting on falling objects reach a terminal velocity (P2.14)understand that the stopping distance of a vehicle is the sum of the thinking distance and the stopping distance. (P2.15)describe the factors affecting vehicle stopping distances including speed, mass, road conditions and reaction time. (P2.16)

understand that the upward forces on a light beam supported at its ends vary with the position of a heavy object placed on the beam(P2.17)

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

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

• recall and use the relationship between weight, mass and g : weight = mass × g (P1.11)

• describe the forces acting on falling objects and explain why falling objects reach a terminal velocity (P1.12)

• describe the factors affecting vehicle stopping distance including speed, mass, road condition and reaction time (P1.13)

• recall and use the relationship between the moment of a force and its distance from thepivot: moment = force × perpendicular distance from pivot (P1.14)• recall that the weight of a body acts through its centre of gravity (P1.15)

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

opposes motion1.13 recall and use the relationship between unbalanced force, mass and accelerationF = m × a

1.14 recall and use the relationship between weight, mass and g : weight = mass × g

1.15 describe the forces acting on falling objects and explain why falling objects reach aterminal velocity

1.16 describe the factors affecting vehicle stopping distance including speed, mass, roadcondition and reaction time

1.17 recall and use the relationship between the moment of a force and its distance from thepivot: moment = force × perpendicular distance from pivot1.18 recall that the weight of a body acts through its centre of gravity1.19 recall and use the principle of moments for a simple system of parallel forces acting inone plane1.20 understand that the upward forces on a light beam supported at its ends vary with theposition of a heavy object placed on the beam

1.21 describe how extension varies with applied force for helical springs, metal wires andrubber bands1.22 recall that the initial linear region of a force - extension graph is associated withHooke’s law

ElectricityUnitsuse the following units: ampere (A), ohm (Ω), volt (V), watt (W), kilowatt-hour (kW h)(P1.01)Mains electricityidentify the live, neutral and earth conductor in a correctly-wired plug and recall the colourof the insulation used on each conductor (P1.02)recall the hazards of electricity including frayed cables, long cables, damaged plugs, water around sockets and pushing metal objects into sockets (P1.03)describe the uses of insulation, double insulation, earthing, fuses and circuit breakers in a range of domestic appliances (P1.04)recall that electrical heating is used in a variety of ways in domestic contexts (P1.05)understand that a current in a resistor results in the electrical transfer of energy and an increase in temperature (P1.06) recall and use the relationshippower = current × voltage (P = I × V)and apply the relationship to the selection of appropriate fuses (P1.07)

calculate the energy used by domestic appliances in kilowatt-hours and calculate domestic electricity bills, based on meter readings (P1.08)use the quantitative relationship between energy transferred, current, voltage andtime: energy transferred = current voltage time E = I V t (P1.09)recall that mains electricity is alternating current (a.c.) and understand the difference between this and the direct current (d.c.) supplied by a cell (P1.10)

P2: Electricity (and electromagnetism)(a) Units• use the following units: ampere (A), coulomb (C), joule (J), ohm (Ω), second (s), volt (V),watt (W) (P2.1).(b) Mains electricity

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

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

2. Electricity

Units2.1 use the following units: ampere (A), coulomb (C), joule (J), ohm (Ω), second (s), volt(V), watt (W)Mains electricity

2.2 recall the hazards of electricity including frayed cables, long cables, damaged plugs,water around sockets, and pushing metal objects into sockets2.3 describe the uses of insulation, double insulation, earthing, fuses and circuit breakers ina range of domestic appliances2.4 know some of the different ways in which electrical heating is used in a variety ofdomestic contexts2.5 understand that a current in a resistor results in the electrical transfer of energy and anincrease in temperature.2.6 recall and use the relationshippower = current × voltage (P = I × V)and apply the relationship to the selection of appropriate fuses

2.7 use the relationship between energy transferred, current, voltage and time:energy transferred = current × voltage × timeE = I × V × t2.8 recall that mains electricity is alternating current (a.c.) and understand the differencebetween this and the direct current (d.c.) supplied by a cell or battery

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

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

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

Electric chargeidentify common materials which are electrical conductors or insulators, includingmetals and plastics. (P2.2)

Energy and potential difference in circuits2.9 explain why a series or parallel circuit is more appropriate for particular applications,including domestic lighting2.10 understand that the current in a series circuit depends on the applied voltage and thenumber and nature of other components2.11 describe how current varies with voltage in wires, resistors, metal filament lamps anddiodes, and how this can be investigated experimentally2.12 describe the qualitative effect of changing resistance on the current in a circuit2.13 describe the qualitative variation of resistance of LDRs with illumination and ofthermistors with temperature2.14 recall and use the relationship between voltage, current and resistance:voltage = current × resistance V = I × R2.15 understand that current is the rate of flow of charge2.16 recall and use the relationship between charge, current and time : charge = current × timeQ = I × t2.17 recall that electric current in solid metallic conductors is a flow of negatively charged electrons

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

Electric charge2.19 identify common materials which are electrical conductors or insulators, includingmetals and plastics.

