Learner Guide For As and A Level Physics (Cambridge)

Learner Guide for Cambridge AS and A Level Physics

How to use this guide
The guide describes what you need to know about your GCE Advanced Subsidiary (AS) and Advanced level Physics examination. It will help you to plan your revision programme for the written examinations and will explain what we are looking for in the answers that you write. It will also help you to revise more effectively using the table given in Section 4, What do you need to know?. The guide contains the following sections:
Section 1: How will you be tested?

This section gives you information about the written papers and practical tests that will be available for physics. It briefly describes the rules for Advanced Subsidiary (AS) and Advanced Level certifications. It contains a table that summaries the examination papers you will take and the duration of each paper.
Section 2: Examination tips

This section gives you advice to help you do as well as you can. Some of the tips are general advice and some are based on the common mistakes that learners make in exams.
Section 3: What will be tested?

We take account of the following areas in your examination papers: Knowledge with understanding Handling, applying and evaluating information Experimental skills and investigations This section describes the Assessment Objectives we use to test you in the examination. It also contains a table showing the percentage of marks allocated to the three assessment objectives.
Section 4: What you need to know

The physics core has the following six sections: I: General Physics II: Newtonian Mechanics III: Matter IV: Oscillations and waves V: Electricity and magnetism VI: Modern Physics In addition there is a final section: VII: Gathering and Communicating information
Cambridge International Examinations 2012
Section 1: How will you be tested?

1.1 AS and A level Physics Find out from your teacher what papers you are going to take. If you have been entered for Advanced Subsidiary (AS) Physics, then you will be taking Papers 1, 2 and 3 at a single examination session. After having received AS certification, if you wish to continue your studies to the full Advanced Level qualification, then your AS marks will be carried forward and you just take Papers 4 & 5 in the examination session in which they require certification. For the complete Advanced Level Physics qualification, you have to take all the papers in a single examination session. 1.2 Details about your examination papers The table below gives you information about the Physics papers.
Paper
How long is the paper and how many marks?
What is in the papers?
What is the paper worth as a percentage of the AS examination? 31%
What is the paper worth as a percentage of the A level examination? 15%
Paper 1 Multiple-choice
1 hour (40 marks)
Paper 2 Structured questions
1 hour (60 marks)
Paper 3 Practical Test
2 hours (40 marks)
The paper will have 40 multiple-choice questions all based on the AS syllabus. You have to answer all the questions. You will have a variable number of structured Questions of variable value. All the questions are compulsory and you write on the question paper. Each paper will consist of two experiments drawn from different areas of Physics. Candidates will be allowed to use the apparatus for each experiment for a maximum of 1 hour. The examiners will not be restricted by the subject content. Candidates will answer all questions. Candidates will answer on the question paper.
46%
23%
23%
12%
Learner Guide for Cambridge AS and A Level Physics Paper How long is the paper and how many marks? What is in the papers? What is the paper worth as a percentage of the AS examination? What is the paper worth as a percentage of the A level examination? 38%
Paper 4 Structured questions (Core)
2 hours (100 marks)
Paper 5 Practical Test
1 hour 15 min (30 marks)
This paper will consist of two sections: Section A (70 marks) will consist of questions based on the A2 core, but may include material first encountered in the AS syllabus. Section B (30 marks) will consist of questions based on Applications of Physics, but may include material first encountered in the core (AS and A2) syllabus. Both sections will consist of a variable number of structured questions of variable mark value. Candidates will answer all questions. Candidates will answer on the question paper. This paper will consist of two questions of equal mark value based on the practical skills of planning, analysis and evaluation. The examiners will not be restricted by the subject content. Candidates will answer all questions. Candidates will answer on the question paper.
12%
Section 2: Examination tips

How to Use These Tips
These tips highlight some common mistakes made by learners. They are collected under various subheadings to help you when you revise a particular topic.
General Advice Dont give up if you think that you have calculated the answer to the first part of a question
incorrectly. You can still score marks for your follow on answers in the remaining parts of the question provided that your follow on calculations are correct. Always show your working when answering a question. This will allow you to score marks for your method, even if you make a mistake with the final answer. When you have calculated an answer always ask yourself if it is sensible and realistic. If it isnt, go back and check your working. Ensure that you are fully aware of what data and formulae are given at the front of the question paper. Learn those formulae that are not given. During the examination you should monitor your rate of progression through the paper and adjust your rate of working accordingly. This will ensure that towards the end of the examination you will have sufficient time to complete the paper. Completing past papers under timed conditions will allow you to develop an appropriate speed of working. Be careful with powers of 10 and take deliberate care if you are keying these into your calculator; make sure that you do not neglect the minus sign of any negative powers and check that your final answer is reasonable. All answers should have their correct unit. Pay particular attention to questions that ask you to give the units of your answer and so do not give a unit in the answer space.
Tips for Theory Papers Paper 1 Tips: Multiple Choice

