1.

2 Motion
1
2
3
Define speed as distance travelled per unit time and define velocity as change in
displacement per unit time
Recall and use the equation
speed = distance/time
v = s/t
Recall and use the equation
average speed = total distance travelled
total time taken
4 Define acceleration as change in velocity per unit time; recall and use the
equation
acceleration = change in velocity
time taken
a = ∆v/∆t
State what is meant by, and describe examples of, uniform acceleration and non-
uniform acceleration
6
7
Know that a deceleration is a negative acceleration and use this in calculations
Sketch, plot and interpret distance–time and speed–time graphs
8 Determine from the shape of a distance–time graph when an object is:
(a) at rest
(b) moving with constant speed
(c) accelerating
(d) decelerating
9
Determine from the shape of a speed–time graph when an object is:
(a) at rest
(b) moving with constant speed
(c) moving with constant acceleration
(d) moving with changing acceleration
10 State that the acceleration of free fall g for an object near to the surface of
the Earth is approximately
constant and is approximately 9.8 m / s2
11
Calculate speed from the gradient of a distance–time graph
12 Calculate the area under a speed–time graph to determine the distance travelled
for motion with constant
speed or constant acceleration
13 Calculate acceleration from the gradient of a speed–time graph
1.3 Mass and weight
1 State that mass is a measure of the quantity of matter in an object at rest
relative to the observer
2 State that the mass of an object resists change from its state of rest or motion
(inertia)
3 Know that weights, and therefore masses, may be compared using a beam balance or
equal-arm balance
4 Describe how to determine mass using an electronic balance
5 Describe how to measure weight using a force meter
6 Define gravitational field strength as force per unit mass; recall and use the
equation
gravitational field strength = weight/mass
g = W/m
and know that this is equivalent to the acceleration of free fall
7 State that a gravitational field is a region in which a mass experiences a force
due to gravitational attraction
 1.4 Density
1 Define density as mass per unit volume; recall and use the equation
density = mass/ volume
ρ = m/V
2 Describe how to determine the density of a liquid, of a regularly shaped solid
and of an irregularly shaped
solid which sinks in a liquid (volume by displacement), including appropriate
calculations
1.5 Forces
1.5.1 Balanced and unbalanced forces
1 Identify and use different types of force, including weight (gravitational
force), friction, drag, air resistance,
tension (elastic force), electrostatic force, magnetic force, thrust (driving
force) and contact force
2 Identify forces acting on an object and draw free-body diagram(s) representing
the forces
3 State Newton’s first law as ‘an object either remains at rest or continues to
move in a straight line at constant speed unless acted on by a resultant force’
4 State that a force may change the velocity of an object by changing its
direction of motion or its speed
5 Determine the resultant of two or more forces acting along the same straight
line
6 Recall and use the equation
resultant force = mass × acceleration
F = ma
7 State Newton’s third law as ‘when object A exerts a force on object B, then
object B exerts an equal and
opposite force on object A’
8 Know that Newton’s third law describes pairs of forces of the same type acting
on different objects
1.5 Forces continued
1.5.2 Friction
1
2
3
Describe friction as a force that may impede motion and produce heating
Understand the motion of objects acted on by a constant weight or driving force,
with and without drag (including air resistance or resistance in a liquid)
Explain how an object reaches terminal velocity
4 Define the thinking distance, braking distance and stopping distance of a moving
vehicle
5
Explain the factors that affect thinking and braking distance including speed,
tiredness, alcohol, drugs, load, tyre surface and road conditions
1.5.3 Elastic deformation

Know that forces may produce a change in size and shape of an object
Define the spring constant as force per unit extension; recall and use the
equation
spring constant = force/extention
k = F/x
Sketch, plot and interpret load–extension graphs for an elastic solid and describe
the associated
experimental procedures
4 Define and use the term ‘limit of proportionality’ for a load–extension graph
and identify this point on the graph (an understanding of the elastic limit is not
required)
1.5.4 Circular motion
Describe, qualitatively, motion in a circular path due to a force perpendicular to
the motion as:
(a) speed increases if force increases, with mass and radius constant
(b) radius decreases if force increases, with mass and speed constant
(c) an increased mass requires an increased force to keep speed and radius
constant
( F = mv^2/r is not required)
1.5.5 Turning effect of forces
Describe the moment of a force as a measure of its turning effect and give everyday
examples
Define the moment of a force as moment = force × perpendicular distance from the
pivot; recall and use this equation
State and use the principle of moments for an object in equilibrium
4 Describe an experiment to verify the principle of moments