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

WavesUnitsProperties of wavesThe electromagnetic spectrumLight and sound

Unitsuse the following units: hertz (Hz), kilohertz (kHz), megahertz (MHz), metre/second (m/s) (P3.01)Properties of wavesdescribe longitudinal and transverse waves in ropes, springs and water (P3.02)state the meaning of amplitude, frequency, wavelength and period of a wave(P3.03)recall that waves transfer energy and information without transferring matter (P3.04) recall and use the relationship between the speed, frequency and wavelength of a wave:wave speed = frequency × wavelengthv = f × λ (P3.05) use the relationship between frequency and time

P3: Waves

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

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

2.20 recall that insulating materials can be charged by friction2.21 explain that positive and negative electrostatic charges are produced on materials by the loss and gain of electrons2.22 recall that there are forces of attraction between unlike charges and forces of repulsionbetween like charges2.23 explain electrostatic phenomena in terms of the movement of electrons2.24 recall the potential dangers of electrostatic charges, e.g. when fuelling aircraft andtankers2.25 recall some uses of electrostatic charges, e.g in photocopiers and inkjet printers

3. Waves• Units• Properties of waves• The electromagnetic spectrum• Light and soundUnits3.1 use the following units: degree (o), hertz (Hz), metre (m), metre/second (m/s), second (s)

Properties of waves3.2 describe longitudinal and transverse waves in ropes, springs and water whereappropriate3.3 state the meaning of amplitude, frequency, wavelength and period of a wave3.4 recall that waves transfer energy and information without transferring matter3.5 recall and use the relationship between the speed, frequency and wavelength of a wave:wave speed = frequency × wavelengthv = f × λ

period: f = 1/T (P3.06) use the above relationships in different contexts including sound waves and electromagnetic waves (P3.07).

understand that waves can be diffracted through gaps and that the extent of diffraction depends on the wavelength and the size of the gap (P3.08)

The electromagnetic spectrumunderstand that light is part of a continuous electromagnetic spectrum whichincludes radio, microwave, infra-red, visible, ultraviolet, X-ray and gamma rayradiations and that all these waves travel at the same speed in free space (P3.12)recall the order of the electromagnetic spectrum in decreasing wavelength and increasing frequency, including the colours of the visible spectrum (P3.13)recall some uses of electromagnetic radiations including:−radio waves: broadcasting and communications−microwaves: cooking and satellite transmissions−infra-red: heaters, grills, night vision and remote controls−visible light: optical fibres and photography−ultraviolet: sunbeds, crime prevention and fluorescent lamps−X-rays: observing the internal structure of objects and materials, medical applications−gamma rays: sterilising food and medical equipment (P3.14)recall the detrimental effects of excessive exposure of the human body to electromagnetic waves of increasing frequencies including:−microwaves: internal heating of body tissue

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

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

3.6 use the relationship between frequency and time period: f = 1/T3.7 use the above relationships in different contexts including sound waves andelectromagnetic waves3.8 understand that waves can be diffracted through gaps or when they pass an edge, andthat the extent of diffraction depends on the wavelength and the physical dimension ofthe gap

The electromagnetic spectrum3.9 understand that light is part of a continuous electromagnetic spectrum which includesradio, microwave, infra-red, visible, ultraviolet, X-ray and gamma ray radiations andthat all these waves travel at the same speed in free space3.10 recall the order of the electromagnetic spectrum in decreasing wavelength andincreasing frequency, including the colours of the visible spectrum3.11 recall some of the uses of electromagnetic radiations, including• radio waves: broadcasting and communications• microwaves: cooking and satellite transmissions• infra-red: heaters and night vision equipment

• visible light: optical fibres and photography• ultraviolet: fluorescent lamps• X-rays: observing the internal structure of objects and materials and medicalapplications• gamma rays: sterilising food and medical equipment3.12 recall the detrimental effects of excessive exposure of the human body toelectromagnetic waves, including• microwaves : internal heating of body tissue• infra-red : skin burns