Attempt all questions a mark is not deducted for a wrong answer. Use the space on the examination paper to write down clear working for each question. If you try to do too much working solely on your calculator or in your head, you will make mistakes many of the wrong answers to a question can be reached by manipulating the data in a plausible, but incorrect, way. Carefully consider every one of the four possible answers before making your final decision as to which one is correct although you may initially think that the first or second option is the right answer you will need to look at all four before the correct answer becomes clear.
Papers 2 and 4 Tips: Structured Questions If you are asked to sketch a diagram, this implies that a simple, freehand drawing is acceptable. However, care should be taken over proportions and you should clearly show and label any important details. If you are asked to sketch a graph, you should give as much information on your sketch as possible. Label each axis with the appropriate quantity and unit. Then draw on the shape of the graph, ensuring that it is correctly positioned relative to the axes and that the different parts of the graph line are in proportion to each other. Dont forget to put on your sketch graph the value of any applicable intercept, asymptote, discontinuity or end point (if these are known). Memorise all definitions - you will need to be as precise as possible when quoting them in the examination. Quantities are defined in terms of quantities. Units are defined in terms of units. Do not neglect to use per if a ratio is essential to the
Learner Guide for Cambridge AS and A Level Physics definition; for example, pressure should be defined as force per unit area (not force on unit area). A non-numerical answer can sometimes be made clearer by adding a sketch, but remember to ensure that it is clearly labelled and shows all the relevant information. Always give your answer to an appropriate number of significant figures. This can be judged from the number of significant figures of the data given in the question. Occasionally a question will tell you the number of significant figures that are to be used in your answer and in this case your answer must have exactly the number of significant figures specified. Do not prematurely round up figures at an intermediate stage during a calculation wait until the answer is reached and only then express it to an appropriate number of significant figures. When doing algebra ensure that the terms on either side of an = sign do in fact equal each other. It is bad practice to write down a string of terms all on the same line and all connected by an = sign as any error can result in the first element being of an entirely different nature and/or order to the last. This often leads to errors when calculating the total resistance of a number of resistors connected in parallel. Any explanations that you give should be as clear and precise as possible. For example, saying A increases as B increases would be insufficient if what is meant is A is proportional to B. When substituting in the value of g use 9.81ms -2 -2 (not 10ms ).
Paper 4: Section B
See the tips listed above for Papers 2 and 4. Some questions may require you to give lengthy non-numerical answers. In such cases look at how many marks are allocated to the question as this may help you to decide how much information to put into your answer. For example, if a question is worth 4 marks then you will need to include a minimum of 4 valid points in your answer (but more if you can). Ensure that you read the question very carefully to establish exactly what information you are being asked to relate. An explanation of some physics that does not answer the question will not score marks, even if the explanation is correct. The Applications Booklet clarifies much of the syllabus content, but is not designed to be an authoritative guide as to what can and cannot be assessed in the examination. The lessons taught by your teacher are also a vital part of your preparation for the examination.
Tips for Practical Papers Paper 3 Tips: Practical Test Do not panic if the context of the practical experiment appears unfamiliar.

Where appropriate the question paper will tell you exactly what to do and how to do it. If you find yourself in real difficulty setting up your practical equipment you may ask your supervisor for help, you will only lose one or more marks for this. There are a number of things that you can do to save time: Draw a single table for your results in advance of taking any readings and enter your readings in the table as you take them (so that you do not waste time having to copy them up later). This is also important because you must record all your raw readings before you calculate and record any average readings. If the number of readings that you need to take is indicated in the question paper do not waste time by exceeding this number. Repeat your readings, but remember that it is only necessary to repeat them once (so that you have two sets of values) - do not waste time repeating them more than once.
Learner Guide for Cambridge AS and A Level Physics All the raw readings of a particular quantity should be recorded to the same number of decimal places which should in turn be consistent with the uncertainty in the readings. The uncertainty in a measurement can sometimes be larger than the smallest interval that can be measured by the measuring equipment. For example, a stopwatch can measure time to a hundredth of a second, but human reaction times will mean that the uncertainty in the reading given by a stopwatch is (typically) 0.1s to 0.4s. Each column heading in your table must contain both a quantity and its unit. For instance if you have measured time t in seconds, your column heading would be written as t/s (t in s or t(s) would also be acceptable). The quantity or unit or both may also be written in words rather than symbols. The number of significant figures used in a derived quantity that you calculate from your raw readings should be equal in number to (or possibly one more than) the number of significant figures in the raw readings. For example, if you measure potential difference and current to 2 and 3 sig figs respectively, then the corresponding value of resistance calculated from them should be given to 2 or 3 sig figs, but not 1 or 4. If both were measured to 3 significant figures, then the resistance could be given to 3 (or 4) sig figs. When drawing your graph, do not forget to label each axis with the appropriate quantity and unit, using the same format for expressing column headings in a table. Choose a scale such that the plotted points occupy at least half the graph grid in both the x and y directions. The x-axis scale should increase positively to the right and the y-axis scale should increase positively upwards. Use a convenient scale such as 1, 2 or 5 units to a 2cm square as you will then be less likely to make a mistake with the position of your plotted points and it will be easier for you to read off points from your graph if you are calculating the gradient or finding an intercept. Similarly, it is good practice to mark values on at least every other 2cm square. All your plotted points should be on the grid; points in the white margin area will be ignored. Plot all your observations and ensure that they are accurate to half a small square. A fine cross (or an encircled dot) drawn with a sharp pencil is acceptable, but be careful not to obscure the position of your points by your line of best fit or other working. When drawing your line of best fit, ensure you have an even balance of points about the line along its whole length. If it is a straight line, use a clear plastic rule so that you can see points on both sides of the line as it is being drawn. Show all your working when calculating a gradient. It is helpful to draw the triangle used to calculate the gradient on the graph and to clearly label the coordinates of the vertices (accurate to half a small square). These values can then be used in the gradient calculation. The length of the hypotenuse of the triangle should be greater than half the length of the graph line. If you are required to give a value for the y-intercept, it may be possible to directly read it off from your graph from an axis where x=0. If this is not possible you can instead calculate the y-intercept by using the equation of a straight line. In this case you should substitute into this equation a pair of x and y values from your line of best fit along with your calculated value of gradient.
Paper 5 Tips: Practical Test