1.5.6 Centre of gravity
State what is meant by centre of gravity
Describe how to determine the position of the centre of gravity of a plane lamina
using a plumb line
Describe, qualitatively, the effect of the position of the centre of gravity on
the stability of simple objects. 1.6 Momentum
Define momentum as mass × velocity; recall and use the equation
p = mv
Define impulse as force × time for which force acts; recall and use the equation
impulse = FΔt = Δ(mv)
Apply the principle of the conservation of momentum to solve simple problems in one
dimension
4 Define resultant force as the change in momentum per unit time; recall and use
the equation
resultant force = change in momentum/time taken
F = ∆p/∆t
1.7 Energy, work and power
1.7.1 Energy
State that energy may be stored as kinetic, gravitational potential, chemical,
elastic (strain), nuclear, electrostatic and internal (thermal)
Describe how energy is transferred between stores during events and processes,
including examples of
transfer by forces (mechanical work done), electrical currents (electrical work
done), heating, and by electromagnetic, sound and other waves
Know the principle of the conservation of energy and apply this principle to the
transfer of energy between
stores during events and processes
4 Recall and use the equation for kinetic energy
Ek = 1/2 mv2
5
Recall and use the equation for the change in gravitational potential energy
ΔEp = mgΔh
1.7.2 Work
Recall and use the equation
work done = force × distance moved in the direction of the force
W = Fd . 1.7 Energy, work and power continued
1.7.3 Energy resources
List renewable and non-renewable energy sources
Describe how useful energy may be obtained, or electrical power generated, from:
(a) chemical energy stored in fossil fuels
(b) chemical energy stored in biofuels
(c) hydroelectric resources
(d) solar radiation
(e) nuclear fuel
(f) geothermal resources
(g) wind
 (h) tides
(i) waves in the sea
including references to a boiler, turbine and generator where they are used
Describe advantages and disadvantages of each method limited to whether it is
renewable, when and whether it is available, and its impact on the environment
1.7.4 Efficiency
1
Define efficiency as:
(a) (%) efficiency = (useful energy output)
(total energy input) ( × 100%)
(b) (%) efficiency = (useful power output)
(total power input) ( × 100%)
and recall and use these equations
1.7.5 Power
1
(a) power =
Define power as work done per unit time and also as energy transferred per unit
time; recall and use the
equations
work done
time taken
P = W/t
(b) power = energy transferred
time taken
P = ∆E/t
1.8 Pressure
1 Define pressure as force per unit area; recall and use the equation
pressure = force
area
p = FA
2 Describe how pressure varies with force and area in the context of everyday
examples
3 State that the pressure at a surface produces a force in a direction at right
angles to the surface and describe an experiment to show this
4 Describe how the height of a liquid column in a liquid barometer may be used to
determine the
atmospheric pressure
5 Describe, quantitatively, how the pressure beneath the surface of a liquid
changes with depth and density of the liquid
6 Recall and use the equation for the change in pressure beneath the surface of a
liquid
change in pressure = density × gravitational field strength × change in height
∆p = ρg∆h
2 Thermal physics
2.1 Kinetic particle model of matter
2.1.1 States of matter
1 Know the distinguishing properties of solids, liquids and gases
2 Know the terms for the changes in state between solids, liquids and gases (gas
to solid and solid to gas transfers are not required)
2.1.2 Particle model
1 Describe, qualitatively, the particle structure of solids, liquids and gases,
relating their properties to the forces and distances between particles and to the
motion of the particles (atoms, molecules, ions and electrons)
2 Describe the relationship between the motion of particles and temperature,
including the idea that there is a lowest possible temperature (−273 °C), known as
absolute zero, where the particles have least kinetic energy
3 Describe the pressure and the changes in pressure of a gas in terms of the
forces exerted by particles
colliding with surfaces, creating a force per unit area
 4 Explain qualitatively, in terms of particles, the relationship between:
(a) pressure and temperature at constant volume
(b) volume and temperature at constant pressure
(c) pressure and volume at constant temperature
5 Recall and use the equation p1V1 = p2V2, including a graphical representation of
the relationship between
pressure and volume for a gas at constant temperature
2.2 Thermal properties and temperatuare
2.2.1 Thermal expansion of solids, liquids and gases
Explain applications and consequences of thermal expansion in the context of common
examples, including
the liquid-in-glass thermometer
Explain, in terms of the motion and arrangement of particles, the thermal
expansion of solids, liquids and
gases, and state the relative order of magnitudes of the expansion of solids,
liquids and gases
Convert temperatures between kelvin and degrees Celsius; recall and use the
equation
T (in K) = θ (in °C) + 273
2.2.2 Specific heat capacity
Know that an increase in the temperature of an object increases its internal energy