−infra-red: skin burns−ultraviolet: damage to surface cells and blindness−gamma rays: cancer, mutation (P3.15)Light and soundrecall that light waves are transverse waves which can be reflected, refracted anddiffracted (P3.16)

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

understand the difference between analogue and digital signals (P3.18)describe how digital signals can carry more information (P3.19)

recall that sound waves are longitudinal waves which can be reflected, refractedand diffracted (P3.20)recall that the frequency range for human hearing is 20 Hz – 20 000 Hz (P3.21)understand the nature of ultrasound as high-frequency sound and its applications in scanning, cleaning and range or direction finding (P3.22)

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

(d) Light and sound• recall that light waves are transverse waves which can be reflected and refracted (P3.12)

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

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

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

Light and sound3.13 recall that light waves are transverse waves which can be reflected, refracted anddiffracted3.14 recall that the angle of incidence equals the angle of reflection3.15 construct ray diagrams to illustrate the formation of a virtual image in a plane mirror3.16 describe experiments to investigate the refraction of light, using rectangular blocks,semicircular blocks and triangular prisms3.17 recall and use the relationship between refractive index, angle of incidence andangle of refraction3.18 describe an experiment to determine the refractive index of glass, using a glassblock3.19 describe the role of total internal reflection in transmitting information along opticalfibres and in prisms3.20 recall the meaning of critical angle c3.21 recall and use the relationship between critical angle and refractive index3.22 understand the difference between analogue and digital signals

3.23 recall that sound waves are longitudinal waves which can be reflected, refracted anddiffracted3.24 recall that the frequency range for human hearing is 20 Hz – 20 000 Hz

Energy Resources & Energy transferUnitsEnergy transferEnergy resources and electricity generation

Unitsuse the following units: degree Celsius (oC), joule (J), newton (N), watt (W),kilowatt (kW), megawatt (MW) (P5.01)

Energy transferdescribe energy transfers involving the following forms of energy: thermal, light,electrical, sound, movement (kinetic), chemical, nuclear and potential (elastic and gravitational) (P5.02)understand that energy is conserved (P5.03)recall that efficiency is the proportion of energy transferred to useful work andapply this to everyday situations (P5.04)describe a variety of everyday and scientific devices and situations explaining thefate of the input energy in the above terms, including their representation by flowdiagrams (Sankey diagrams) (P5.05)

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

P4: Energy resources and energy transfer

(a) Units• use the following units: kilogram (kg), joule (J), metre (m), metre/second (m/s),metre/second2 (m/s2), newton (N), second (s), watt (W) (P4.1).(b) Energy transfer• describe energy transfers involving the following forms of energy: thermal (heat), light,electrical, sound, kinetic, chemical, nuclear and potential (elastic and gravitational) (P4.2)• understand that energy is conserved (P4.3)• recall and use the relationshipefficiency = useful energy output/total output energy (P4.4)• describe a variety of everyday and scientific

3.25 describe how to measure the speed of sound in air by a simple direct method3.26 understand how an oscilloscope and microphone can be used to display a soundwave3.27 use an oscilloscope to determine the frequency of a sound wave and appreciatethat the pitch of a sound depends on the frequency of vibration3.28 appreciate that the pitch of a sound depends on the frequency of vibration of thesource3.29 appreciate that the loudness of a sound depends on the amplitude of vibration

4. Energy resources and energy transfer• Units• Energy transfer• Work and power• Energy resources and electricity generationUnits4.1 use the following units: kilogram (kg), joule (J), metre (m), metre/second (m/s),metre/second2 (m/s2), newton (N), second (s), watt (W)Energy transfer4.2 describe energy transfers involving the following forms of energy: thermal (heat), light,electrical, sound, kinetic, chemical, nuclear and potential (elastic and gravitational)4.3 understand that energy is conserved4.4 recall and use the relationshipefficiency = useful output energy /totaloutput energy4.5 describe a variety of everyday and scientific

describe how insulation is used to reduce energy transfers from buildings and the human body (P5.06)understand that many insulating materials make use of the insulatingproperties of air that is not free to form convection currents (P5.07)(c) Work and powerrecall and use the quantitative relationship between work, force and distancemoved in the direction of the force: work done = force distance moved W = F d (P5.08)understand that work done is equal to energy transferred (P5.09)recall and use the quantitative relationships:gravitational potential energy = mass g height GPE = m g hkinetic energy = ½ mass speed2