Planning Question Do not panic if the context of the question appears unfamiliar to you. During your A Level studies you will have used or learnt about suitable apparatus for completing the task. If you are asked to use any unfamiliar apparatus the question will supply you with all the details that you need to know about. Read the question very carefully it may give you guidance on those aspects of your plan to which you need to pay particular attention. It will also help you to identify the independent and the dependent variables. When writing your answer you will need to consider some or all of the following: - what apparatus you will use - what experimental arrangement will be used - what procedure will be followed - the independent and dependent variables - the means of keeping other variables constant - use the word constant when identifying these variables, saying you will control them is insufficient - how the raw data readings will be processed to give the desired result, e.g. what derived quantities you might calculate or what graph you might plot - what relevant safety precautions should be in place The relationship to be tested, given to you in the introduction to the task, will suggest the type of graph to be expected. You will need to describe it as precisely as possible. For example, is it linear, does it pass through the origin? If you choose a logarithmic graph, you will be expected to predict its slope from the given expression. When writing your answer you must write down all the information clearly and explicitly - the examiner cannot give you marks for things that are vaguely implied. Many of the marks can often be scored by having a good w o r k i n g diagram (even if the accompanying explanation is weak) and so you should spend time making sure that your diagram shows all the relevant details and is fully labelled. For example, make clear the exact points, between which, measurements, such as distance, are to be made. The equipment and procedures that you describe in your answer should be realistic and workable. One mark is available for describing safe working. This must relate specifically to the apparatus being used. It is not sufficient to write, for example, keep all bags and coats out of the way. Additional marks are available for detailed descriptions of apparatus/techniques. There are always more possible answers than marks available, so if you write your plan carefully, then some these marks should be gained as you go along. It is not expected that you write a separate section solely for the detail marks. As part of your preparation for this question you should plan some of your own experiments, but this should be done under the close supervision of your teacher. Also practise answering past papers. A sketch graph is not necessary, but if drawn it should be consistent with your description of the graph.
Evaluating data Question See tips for Paper 3, where the comments regarding significant figures, plotting graphs and calculating gradients and intercepts apply equally for this paper.. It is particularly important that the rules, previously given for significant figures, are strictly adhered to. You will be expected to use the uncertainty given in the raw data to find the uncertainty in calculated data. The latter will involve a function such as a logarithm. This requires plenty of practise, if you are to be able do it with confidence in the examination. You will need to be able to translate the calculated uncertainties into error bars on your graph and then to draw the worst acceptable line. Again, this requires plenty of practise. Once the graph has been drawn, you will be expected to find uncertainties in both the gradient and the intercept using your line of best fit and your worst acceptable line. A lot of marks depend on your being able to calculate the uncertainties in the calculated data. Every candidate is provided with the same data and so the final values calculated should be very similar. One mark is available to candidates who manage to work within a given tolerance, determined by the Principal Examiner.
Section 3: What will be tested?

3.1 The assessment objectives The areas of knowledge and skills are called Assessment Objectives. The theory papers test mainly Objective A (Knowledge with understanding) and Assessment Objective B (Handling, applying and evaluating information). The practical papers are used to test you on the Assessment Objective C (Experimental skills and investigations). Your teacher will be able to provide you with more detailed information on the assessment objectives. Assessment Objective A: Knowledge with understanding Questions testing these objectives will often begin questions with one of the following words: Define State Describe Explain
Skill A1
A2
A3 A4 A5
You should demonstrate knowledge and understanding of: Scientific phenomena Facts Laws Definitions Concepts Theories Scientific vocabulary Terminology Conventions (including symbols, quantities and units) Scientific instruments and apparatus, including techniques of operation and aspects of safety Scientific quantities and their determination Scientific and technological applications with their social, economic and environmental implications
Assessment Objective B: Handling, applying and evaluating information. Questions testing these objectives will often begin questions with one of the following words: Predict Suggest Deduce Calculate Determine.
Skill B1
B2 B3 B4
You should be able, in words or by using written, symbolic, graphical and numerical forms of presentation, to: Locate information from a variety of sources Select information from a variety of sources Organise information from a variety of sources Present information from a variety of sources Translate information from one form to another Manipulate numerical and other data Use information to identify o patterns o report trends o draw inferences o report conclusions
Learner Guide for Cambridge AS and A Level Physics Skill B5 You should be able, in words or by using written, symbolic, graphical and numerical forms of presentation, to: Present reasoned explanations for o phenomena o patterns o relationships Make predictions and put forward hypotheses Apply knowledge, including principles, to new situations Evaluate information and hypotheses Demonstrate an awareness of the limitations of physical theories and models
B6 B7 B8 B9
Assessment Objective C: Experimental skills and investigations Experiment skills are tested in the practical tests of papers 3 and 5. Skill C1 C2 C3 C4 You should be able to: Follow a detailed set or sequence of instructions and use techniques, apparatus and materials safely and effectively Make observations and measurements with due regard for precision and accuracy Interpret and evaluate observations and experimental data Identify a problem Design and plan investigations Evaluate methods and techniques and suggest possible improvement Record observations, measurements, methods and techniques with due regard for precision, accuracy and units.
C5
3.2 Marks allocated to the assessment objectives The table below gives a general idea of the allocation of marks to the assessment objectives, though the balance on each paper may vary slightly.. Objective A (Papers 1, 2 and 4) B (Papers 1,2 and 4) C (Papers 3 and 5) Marks allocated 37% 40% 23%
Section 4: What you need to know