Describe an increase in temperature of an object in terms of an increase in the
average kinetic energies of all of the particles in the object specific heat
capacity =
Define specific heat capacity as the energy required per unit mass per unit
temperature increase; recall and use the equation : change in energy = mass ×
change in temperature
c = ∆Em∆θ
4 Describe experiments to measure the specific heat capacity of a solid and of a
liquid
2.2.3 Melting, boiling and evaporation
Describe melting, solidification, boiling and condensation in terms of energy
transfer without a change in temperature
Know the melting and boiling temperatures for water at standard atmospheric
pressure
Describe the differences between boiling and evaporation
4 Describe evaporation in terms of the escape of more energetic particles from the
surface of a liquid

5 Describe how temperature, surface area and air movement over a surface affect
evaporation

6 Explain how evaporation causes cooling

7 Describe latent heat as the energy required to change the state of a substance
and explain it in terms of particle behaviour and the forces between particles. 2.3
Transfer of thermal energy
2.3.1 Conduction
1 Describe experiments to distinguish between good and bad thermal conductors
2 Describe thermal conduction in all solids in terms of atomic or molecular
lattice vibrations and also in terms of the movement of free (delocalised)
electrons in metallic conductors
2.3.2 Convection
1 Explain convection in liquids and gases in terms of density changes and describe
experiments to illustrate convection
2.3.3 Radiation
1 Describe the process of thermal energy transfer by infrared radiation and know
that it does not require a medium
2 Describe the effect of surface colour (black or white) and texture (dull or
shiny) on the emission, absorption and reflection of infrared radiation
 3 Describe how the rate of emission of radiation depends on the surface
temperature and surface area of an object
4 Describe experiments to distinguish between good and bad emitters of infrared
radiation
5 Describe experiments to distinguish between good and bad absorbers of infrared
radiation
2.3.4 Consequences of thermal energy transfer
1 Explain everyday applications using ideas about conduction, convection and
radiation, including:
(a) heating objects such as kitchen pans
(b) heating a room by convection
(c) measuring temperature using an infrared thermometer
(d) using thermal insulation to maintain the temperature of a liquid and to
reduce thermal energy transfer in buildings
3 Waves
3.1 General properties of waves
1 Know that waves transfer energy without transferring matter
2 Describe what is meant by wave motion as illustrated by vibrations in ropes and
springs and by experiments using water waves
3 Describe the features of a wave in terms of wavefront, wavelength, frequency,
crest (peak), trough, amplitude and wave speed
4 Define the terms:
(a) frequency as the number of wavelengths that pass a point per unit time
(b) wavelength as the distance between two consecutive, identical points such as
two consecutive crests
(c) amplitude as the maximum distance from the mean position
3.1 General properties of waves continued
5 Recall and use the equation
wave speed = frequency × wavelength
v = f λ
6 Know that for a transverse wave, the direction of vibration is at right angles
to the direction of the energy transfer, and give examples such as electromagnetic
radiation, waves on the surface of water, and seismic S-waves (secondary)
7 Know that for a longitudinal wave, the direction of vibration is parallel to the
direction of the energy transfer, and give examples such as sound waves and seismic
P-waves (primary)
8 Describe how waves can undergo:
(a) reflection at a plane surface
(b) refraction due to a change of speed
(c) diffraction through a gap
9 Describe how wavelength and gap size affects diffraction through a gap
10 Describe the use of a ripple tank to show:
(a) reflection at a plane surface
(b) refraction due to a change in speed caused by a change in depth
(c) diffraction due to a gap
(d) diffraction due to an edge
11 Describe how wavelength affects diffraction at an edge
3.2 Light
3.2.1 Reflection of light
1 Define and use the terms normal, angle of incidence and angle of reflection
2 Describe an experiment to illustrate the law of reflection
3 Describe an experiment to find the position and characteristics of an optical
image formed by a plane mirror (same size, same distance from mirror as object and
virtual)
4 State that for reflection, the angle of incidence is equal to the angle of
reflection and use this in
constructions, measurements and calculations
3.2.2 Refraction of light
1 Define and use the terms normal, angle of incidence and angle of refraction
 2 Define refractive index n as n = sin i
sin r ; recall and use this equation
3 Describe an experiment to show refraction of light by transparent blocks of
different shapes
4 Define the terms critical angle and total internal reflection; recall and use
the equation
n = 1
sin c
5 Describe experiments to show internal reflection and total internal reflection
6 Describe the use of optical fibres, particularly in telecommunications, stating
the advantages of their use in each context.