KE = ½ m v2 (P5.10)understand how conservation of energy produces a quantitative link betweenpotential energy, kinetic energy and work (P5.11)describe power as the rate of transfer of energy or the rate of doing work (P5.12)use the quantitative relationship between power, work done (energy transferred) and time taken: power = work done / time taken ; P = W / t power = work done / time taken ; P = W / t (P5.13)

Energy resources and electricity generationunderstand a range of energy transfer chains illustrating the environmentalimplications of generating electricity, including:−the use of wind and water−geothermal resources−solar heating systems and electricity production through solar cells−fossil fuel reserves−nuclear power (P5.14)describe the advantages and disadvantages of

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

(c) Work and power• recall and use the relationship between work, force and distance moved (P4.9)work done = force × distance moved in the direction of the force W = F × d (P4.10)• understand that work done is equal to energy transferred (P4.11)• recall and use the relationships:gravitational potential energy = mass × g × height GPE = m × g × hkinetic energy = ½ × mass × speed2

KE = ½ × m × v2 (P4.12)• understand how conservation of energy produces a link between potential energy,kinetic energy and work (P4.13)• describe power as the rate of transfer of energy or the rate of doing work (P4.14)• use the relationship between power, work done (energy transferred) and time takenpower = work done / time taken ; P = W / t(P4.15)

(d) Energy resources and electricity generation• understand the energy transfers involved in generating electricity using: wind water geothermal resources

devices and situations, explaining the fateof the input energy in terms of the above relationship, including their representation byflow diagrams4.6 recall that energy transfer may take place by conduction, convection and radiation4.7 describe the role of convection in everyday phenomena4.8 describe how insulation is used to reduce energy transfers from buildings and thehuman body

Work and power4.9 recall and use the relationship between work, force and distance moved in the directionof the force work done = force × distance moved W = F × d4.10 understand that work done is equal to energy transferred4.11 recall and use the relationships:gravitational potential energy = mass × g × height GPE = m × g × hkinetic energy = ½ × mass × speed2

KE = ½ × m × v2

4.12 understand how conservation of energy produces a link between potential energy,kinetic energy and work4.13 describe power as the rate of transfer of energy or the rate of doing work4.14 use the relationship between power, work done (energy transferred) and time taken.(energy transferred) and time takenpower = work done / time taken ; P = W / t

Energy resources and electricity generation4.15 understand the energy transfers involved in generating electricity using:• wind• water• geothermal resources

methods of large scaleelectricity production using a variety of renewable and non-renewableresources (P5.15)

Electromagnetism

recall that a force is exerted on a current-carrying

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

P2: (Electricity and) electromagnetism

(d) Magnetism

• understand the term ‘magnetic field line’ (P2.19)

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

• solar heating systems• solar cells• fossil fuels• nuclear power4.16 describe the advantages and disadvantages of methods of large-scale electricityproduction from various renewable and non-renewable resources

6. Magnetism and electromagnetism• Units• Magnetism• Electromagnetism• Electromagnetic inductionUnits6.1 use the following units: ampere (A), volt (V), watt (W)Magnetism6.2 recall that magnets repel and attract other magnets, and attract magnetic substances6.3 recall the properties of magnetically hard and soft materials6.4 understand the term ‘magnetic field line’6.5 understand that magnetism is induced in some materials when they are placed in amagnetic field )6.6 sketch and recognise the magnetic field pattern for a permanent bar magnet and thatbetween two bar magnets6.7 know how to use two permanent magnets to produce a uniform magnetic field patternElectromagnetism6.8 recall that an electric current in a conductor produces a magnetic field round it6.9 describe the construction of electromagnets6.10 sketch and recognise magnetic field patterns for a straight wire, a flat circular coil and a

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

Electromagnetic induction recall that a voltage is induced in a conductor when it moves through a magnetic field orwhen a magnetic field changes through a coil; also recall the factors which affect the sizeof the induced voltage (P1.30)describe the generation of electricity by the rotation of a magnet within a coil of wire andof a coil of wire within a magnetic field and the factors which affect the size of the inducedvoltage (P1.31)recall the structure of a transformer, and understand that a transformer changes the sizeof an alternating voltage by having different numbers of turns on the input and outputsides (P1.32)describe the use of step-up and step-down transformers in the large-scale transmission ofelectrical energy (P1.33)recall and use the quantitative relationship between input (primary) and output(secondary) voltages and the turns ratio for a transformer (P1.34)