The table below lists the things that you may be tested on in the examination. You can use the table throughout your Physics course to check the topic areas you have covered. You can also use the table as a revision aid. You can make notes to yourself as you go through the table in the comments column. These could be reminders like: Need to go through some more questions on momentum See the teacher about more questions on resistivity or simply place a tick () in the comments column to show that you have a decent understanding of that particular physics. Details of all the Options are also given. You must check with your teacher which of the Options you need to be prepared for.
Theme I: GENERAL PHYSICS Physical Quantities and SI Units
Topic
You should be able to
Comments
Physical Quantities and SI units
Show an understanding that all physical quantities consist of a numerical magnitude and a unit. Recall the following base quantities and their units: mass (kg), length (m), time (s), current (A), temperature (K), amount of substance (mol). Express derived units as products or quotients of the base units and use the named units listed in this syllabus as appropriate. Use base units to check the homogeneity of physical equations. Show an understanding and use the conventions for labelling graph axes and table columns as set out in the ASE publication SI Units, Signs, Symbols and Abbreviations, except where these have been superseded
Learner Guide for Cambridge AS and A Level Physics Theme Topic Physical Quantities and SI units continued You should be able to Use the following prefixes and their symbols to indicate decimal sub-multiples or multiples of both base and derived units: pico (p), nano (n), micro (), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T). Make reasonable estimates of physical quantities included within the syllabus. Comments
The Avogadro constant
Show an understanding of the significance of the Avogadro constant as the number of atoms in 0.012 kg of Carbon-12. Use molar quantities where one mole of any substance is the amount containing a number of particles equal to the Avogadro constant.
Scalars and vectors
Distinguish scalar and vector quantities and give examples of each. Add and subtract coplanar vectors. Represent a vector as two perpendicular components.
Measurement Techniques
Measurements
Use techniques for the measurement of length, volume, angle, mass, time, temperature and electrical quantities appropriate to the ranges of magnitude implied by the relevant parts of the syllabus. In particular, learners should be able to: o o o o measure lengths using a ruler, vernier scale and micrometer, measure weight and hence mass using spring and lever balances, measure an angle using a protractor, measure time intervals using clocks, stopwatches
Learner Guide for Cambridge AS and A Level Physics Theme Topic Measurements continued You should be able to and the calibrated time-base of a cathode-ray oscilloscope (c.r.o), o measure temperature using a thermometer as a sensor, o use ammeters and voltmeters with appropriate scales, o use a galvanometer in null methods, o use a cathode-ray oscilloscope (c.r.o), o use a calibrated Hall probe. Use both analogue scales and digital displays. Use calibration curves. Comments
Errors and uncertainties
Show an understanding of the distinction between systematic errors (including zero errors) and random errors. Show an understanding of the distinction between precision and accuracy. Assess the uncertainty in a derived quantity by simple addition of actual, fractional or percentage uncertainties (a rigorous statistical treatment is not required).
Theme
II: NEWTONIAN MECHANICS Kinematics
Topic
Comments
Linear motion
Define displacement, speed, velocity and acceleration. Use graphical methods to represent displacement, speed, velocity and acceleration. Find displacement from the area under a velocity-time graph.
Linear motion continued
Use the slope of a displacement-time graph to find the velocity. Use the slope of a velocity-time graph to find the acceleration. Derive, from the definitions of velocity and acceleration, equations which represent uniformly accelerated motion in a straight line. Solve problems using equations which represent uniformly accelerated motion in a straight line, including the motion of bodies falling in a uniform gravitational field without air resistance. Recall that the weight of a body is equal to the product of its mass and the acceleration of free fall. Describe an experiment to determine the acceleration of free fall using a falling body.
Theme
Topic
Non-linear motion

Describe qualitatively the motion of bodies falling in a uniform gravitational field with air resistance. Describe and explain motion due to a uniform velocity in one direction and a uniform acceleration in a perpendicular direction.
Comments
Dynamics
Newton's laws of motion
State each of Newton's laws of motion. Show an understanding that mass is the property of a body which resists change in motion. Describe and use the concept of weight as the effect of a gravitational field on a mass.
Newton's laws of motion continued
Define linear momentum as the product of mass and velocity. Define force as rate of change of momentum. Recall and solve problems using the relationship F = ma, appreciating that acceleration and force are always in the same direction.
Theme
Topic
Linear momentum and its conservation

State the principle of conservation of momentum. Apply the principle of conservation of momentum to solve simple problems including elastic and inelastic interactions between two bodies in one dimension. (Knowledge of the concept of coefficient of restitution is not required.) Recognise that, for a perfectly elastic collision, the relative speed of approach is equal to the relative speed of separation. Show an understanding that, whilst momentum of a system is always conserved in interactions between bodies, some change in kinetic energy usually takes place.
Comments
Forces
Types of force
Describe the forces on mass and charge in uniform gravitational and electric fields, as appropriate. Show an understanding of the origin of the upthrust acting on a body in a fluid. Show a qualitative understanding of frictional forces and viscous forces including air resistance. (No treatment of the coefficients of friction and viscosity is required.)
Equilibrium of forces Centre of gravity
Use a vector triangle to represent forces in equilibrium. Show an understanding that the weight of a body may be taken as acting at a single point known as its centre of gravity.
Theme
Topic
Turning effects of forces

Show an understanding that a couple is a pair of forces which tends to produce rotation only. Define and apply the moment of a force and the torque of a couple. Show an understanding that, when there is no resultant force and no resultant torque, a system is in equilibrium. Apply the principle of moments.
Comments
Work, Energy, Power
Energy conversion and conservation
Give examples of energy in different forms, its conversion and conservation, and apply the principle of energy conservation to simple examples. Show an understanding of the concept of work in terms of the product of a force and displacement in the direction of the force. Calculate the work done in a number of situations including the work done by a gas which is expanding against a constant external pressure: W = p V. Derive, from the equations of motion, the formula Ek = 2 mv . 2 Recall and apply the formula Ek = mv . Distinguish between gravitational potential energy, electric potential energy and elastic potential energy.
Work
Potential energy, kinetic energy and internal energy
Theme
Topic
Potential energy, kinetic energy and internal energy continued

Show an understanding and use the relationship between force and potential energy in a uniform field to solve problems. Derive, from the defining equation W = Fs, the formula Ep = mgh for potential energy changes near the Earth's surface. Recall and use the formula Ep = mgh for potential energy changes near the Earth's surface. Show an understanding of the concept of internal energy.
Comments
Power
Show an appreciation for the implications of energy losses in practical devices and use the concept of efficiency to solve problems. Define power as work done per unit time and derive power as the product of force and velocity.
Motion in a Circle
Kinematics of uniform circular motion
Express angular displacement in radians. Understand and use the concept of angular velocity to solve problems. Recall and use = r to solve problems.
Centripetal acceleration
Describe qualitatively motion in a curved path due to a perpendicular force, and understand the centripetal acceleration in the case of uniform motion in a circle. Recall and use centripetal acceleration a = r a = 2 /r. Recall and use centripetal force 2 2 F = m r , F = m /r.
2
Centripetal force
Theme
Gravitational Field
Topic
Gravitational field