3.2 Light continued
3.2.3 Thin lenses
1 Describe the action of thin converging and thin diverging lenses on a parallel
beam of light
2 Define and use the terms focal length, principal axis and principal focus (focal
point)
3 Draw ray diagrams to illustrate the formation of real and virtual images of an
object by a converging lens and know that a real image is formed by converging rays
and a virtual image is formed by diverging rays
4 Define linear magnification as the ratio of image length to object length;
recall and use the equation : linear magnification = image length object length
5 Describe the use of a single lens as a magnifying glass
6 Draw ray diagrams to show the formation of images in the normal eye, a short-
sighted eye and a
long-sighted eye
7 Describe the use of converging and diverging lenses to correct long-sightedness
and short-sightedness
3.2.4 Dispersion of light
1 Describe the dispersion of light as illustrated by the refraction of white light
by a glass prism
2 Know the traditional seven colours of the visible spectrum in order of frequency
and in order of wavelength
3.3 Electromagnetic spectrum
1 Know the main regions of the electromagnetic spectrum in order of frequency and
in order of wavelength
2 Know that the speed of all electromagnetic waves in:
(a) a vacuum is 3.0 × 108 m / s
(b) air is approximately the same as in a vacuum
3 Describe the role of the following components in the stated applications:
(a) radio waves – radio and television communications, astronomy
(b) microwaves – satellite television, mobile (cell) phone, Bluetooth, microwave
ovens
(c) infrared – household electrical appliances, remote controllers, intruder
alarms, thermal imaging, optical fibres
(d) visible light – photography, vision
(e) ultraviolet – security marking, detecting counterfeit bank notes, sterilising
water
(f) X-rays – hospital use in medical imaging, security scanners, killing
cancerous cells, engineering
applications such as detecting cracks in metal
(g) gamma rays – medical treatment in detecting and killing cancerous cells,
sterilising food and medical equipment, engineering applications such as detecting
cracks in metal
4 Describe the damage caused by electromagnetic radiation, including:
(a) excessive exposure causing heating of soft tissues and burns
(b) ionising effects caused by ultraviolet (skin cancer and cataracts), X-rays
and gamma rays (cell mutation and cancer)
3.4 Sound
1 Describe the production of sound by vibrating sources
2 Describe the longitudinal nature of sound waves and describe compressions and
rarefactions
3 State the approximate range of frequencies audible to humans as 20 Hz to 20 000
Hz
4 Explain why sound waves cannot travel in a vacuum and describe an experiment to
demonstrate this
5 Describe how changes in amplitude and frequency affect the loudness and pitch of
sound waves
6 Describe how different sound sources produce sound waves with different
qualities (timbres), as shown by the shape of the traces on an oscilloscope
7 Describe an echo as the reflection of sound waves
8 Describe simple experiments to show the reflection of sound waves
9 Describe a method involving a measurement of distance and time for determining
the speed of sound in air
10 Know that the speed of sound in air is approximately 330–350 m / s
11 Know that, in general, sound travels faster in solids than in liquids and
faster in liquids than in gases
12 Define ultrasound as sound with a frequency higher than 20 kHz
13 Describe the uses of ultrasound in cleaning, prenatal and other medical
scanning, and in sonar (including calculation of depth or distance from time and
wave speed)
4 Electricity and magnetism
4.1 Simple magnetism and magnetic fields
1 Describe the forces between magnetic poles and between magnets and magnetic
materials, including
the use of the terms north pole (N pole), south pole (S pole), attraction and
repulsion, magnetised and unmagnetised
2 Describe induced magnetism