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

(e) Electromagnetic induction• recall that a voltage is induced in a conductor when it moves through a magnetic field orwhen a magnetic field changes through a coil; also recall the factors which affect the sizeof the induced voltage (P2.24)• describe the generation of electricity by the rotation of a magnet within a coil of wire andof a coil of wire within a magnetic field; also describe the factors which affect the size ofthe induced voltage (P2.25).

solenoid when each is carrying a current6.11 appreciate that there is a force on a charged particle when it moves in a magnetic fieldas long as its motion is not parallel to the field6.12 recall that a force is exerted on a current-carrying wire in a magnetic field, and, howthis effect is applied in simple d.c. electric motors and loudspeakers6.13 predict the direction of the resulting force when a wire carries a currentperpendicular to a magnetic field6.14 recall that the force on a current-carrying conductor in a magnetic field increaseswith the strength of the field and with the current

Electromagnetic induction6.15 recall that a voltage is induced in a conductor when it moves through a magnetic fieldor when a magnetic field changes through a coil; also recall the factors which affect thesize of the induced voltage6.16 describe the generation of electricity by the rotation of a magnet within a coil of wireand of a coil of wire within a magnetic field; also describe the factors which affect thesize of the induced voltage6.17 recall the structure of a transformer, and understand that a transformer changes the sizeof an alternating voltage by having different numbers of turns on the input and outputsides6.18 explain the use of step-up and step-down transformers in the large-scale generation andtransmission of electrical energy6.19 recall and use the relationship between input (primary) and output (secondary) voltagesand the turns ratio for a transformer6.20 recall and use the relationshipinput power = output power

RadioactivityUnitsRadioactivity

Unitsuse the following unit: becquerel (Bq) (P6.01)

Radioactivitydescribe the structure of an atom in terms of protons, neutrons and electrons and use symbols such as 14

6C to describe particular nuclei (P6.02)understand the terms atomic (proton) number and mass (nucleon) number and explain the existence of isotopes (P6.03)understand that alpha and beta particles and gamma rays are ionising radiations emitted from unstable nuclei in a random process (P6.04)describe the nature of alpha and beta particles and gamma rays and recall that they may be distinguished in terms of penetrating power and ionising ability(P6.05)describe the effects on the atomic and mass numbers of a nucleus of theemission of each of the three main types of radiation and understand how tocomplete balanced nuclear equations (P6.06)understand that ionising radiation can be detected using a photographic film or aGeiger-Müller detector (P6.07)recall the existence of background radiation from the Earth and from space,including the regional variations in the United Kingdom, eg because of radon gasreleased from rocks (P6.08)understand that the activity of a radioactive source decreases over a period oftime and is measured in becquerels (P6.09)

P6: Radioactivity and particles

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

(b) Radioactivity• describe the structure of an atom in terms of protons, neutrons and electrons and usesymbols such as 14

6C to describe particular nuclei (P6.2)• understand the terms atomic (proton) number, mass (nucleon) number and isotope (P6.3)• understand that alpha and beta particles and gamma rays are ionising radiations emittedfrom unstable nuclei in a random process (P6.4)• describe the nature of alpha and beta particles and gamma rays and recall that they may be distinguished in terms of penetrating power (P6.5)• describe the effects on the atomic and mass numbers of a nucleus of the emissionof each of the three main types of radiation (P6.6)• understand how to complete balanced nuclear equations (P6.7)• understand that ionising radiations can be detected using a photographic film or aGeiger-Muller detector (P6.8)• recall the sources of background radiation (P6.9)

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7. Radioactivity and particles• Units• Radioactivity• ParticlesUnits7.1 use the following units: becquerel (Bq), centimetre (cm), hour (h), minute (min),second (s)

Radioactivity7.2 describe the structure of an atom in terms of protons, neutrons and electrons and usesymbols such 14

6C as to describe particular nuclei7.3 understand the terms atomic (proton) number, mass (nucleon) number and isotope7.4 understand that alpha and beta particles and gamma rays are ionising radiations emittedfrom unstable nuclei in a random process7.5 describe the nature of alpha and beta particles and gamma rays and recall that they may be distinguished in terms of penetrating power7.6 describe the effects on the atomic and mass numbers of a nucleus of the emissionof each of the three main types of radiation7.7 understand how to complete balanced nuclear equations7.8 understand that ionising radiations can be detected using a photographic film or aGeiger-Muller detector7.9 recall the sources of background radiation