Show an understanding of the concept of a gravitational field as an example of field of force and define gravitational field strength as force per unit mass.
Comments
Force between point masses Field of a point mass
Recall and use Newton's law of gravitation in the form 2 F = G(m 1 m 2 )/r Derive, from Newton's law of gravitation and the definition of gravitational field strength, the equation g = gravitational field strength of a point mass.
GM r2
for the
Recall and solve problems using the equation g =
GM r2
for
the gravitational field strength of a point mass. Recognise the analogy between certain qualitative and quantitative aspects of gravitational field and electric field. Analyse circular orbits in inverse square law fields by relating the gravitational force to the centripetal acceleration it causes. Show an understanding of geostationary orbits and their application.
Field near to the surface of the Earth
Show an appreciation that on the surface of the Earth g is approximately constant and is called the acceleration of free fall. Define potential at a point as the work done in bringing unit mass from infinity to the point. Solve problems using the equation = potential in the field of a point mass.
GM for the r
Gravitational potential
Theme
III: MATTER Phases of Matter
Topic
Comments
Density Solids, liquids, gases
Define the term density Relate the difference in the structures and densities of solids, liquids and gases to simple ideas of the spacing, ordering and motion of molecules. Describe a simple kinetic model for solids, liquids and gases. Describe an experiment which demonstrates Brownian motion and appreciate the evidence for the movement of molecules provided by such an experiment. Distinguish between the structure of crystalline and noncrystalline solids with particular reference to metals, polymers and amorphous materials.
Pressure in fluids
Define the term pressure and use the kinetic model to explain the pressure exerted by gases. Derive, from the definitions of pressure and density, the equation p = gh.
Use the equation p = gh. Distinguish between the processes of melting, boiling and evaporation. Appreciate that deformation is caused by a force and that, in one dimension, the deformation can be tensile or compressive. Describe the behaviour of springs in terms of load, extension, elastic limit, Hookes law and the spring constant (i.e. force per unit extension).
Change of phase
Deformation of Solids
Stress, strain
Theme
Topic
Stress, strain continued

Define and use the terms stress, strain and the Young modulus. Describe an experiment to determine the Young modulus of a metal in the form of a wire.
Comments
Elastic and plastic behaviour
Distinguish between elastic and plastic deformation of a material. Deduce the strain energy in a deformed material from the area under the force-extension graph. Demonstrate knowledge of the force-extension graphs for typical ductile, brittle and polymeric materials, including an understanding of ultimate tensile stress.
Ideal Gases
Equation of state
Recall and solve problems using the equation of state for an ideal gas expressed as pV = nRT. (n = number of moles) Infer from a Brownian motion experiment the evidence for the movement of molecules. State the basic assumptions of the kinetic theory of gases.
Kinetic theory of gases
Pressure of a gas
Explain how molecular movement causes the pressure exerted by a gas and hence deduce the relationship,
P=
1 Nm 3 V
<c2>
(N = number of molecules) [A rigorous derivation is not required.]
Theme
Topic
Kinetic energy of a molecule

Compare
2 PV = 1 3 Nm <c >
Comments
Temperature
Thermal equilibrium
Temperature scales
with pV = NkT and hence deduce that the average translational kinetic energy of a molecule is proportional toT. Show an appreciation that thermal energy is transferred from a region of higher temperature to a region of lower temperature. Show an understanding that regions of equal temperature are in thermal equilibrium. Show an understanding that there is an absolute scale of temperature which does not depend on the property of any particular substance (i.e. the thermodynamic scale and the concept of absolute zero). Convert temperatures measured in kelvin to degrees Celsius: T / K = T / C + 273.15. show an understanding that a physical property which varies with temperature may be used for the measurement of temperature and state examples of such properties. Compare the relative advantages and disadvantages of resistance and thermocouple thermometers as previously calibrated instruments.
Practical thermometers
Theme
Thermal Properties of Materials
Topic
Specific heat capacity