3 State the difference between magnetic and non-magnetic materials
4 State the differences between the properties of temporary magnets (made of soft
iron) and the properties of permanent magnets (made of steel)
5 Describe a magnetic field as a region in which a magnetic pole experiences a
force
6 Describe the plotting of magnetic field lines with a compass or iron filings and
the use of a compass to determine the direction of the magnetic field
7 Draw the pattern and direction of the magnetic field lines around a bar magnet
8 State that the direction of the magnetic field at a point is the direction of
the force on the N pole of a magnet at that point
9 Know that the relative strength of a magnetic field is represented by the
spacing of the magnetic field lines
10 Describe uses of permanent magnets and electromagnets
4.2 Electrical quantities
4.2.1 Electrical charge
State that there are positive and negative charges and that charge is measured in
coulombs
State that unlike charges attract and like charges repel
Describe experiments to show electrostatic charging by friction
4 Explain that charging of solids by friction involves only a transfer of negative
charge (electrons)
Describe an electric field as a region in which an electric charge experiences a
force
State that the direction of an electric field line at a point is the direction of
the force on a positive charge at that point
Describe simple electric field patterns, including the direction of the field:
(a) around a point charge
(b) around a charged conducting sphere
(c) between two oppositely charged parallel conducting plates (end effects will
not be examined)
 8 State examples of electrical conductors and insulators
9
Describe an experiment to distinguish between electrical conductors and insulators
10 Recall and use a simple electron model to explain the difference between
electrical conductors and
insulators
4.2.2 Electrical current
Define electric current as the charge passing a point per unit time; recall and use
the equation
electric current = charge
time
I = Qt
Describe electrical conduction in metals in terms of the movement of free
electrons
Know that current is measured in amps (amperes) and that the amp is given by
coulomb per second (C / s)
4 Know the difference between direct current (d.c.) and alternating current (a.c.)
5
State that conventional current is from positive to negative and that the flow of
free electrons is from negative to positive
6
Describe the use of ammeters (analogue and digital) with different ranges
4.2.3 Electromotive force and potential difference
e.m.f. = work done (by a source)/charge
Define e.m.f. (electromotive force) as the electrical work done by a source in
moving a unit charge around a
complete circuit; recall and use the equation

E = W/Q
4.2 Electrical quantities continued
4.2.3 Electromotive force and potential difference continued
2 Define p.d. (potential difference) as the work done by a unit charge passing
through a component; recall
and use the equation
p.d. = work done (on a component)/charge
V = W/Q
3 Know that e.m.f. and p.d. are measured in volts and that the volt is given by
joule per coulomb ( J / C)
4 Describe the use of voltmeters (analogue and digital) with different ranges
5 Calculate the total e.m.f. where several sources are arranged in series
6 State that the e.m.f of identical sources connected in parallel is equal to the
e.m.f. of one of the sources
4.2.4 Resistance
1 Recall and use the equation
resistance = p.d. / current
R = V/I
2 Describe an experiment to determine resistance using a voltmeter and an ammeter
and do the appropriate
calculations
3 Recall and use, for a wire, the direct proportionality between resistance and
length, and the inverse
proportionality between resistance and cross-sectional area
4 State Ohm’s law, including reference to constant temperature
5 Sketch and explain the current–voltage graphs for a resistor of constant