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

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

P5: Solids, liquids and gases

(a) Units• use the following units: degrees Celsius (oC), joule (J), kelvin (K), kilogram (kg),kilogram/metre3 (kg/m3), metre (m), metre2 (m2 ), metre3 (m3), metre/second (m/s),metre/second2 (m/s2 ), newton (N), pascal (Pa) (P5.1).(b) Density and pressure• recall and use the relationship between density, mass and volume. density = mass / volume.(P5.2)

7.11 recall the term ‘half-life’ and understand that it is different for different radioactiveisotopes7.12 use the concept of half-life to carry out simple calculations on activity7.13 describe the uses of radioactivity in medical and non-medical tracers, in radiotherapyand in the radioactive dating of archaeological specimens and rocks

5. Solids, liquids and gases• Units• Density and pressure• Change of state• Ideal gas moleculesUnits5.1 use the following units : degrees Celsius (oC), kelvin (K), joule (J), kilogram (kg),kilogram/metre 3 (kg/m3), metre (m), metre2 (m2 ), metre3 (m3), metre/second (m/s),metre/second2 (m/s2 ), newton (N), pascal (Pa)

Density and pressure5.2 recall and use the relationship between density, mass and volume. density = mass /volume.

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

• describe how to determine density using direct measurements of mass and volume (P5.3)

• recall and use the relationship between pressure, force and area: pressure = Force / area• understand that the pressure at a point in a gas or liquid which is at rest acts equally in alldirections (P5.5).

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

5.3 describe how to determine density using direct measurements of mass and volume5.4 recall and use the relationship between pressure, force and area: pressure = force / area.5.5 understand that the pressure at a point in a gas or liquid which is at rest acts equally inall directions5.6 recall and use the relationship for pressure difference:pressure difference = height × density × g

Change of state(NOTE: This section is covered in Chemistry section)5.7 understand that a substance can change state from solid to liquid by the process of melting5.8 understand that a substance can change state from liquid to gas by the process of evaporation or boiling5.9 recall that particles in a liquid have a random motion within a close-packed structure5.10 recall that particles in a solid vibrate about fixed positions within a close-packedregular structure

Ideal gas molecules5.11 understand the significance of Brownian motion5.12 recall that molecules in a gas have a random motion and that they exert a force andhence a pressure on the walls of the container5.13 understand that there is an absolute zero of temperature which is – 273 oC5.14 describe the kelvin scale of temperature and be able to convert between the kelvin andCelsius scales5.15 understand that an increase in temperature results in an increase in the speed of gasmolecules5.16 understand that the kelvin temperature of

understand the relationship between the pressure and volume of a fixed mass of gas at constant temperature and use the quantitative relationshipP1 x V1 = P2 x V2 (P2.20)

Earth & Beyond

The Solar systemThe rest of the UniverseThe Solar systeminterpret physical data on the planets, particularly with regard to their masses andtheir orbits in the Solar system (P4.01)describe the differences between the orbits of a planet and a moon, and also of a comet, and describe the different types of orbit of satellites around the Earth (P4.02)understand that the movements and orbits of planets and moons, and of comets and satellites, are determined by gravitational forces (P4.03)The rest of the Universerecall that the Sun is one of many millions of stars in a huge group called the Milky Way galaxy (P4.04)describe the Universe as a system consisting of an enormous number of galaxies and be aware of the search for evidence of extraterrestrial life (P4.05)describe how stars form from very large clouds of hydrogen, helium and dust which collapse under the influence of gravity so that the core becomes hot enough for nuclear reactions to begin (P4.06)recall that small stars, like the Sun, eventually become red giants and later become white dwarfs

molecules (P5.10)

• describe the qualitative relationship between pressure and kelvin temperature for a gas ina sealed container (P5.11)

• use the relationship between pressure and volume of a fixed mass of gas atconstant temperaturep1V1 = p2V2 (P5.12)

the gas is proportional to the averagekinetic energy of its molecules5.17 describe the qualitative relationship between pressure and kelvin temperature for a gasin a sealed container5.18 use the relationship between the pressure and kelvin temperature of a fixed massof gas at constant volume5.19 use the relationship between pressure and volume of a fixed mass of gas atconstant temperaturep1V1 = p2V2

(P4.07)describe the ‘Big Bang’ theory of the origin of the Universe and consider other theories such as the ‘steady state’ theory (P4.08)recall evidence for the ‘Big Bang’ theory, including the different red shifts of light from distant galaxies and the background microwave radiation (P4.09)explain how the future of the Universe depends on the amount of mass present (P4.10)