Explain using a simple kinetic model for matter why o melting and boiling take place without a change in temperature, o the specific latent heat of vaporisation is higher than specific latent heat of fusion for the same substance, o a cooling effect accompanies evaporation.
Comments
Define and use the concept of specific heat capacity, and identify the main principles of its determination by electrical methods.
Specific latent heat
Define and use the concept of specific latent heat, and identify the main principles of its determination by electrical methods. Relate a rise in temperature of a body to an increase in its internal energy. Show an understanding that internal energy is determined by the state of the system and that it can be expressed as the sum of a random distribution of kinetic and potential energies associated with the molecules of a system.
Internal energy
First law of thermodynamics
Recall and use the first law of thermodynamics expressed in terms of the change in internal energy, the heating of the system and the work done on the system.
Theme
Topic
Comments
IV: OSCILLATIONS AND WAVES Oscillations
Simple harmonic motion
Describe simple examples of free oscillations. Investigate the motion of an oscillator using experimental and graphical methods. Understand and use the terms amplitude, period, frequency, angular frequency and phase difference and express the period in terms of both frequency and angular frequency. Recognise and use the equation a = - x as the defining
2
equation of simple harmonic motion. Recall and use x = x 0 sin t as a solution to the equation a = - x
2
Simple harmonic motion continued
Recognise and use v = v 0 cos t a n d
Describe with graphical illustrations, the changes in displacement, velocity and acceleration during simple harmonic motion.
Theme
Topic
Comments
Energy in simple harmonic motion Damped and forced oscillations: resonance
Describe the interchange between kinetic and potential energy during simple harmonic motion. Describe practical examples of damped oscillations with particular reference to the effects of the degree of damping and the importance of critical damping in cases such as a car suspension system. Describe practical examples of forced oscillations and resonance. Describe graphically how the amplitude of a forced oscillation changes with frequency near to the natural frequency of the system, and understand qualitatively the factors which determine the frequency response and sharpness of the resonance. Show an appreciation that there are some circumstances in which resonance is useful and other circumstances in which resonance should be avoided.
Waves
Progressive waves
Describe what is meant by wave motion as illustrated by vibration in ropes, springs and ripple tanks. Show an understanding and use the terms displacement, amplitude, phase difference, period, frequency, wavelength and speed.
Theme
Topic
Comments
Deduce, from the definitions of speed, frequency and wavelength, the equation = f. Recall and use the equation = f. Show an understanding that energy is transferred due to a progressive wave. Recall and use the relationship, intensity (amplitude) .
2
Transverse and longitudinal waves
Compare transverse and longitudinal waves. Analyse and interpret graphical representations of transverse and longitudinal waves.
Polarisation
Show an understanding that polarisation is a phenomenon associated with transverse waves. Determine the frequency of sound using a calibrated c.r.o. Determine the wavelength of sound using stationary waves. State that all electromagnetic waves travel with the same speed in free space and recall the orders of magnitude of the wavelengths of the principal radiations from radio waves to -rays. Explain and use the principle of superposition in simple applications. Show an understanding of experiments which demonstrate stationary waves using microwaves, stretched strings and air columns. Explain the formation of a stationary wave using a graphical method, and identify nodes and antinodes.
Determination of speed, frequency and wavelength Electromagnetic spectrum
Superposition
Stationary waves
Theme
Topic
Comments
Diffraction
Explain the meaning of the term diffraction. Show an understanding of experiments which demonstrate diffraction including the diffraction of water waves in a ripple tank with both a wide gap and a narrow gap.
Interference
Show an understanding of the terms interference and coherence. Show an understanding of experiments which demonstrate two-source interference using water, light and microwaves. Show an understanding of the conditions required if twosource interference fringes are to be observed. Recall and solve problems using the equation = ax / D for double-slit interference using light. Recall and solve problems using the formula d sin = n and describe the use of a diffraction grating to determine the wavelength of light. (The structure and use of the spectrometer is not included.)
Two-source interference patterns
Diffraction grating
Theme V: ELECTRICITY AND MAGNETISM Electric Fields
Topic
Comments
Concept of an electric field
Show an understanding of the concept of an electric field as an example of a field of force and define electric field strength as force per unit positive charge. Represent an electric field by means of field lines.
Uniform electric fields
Recall and use E = V/d to calculate the field strength of the uniform field between charged parallel plates in terms of potential difference and separation. Calculate the forces on charges in uniform electric fields. Describe the effect of a uniform electric field on the motion of charged particles. Recall and use Coulomb's law in the form F = Q1Q2/4or for the force between two point charges in free space or air. r 2 for the field strength of a Recall and use E = Q/4o o point charge in free space or air. Recognise the analogy between certain qualitative and quantitative aspects of electric field and gravitational fields.
2
Force between point charges
Electric field of a point charge
Learner Guide for Cambridge AS and A Level Physics Theme Topic Electric potential You should be able to Define potential at a point in terms of the work done in bringing unit positive charge from infinity to the point. State that the field strength of the field at a point is numerically equal to the potential gradient at that point. Use the equation V = Q/4or for the potential in the field of a point charge. Show an understanding of the function of capacitors in simple circuits. Define capacitance and the farad. Recall and solve problems using C = Q/V. Comments
Capacitance
Capacitors and capacitance
Capacitors and capacitance continued
Derive, using the formula C = Q/V, conservation of charge and the addition of p.ds, formulae for capacitors in series and in parallel. Solve problems using formulae for capacitors in series and in parallel.
Energy stored in a capacitor Current of Electricity Electric current
Deduce from the area under a potential-charge graph, the 2 equation W = QV and hence W = CV . Show an understanding that electric current is the rate of flow of charged particles. Define charge and the coulomb. Recall and solve problems using the equation Q = It.
Learner Guide for Cambridge AS and A Level Physics Theme Topic Potential difference You should be able to Resistance and resistivity Define potential difference and the volt. Recall and solve problems using V = W/Q. 2 Recall and solve problems using P = VI, P = I R. Define resistance and the ohm. Recall and solve problems using V = IR. Sketch and explain the I-V characteristics of a metallic conductor at constant temperature, a semiconductor diode and a filament lamp. Sketch the temperature characteristic of a thermistor. State Ohm's law. Recall and solve problems using R =l/A. Define e.m.f. in terms of the energy transferred by a source in driving unit charge round a complete circuit. Distinguish between e.m.f. and p.d in terms of energy considerations. Show an understanding of the effects of the internal resistance of a source of e.m.f. on the terminal potential difference and output power. Comments
Sources of electromotive force
Learner Guide for Cambridge AS and A Level Physics Theme D.C. Circuits Topic Practical circuits You should be able to Recall and use appropriate circuit symbols as set out in SI Units, Signs, Symbols and Abbreviations (ASE, 1981) and Signs, Symbols and Systematics (ASE, 1995). Draw and interpret circuit diagrams containing sources, switches, resistors, ammeters, voltmeters, and/or any other type of component referred to in the syllabus Show an understanding of the use of a potential divider circuit as a source of variable p.d. Explain the use of thermistors and light-dependent resistors in potential dividers to provide a potential difference which is dependent on temperature and illumination respectively. Comments
Conservation of charge and energy
Recall Kirchhoff's first law and appreciate the link to conservation of charge. Recall Kirchhoff's second law and appreciate the link to conservation of energy. Derive, using Kirchhoff's laws, a formula for the combined resistance of two or more resistors in series. Solve problems using the formula for the combined resistance of two or more resistors in series.
Conservation of charge and energy continued
Derive, using Kirchhoff's laws, a formula for the combined resistance of two or more resistors in parallel. Solve problems using the formula for the combined resistance of two or more resistors in parallel. Apply Kirchhoff's laws to solve simple circuit problems.
Balanced potentials
Recall and solve problems using the principle of the potentiometer as a means of comparing potential differences.
Learner Guide for Cambridge AS and A Level Physics Theme Magnetic Fields Topic Concept of magnetic field You should be able to Show an understanding that a magnetic field is an example of a field of force produced either by currentcarrying conductors or by permanent magnets. Represent a magnetic field by field lines. Comments
Electromagnetism
Force on a currentcarrying conductor
Show an appreciation that a force might act on a currentcarrying conductor placed in a magnetic field. Recall and solve problems using the equation F = BIl sin, with directions as interpreted by Fleming's left-hand rule. Define magnetic flux density and the tesla. Show an understanding of how the force on a currentcarrying conductor can be used to measure the flux density of a magnetic field using a current balance.
Force on a moving charge
Predict the direction of the force on a charge moving in a magnetic field. Recall and solve problems using F = BQv sin. Sketch flux patterns due to a long straight wire, a flat circular coil and a long solenoid. Show an understanding that the field due to a solenoid may be influenced by the presence of a ferrous core.
Magnetic fields due to currents
Force between currentcarrying conductors
Explain the forces between current-carrying conductors and predict the direction of the forces. Describe and compare the forces on mass, charge and current in gravitational, electric and magnetic fields, as appropriate.