resistance, a filament lamp and a diode
6 Describe the effect of temperature increase on the resistance of a resistor,
such as the filament in a
filament lamp
4.3 Electric circuits
 4.3.1 Circuit diagrams and circuit components
1 Draw and interpret circuit diagrams with cells, batteries, power supplies,
generators, oscilloscopes,
potential dividers, switches, resistors (fixed and variable), heaters, thermistors
(NTC only), light-dependent
resistors (LDRs), lamps, motors, ammeters, voltmeters, magnetising coils,
transformers, fuses, relays,
diodes and light-emitting diodes (LEDs), and know how these components behave in
the circuit
4.3 Electric circuits continued
4.3.2 Series and parallel circuits
1 Recall and use in calculations, the fact that:
(a) the current at every point in a series circuit is the same
(b) the sum of the currents entering a junction in a parallel circuit is equal to
the sum of the currents that
leave the junction
(c) the total p.d. across the components in a series circuit is equal to the sum
of the individual p.d.s across
each component
(d) the p.d. across an arrangement of parallel resistances is the same as the
p.d. across one branch in the
arrangement of the parallel resistances
2 Calculate the combined resistance of two or more resistors in series
3 Calculate the combined resistance of two resistors in parallel
4 Calculate current, voltage and resistance in parts of a circuit or in the whole
circuit
4.3.3 Action and use of circuit components
1 Describe the action of negative temperature coefficient (NTC) thermistors and
light-dependent resistors
and explain their use as input sensors
2 Describe the action of a variable potential divider
3 Recall and use the equation for two resistors used as a potential divider
R1/R2 = V1/V2
4.4 Practical electricity
4.4.1 Uses of electricity
1 State common uses of electricity, including heating, lighting, battery charging
and powering motors and
electronic systems
2 State the advantages of connecting lamps in parallel in a lighting circuit
3 Recall and use the equation
power = current × voltage
P = IV
4 Recall and use the equation
energy = current × voltage × time
E = IVt
5 Define the kilowatt-hour (kW h) and calculate the cost of using electrical
appliances where the energy unit is the kW h
4.4 Practical electricity continued
4.4.2 Electrical safety
1
2
3
6
State the hazards of:
(a) damaged insulation
(b) overheating cables
(c) damp conditions
(d) excess current from overloading of plugs, extension leads, single and
multiple sockets
 when using a mains supply
Explain the use and operation of trip switches and fuses and choose appropriate
fuse ratings and trip switch
settings
Explain what happens when a live wire touches a metal case that is earthed
4 Explain why the outer casing of an electrical appliance must be either non-
conducting (double-insulated) or
earthed
5
Know that a mains circuit consists of a live wire (line wire), a neutral wire and
an earth wire and explain
why a switch must be connected into the live wire for the circuit to be switched
off safely
Explain why fuses and circuit breakers are connected into the live wire
4.5 Electromagnetic effects
4.5.1 Electromagnetic induction
1
2
3
Describe an experiment to demonstrate electromagnetic induction
State that the magnitude of an induced e.m.f. is affected by:
(a) the rate of change of the magnetic field or the rate of cutting of magnetic
field lines
(b) the number of turns in a coil
State and use the fact that the effect of the current produced by an induced
e.m.f. is to oppose the change
producing it (Lenz’s law) and describe how this law may be demonstrated
4.5.2 The a.c. generator
1
2
Describe a simple form of a.c. generator (rotating coil or rotating magnet) and the
use of slip rings and
brushes where needed
Sketch and interpret graphs of e.m.f. against time for simple a.c. generators and
relate the position of the
generator coil to the peaks, troughs and zeros of the e.m.f.
4.5.3 Magnetic effect of a current
1
2
Describe the pattern and direction of the magnetic field due to currents in
straight wires and in solenoids and state the effect on the magnetic field of
changing the magnitude and direction of the current
Describe how the magnetic effect of a current is used in relays and loudspeakers
and give examples of their application. 4.5 Electromagnetic effects continued
4.5.4 Forces on a current-carrying conductor
1 Describe an experiment to show that a force acts on a current-carrying conductor
in a magnetic field,
including the effect of reversing:
(a) the current
(b) the direction of the field
2 Recall and use the relative directions of force, magnetic field and current
3 Describe the magnetic field patterns between currents in parallel conductors and
relate these to the forces
on the conductors (excluding the Earth’s field)
4.5.5 The d.c. motor
1 Know that a current-carrying coil in a magnetic field may experience a turning
effect and that the turning
effect is increased by increasing:
(a) the number of turns on the coil
 (b) the current
(c) the strength of the magnetic field
2 Describe the operation of an electric motor, including the action of a split-
ring commutator and brushes
4.5.6 The transformer
1 Describe the structure and explain the principle of operation of a simple iron-
cored transformer
2 Use the terms primary, secondary, step-up and step-down
3 Recall and use the equation
Vp/Vs = Np/Ns
where P and S refer to primary and secondary
4 State the advantages of high-voltage transmission and explain why power losses
in cables are smaller when
the voltage is greater
4.6 Uses of an oscilloscope
1 Describe the use of an oscilloscope to display waveforms (the structure of an
oscilloscope is not required)
2 Describe how to measure p.d. and short intervals of time with an oscilloscope
using the Y-gain and timebase
5 Nuclear physics
5.1 The nuclear model of the atom
5.1.1 The atom
1
2
Describe the structure of the atom in terms of a positively charged nucleus and
negatively charged
electrons in orbit around the nucleus
Describe how alpha-particle scattering experiments provide evidence for:
(a) a very small nucleus surrounded by mostly empty space
(b) a nucleus containing most of the mass of the atom
(c) a nucleus that is positively charged
5.1.2 The nucleus
1
2
3
Describe the composition of the nucleus in terms of protons and neutrons
Describe how atoms form positive ions by losing electrons or negative ions by
gaining electrons
Define the terms proton number (atomic number) Z and nucleon number (mass number)
A and be able to
calculate the number of neutrons in a nucleus
4 Explain the term nuclide and use the nuclide notation A
ZX
5
Explain what is meant by an isotope and state that an element may have more than
one isotope
5.2 Radioactivity
5.2.1 Detection of radioactivity
1
2
3
Describe the detection of alpha particles (α-particles) using a cloud chamber or
spark counter and the
detection of beta particles (β-particles) (β-particles will be taken to refer to
β−) and gamma radiation
(γ-radiation) by using a Geiger-Müller tube and counter
Use count rate measured in counts / s or counts / minute
Know what is meant by background radiation
4 Know the sources that make a significant contribution to background radiation
including:
(a) radon gas (in the air)
(b) rocks and buildings
(c) food and drink
(d) cosmic rays
5
Use measurements of background radiation to determine a corrected count rate
5.2.2 The three types of emission
1
2
3
Describe the emission of radiation from a nucleus as spontaneous and random in
direction
Describe α-particles as two protons and two neutrons (helium nuclei), β-particles
as high-speed electrons from the nucleus and γ-radiation as high-frequency
electromagnetic waves
State, for α-particles, β-particles and γ-radiation:
(a) their relative ionising effects
(b) their relative penetrating powers
4 Describe the deflection of α-particles, β-particles and γ-radiation in electric
fields and magnetic fields
5.2 Radioactivity continued
5.2.3 Radioactive decay
1 Know that radioactive decay is a change in an unstable nucleus that can result
in the emission of α-particles
or β-particles and/or γ-radiation and know that these changes are spontaneous and
random
2 Use decay equations, using nuclide notation, to show the emission of α-
particles, β-particles and
γ-radiation
5.2.4 Fission and fusion
1 Describe the process of fusion as the formation of a larger nucleus by combining
two smaller nuclei with
the release of energy, and recognise fusion as the energy source for stars
2 Describe the process of fission when a nucleus, such as uranium-235 (U-235),
absorbs a neutron and
produces daughter nuclei and two or more neutrons with the release of energy
3 Explain how the neutrons produced in fission create a chain reaction and that
this is controlled in a nuclear
reactor, including the action of coolant, moderators and control rods
5.2.5 Half-life
1 Define the half-life of a particular isotope as the time taken for half the
nuclei of that isotope in any sample
to decay; recall and use this definition in calculations, which may involve