Learner Guide for Cambridge AS and A Level Physics Theme Electromagnetic Induction Topic Laws of electromagnetic induction You should be able to Define magnetic flux and the weber. Recall and solve problems using = BA. Define magnetic flux linkage. Infer from appropriate experiments on electromagnetic induction: o that a changing magnetic flux can induce an e.m.f. in a circuit, o that the direction of the induced e.m.f. opposes the change producing it, o the factors affecting the magnitude of the induced e.m.f. Recall and solve problems using Faraday's law of electromagnetic induction and Lenz's law. Explain simple applications of electromagnetic induction. Comments
Learner Guide for Cambridge AS and A Level Physics Theme Alternating Currents Topic Characteristics of alternating currents You should be able to Show an understanding and use the terms period, frequency, peak value and root-mean-square value as applied to an alternating current or voltage. Deduce that the mean power in a resistive load is half the maximum power for a sinusoidal alternating current. Represent a sinusoidally alternating current or voltage by an equation of the form x = xosin t . Comments
I RMS = I 0 / 2
Distinguish between r.m.s. and peak values and recall and solve problems using the relationship for the sinusoidal case.
The transformer
Show an understanding of the principle of operation of a simple iron-cored transformer and solve problems using Ns/Np = Vs/Vp = Ip /Is for an ideal transformer. Show an appreciation of the scientific and economic advantages of alternating current and of high voltages for the transmission of electrical energy. Distinguish graphically between half-wave and full-wave rectification. Explain the use of a single diode for the half-wave rectification of an alternating current. Explain the use of four diodes (bridge rectifier) for the fullwave rectification of an alternating current. Analyse the effect of a single capacitor in smoothing, including the effect of the value of capacitance in relation to the load resistance.
Transmission of electrical energy
Rectification
Theme VI: MODERN PHYSICS Charged Particles
Topic
Comments
Electrons
Show an understanding of the main principles of determination of e by Millikan's experiment. Summarise and interpret the experimental evidence for quantisation of charge.
Beams of charged particles
Describe and analyse qualitatively the deflection of beams of charged particles by uniform electric and uniform magnetic fields. Explain how electric and magnetic fields can be used in velocity selection. Explain the main principles of one method for the determination of v and e/me for electrons.
Quantum Physics
Energy of a photon
Show an appreciation of the particulate nature of electromagnetic radiation. Recall and use E = hf.
Photoelectric emission of electrons
Show an understanding that the photoelectric effect provides evidence for a particulate nature of electromagnetic radiation while phenomena such as interference and diffraction provide evidence for a wave nature. Recall the significance of threshold frequency. Explain photoelectric phenomena in terms of photon energy and work function energy. Explain why the maximum photoelectric energy is independent of intensity whereas the photoelectric current is proportional to intensity.
Learner Guide for Cambridge AS and A Level Physics Theme Topic Photoelectric emission of electrons continued Wave-particle duality You should be able to Recall, use and explain the significance of hf = + mv 2 max . Comments
Describe and interpret qualitatively the evidence provided by electron diffraction for the wave nature of particles. Recall and use the relation for the de Broglie wavelength = h/p. Show an understanding of the existence of discrete electron energy levels in isolated atoms (e.g. atomic hydrogen) and deduce how this leads to spectral lines. Distinguish between emission and absorption line spectra. Recall and solve problems using the relation hf = E1 - E2. Infer from the results of the -particle scattering experiment the existence and small size of the nucleus. Describe a simple model for the nuclear atom to include protons, neutrons and orbital electrons. Distinguish between nucleon number (mass number) and proton number (atomic number).
Energy levels in atoms
Line spectra
Nuclear Physics
The nucleus
Isotopes
Show an understanding that an element can exist in various isotopic forms each with a different number of neutrons. Use the usual notation for the representation of nuclides.
Learner Guide for Cambridge AS and A Level Physics Theme Topic Nuclear processes You should be able to Appreciate that nucleon number, proton number, and energy and mass are all conserved in nuclear processes. Represent simple nuclear reactions by nuclear equations of the form 14 4 17 1 7 N + 2 He 8 O + 1H . Show an appreciation of the spontaneous and random nature of nuclear decay. Show an understanding of the nature of -, - and radiations. Infer the random nature of radioactive decay from the fluctuations in count rate. Comments
Mass excess and nuclear binding energy
Show an appreciation of the association between energy 2 and mass as represented by E = mc and by recalling this relationship. Sketch the variation of binding energy per nucleon with nucleon number. Explain the relevance of binding energy per nucleon to nuclear fusion and to nuclear fission.
Radioactive decay
Define the terms activity and decay constant and recall and solve problems using A = N. Infer and sketch the exponential nature of radioactive decay and solve problems using the relationship x = xoexp(-t) where x could represent activity, number of undecayed particles or received count rate.
Learner Guide for Cambridge AS and A Level Physics Theme Topic Radioactive decay continued You should be able to Define half-life. Comments
Solve problems using the relation
=
VII: Gathering and communicating information.
Direct Sensing Sensing devices
0.693 t1
2
show an understanding that an electronic sensor consists of a sensing device and a circuit that provides an output voltage show an understanding of the change in resistance with light intensity of a light-dependent resistor (LDR) sketch the temperature characteristic of a negative temperature coefficient thermistor show an understanding of the action of a piezo-electric transducer and its application in a simple microphone describe the structure of a metal-wire strain gauge relate extension of a strain gauge to change in resistance of the gauge show an understanding that the output from sensing devices can be registered as a voltage
The ideal operational amplifier
Operational amplifier circuits Cambridge International Examinations 2012
recall the main properties of the ideal operational amplifier (op-amp) deduce, from the properties of an ideal operational amplifier, the use of an operational amplifier as a comparator show an understanding of the effects of negative feedback on the gain of an operational amplifier recall the circuit diagrams for both the inverting and the non-inverting amplifier for single signal input show an understanding of the virtual earth approximation and derive an expression for the gain of inverting amplifiers recall and use expressions for the voltage gain of inverting
Learner Guide for Cambridge AS and A Level Physics Theme Output devices Topic You should be able to and of non-inverting amplifiers show an understanding of the use of relays in electronic circuits show an understanding of the use of light-emitting diodes (LEDs) as devices to indicate the state of the output of electronic circuits show an understanding of the need for calibration where digital or analogue meters are used as output devices. Comments
Remote sensing Production and use of X-rays
explain in simple terms the need for remote sensing (noninvasive techniques of diagnosis) in medicine explain the principles of the production of X-rays by electron bombardment of a metal target describe the main features of a modern X-ray tube, including control of the intensity and hardness of the X-ray beam show an understanding of the use of X-rays in imaging internal body structures, including a simple analysis of the causes of sharpness and contrast in X-ray imaging show an understanding of the purpose of computed tomography or CT scanning show an understanding of the principles of CT scanning show an understanding of how the image of an 8-voxel cube can be developed using CT scanning explain the principles of the generation and detection of ultrasonic waves using piezo-electric transducers explain the main principles behind the use of ultrasound to obtain diagnostic information about internal structures show an understanding of the meaning of specific acoustic impedance and its importance to the intensity reflection coefficient at a boundary recall and solve problems by using the equation I = I0e for the attenuation of X-rays and of ultrasound in matter
x
Production and use of ultrasound
Learner Guide for Cambridge AS and A Level Physics Theme Topic Use of magnetic resonance as an imaging technique You should be able to explain the main principles behind the use of magnetic resonance to obtain diagnostic information about internal structures show an understanding of the function of the non-uniform magnetic field, superimposed on the large constant magnetic field, in diagnosis using magnetic resonance Comments
Communicating information
Principles of modulation
understand the term modulation and be able to distinguish between amplitude modulation (AM) and frequency modulation (FM) recall that a carrier wave, amplitude modulated by a single audio frequency, is equivalent to the carrier wave frequency together with two sideband frequencies understand the term bandwidth demonstrate an awareness of the relative advantages of AM and FM transmissions
Sidebands and bandwidth
Transmission of information by digital means
recall the advantages of the transmission of data in digital form, compared to the transmission of data in analogue form understand that the digital transmission of speech or music involves analogue-to-digital conversion (ADC) on transmission and digital-to-analogue conversion (DAC) on reception show an understanding of the effect of the sampling rate and the number of bits in each sample on the reproduction of an input signal
Learner Guide for Cambridge AS and A Level Physics Theme Topic Different channels of communication You should be able to appreciate that information may be carried by a number of different channels, including wire-pairs, coaxial cables, radio and microwave links and optic fibres discuss the relative advantages and disadvantages of channels of communication in terms of available bandwidth, noise, crosslinking, security, signal attenuation, repeaters and regeneration, cost and convenience describe the use of satellites in communication recall the relative merits of both geostationary and polar orbiting satellites for communicating information. recall the frequencies and wavelengths used in different channels of communication understand and use signal attenuation expressed in dB and dB per unit length. recall and use the expression number of Comments
dB = 10 lg
The mobile-phone network
P1 P2
for the ratio of two powers understand that, in a mobile-phone system, the public switched telephone network (PSTN) is linked to base stations via a cellular exchange understand the need for an area to be divided into a number of cells, each cell served by a base station understand the role of the base station and the cellular exchange during the making of a call from a mobile phone handset recall a simplified block diagram of a mobile phone handset and understand the function of each block.

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Learner Guide for Cambridge AS and A Level Physics

Learner Guide for Cambridge AS and A Level Physics

Section 1: How will you be tested?

Section 2: Examination tips

Section 3: What will be tested?

Section 4: What you need to know

Cambridge International Examinations 2012

Learner Guide for Cambridge AS and A Level Physics

Section 1: How will you be tested?

How long is the paper and how many marks?

What is in the papers?

What is the paper worth as a percentage of the AS examination? 31%

What is the paper worth as a percentage of the A level examination? 15%

1 hour (40 marks)

Paper 2 Structured questions

1 hour (60 marks)

Paper 3 Practical Test

2 hours (40 marks)

Cambridge International Examinations 2012

Paper 4 Structured questions (Core)

2 hours (100 marks)

Paper 5 Practical Test

1 hour 15 min (30 marks)

Cambridge International Examinations 2012

Learner Guide for Cambridge AS and A Level Physics

Section 2: Examination tips

Tips for Theory Papers Paper 1 Tips: Multiple Choice

Cambridge International Examinations 2012

Cambridge International Examinations 2012

Cambridge International Examinations 2012

Learner Guide for Cambridge AS and A Level Physics

Paper 5 Tips: Practical Test

Cambridge International Examinations 2012

Learner Guide for Cambridge AS and A Level Physics

Cambridge International Examinations 2012

Learner Guide for Cambridge AS and A Level Physics

Section 3: What will be tested?

Cambridge International Examinations 2012

Cambridge International Examinations 2012

Learner Guide for Cambridge AS and A Level Physics

Section 4: What you need to know

Theme I: GENERAL PHYSICS Physical Quantities and SI Units

You should be able to

Physical Quantities and SI units

Cambridge International Examinations 2012

The Avogadro constant

Scalars and vectors

Cambridge International Examinations 2012

Errors and uncertainties

Cambridge International Examinations 2012

Learner Guide for Cambridge AS and A Level Physics

You should be able to

Linear motion continued

Cambridge International Examinations 2012

Learner Guide for Cambridge AS and A Level Physics

You should be able to

Newton's laws of motion

Newton's laws of motion continued

Cambridge International Examinations 2012