information in tables or decay
curves
2 Describe the dating of objects by the use of 14C
3 Explain how the type of radiation emitted and the half-life of the isotope
determine which isotope is used
for applications including:
(a) household fire (smoke) alarms
(b) irradiating food to kill bacteria
(c) sterilisation of equipment using gamma rays
(d) measuring and controlling thicknesses of materials with the choice of
radiations used linked to
penetration and absorption
(e) diagnosis and treatment of cancer using gamma rays
5.2.6 Safety precautions
1 State the effects of ionising nuclear radiations on living things, including
cell death, mutations and cancer
2 Explain how radioactive materials are moved, used and stored in a safe way, with
reference to:
(a) reducing exposure time
(b) increasing distance between source and living tissue
(c) use of shielding to absorb radiation
6 Space physics
6.1 Earth and the Solar System
6.1.1 The Earth
1
2
Know that:
(a) the Earth is a planet that orbits the Sun once in approximately 365 days
(b) the orbit of the Earth around the Sun is an ellipse which is approximately
circular
(c) the Earth rotates on its axis, which is tilted, once in approximately 24 hours
(d) it takes approximately one month for the Moon to orbit the Earth
(e) it takes approximately 500 s for light from the Sun to reach the Earth
Define average orbital speed from the equation
v = 2π r/T
where r is the average radius of the orbit and T is the orbital period; recall and
use this equation
6.1.2 The Solar System
1
2
3
Describe the Solar System as containing:
(a) one star, the Sun
(b) the eight named planets and know their order from the Sun
(c) minor planets that orbit the Sun, including dwarf planets such as Pluto and
asteroids in the asteroid belt
(d) moons, that orbit the planets
(e) smaller Solar System bodies, including comets and natural satellites
Analyse and interpret planetary data about orbital distance, orbital period,
density, surface temperature and uniform gravitational field strength at the
planet’s surface
Know that the strength of the gravitational field:
(a) at the surface of a planet depends on the mass of the planet
(b) around a planet decreases as the distance from the planet increases
4 Know that the Sun contains most of the mass of the Solar System and that the
strength of the gravitational field at the surface of the Sun is greater than the
strength of the gravitational field at the surface of the
planets
5
6
Know that the force that keeps an object in orbit around the Sun is the
gravitational attraction of the Sun
Know that the strength of the Sun’s gravitational field decreases and that the
orbital speeds of the planets decrease as the distance from the Sun increases. 6.2
Stars and the Universe
6.2.1 The Sun as a star
1
2
Know that the Sun is a star of medium size, consisting mostly of hydrogen and
helium, and that it radiates
most of its energy in the infrared, visible and ultraviolet regions of the
electromagnetic spectrum
Know that stars are powered by nuclear reactions that release energy and that in
stable stars the nuclear
reactions involve the fusion of hydrogen into helium
6.2.2 Stars
1
2
State that:
(a) galaxies are each made up of many billions of stars
(b) the Sun is a star in the galaxy known as the Milky Way
(c) other stars that make up the Milky Way are much further away from the Earth
than the Sun is from the
Earth
(d) astronomical distances can be measured in light-years, where one light-year
is the distance travelled in
a vacuum by light in one year
Describe the life cycle of a star:
(a) a star is formed from interstellar clouds of gas and dust that contain
hydrogen
(b) a protostar is an interstellar cloud collapsing and increasing in temperature
as a result of its internal
gravitational attraction
(c) a protostar becomes a stable star when the inward force of gravitational
attraction is balanced by an
outward force due to the high temperature in the centre of the star
(d) all stars eventually run out of hydrogen as fuel for the nuclear reaction
(e) most stars expand to form red giants and more massive stars expand to form
red supergiants when
most of the hydrogen in the centre of the star has been converted to helium
(f) a red giant from a less massive star forms a planetary nebula with a white
dwarf at its centre
(g) a red supergiant explodes as a supernova, forming a nebula containing
hydrogen and new heavier
elements, leaving behind a neutron star or a black hole at its centre
(h) the nebula from a supernova may form new stars with orbiting planets
6.2.3 The Universe
1
2
3
Know that the Milky Way is one of many billions of galaxies making up the Universe
and that the diameter of the Milky Way is approximately 100 000 light-years
Describe redshift as an increase in the observed wavelength of electromagnetic
radiation emitted from receding stars and galaxies
Know that the light from distant galaxies shows redshift and that the further away
the galaxy, the greater the observed redshift and the faster the galaxy’s speed
away from the Earth
4 Describe, qualitatively, how redshift provides evidence for the Big Bang theory
Start making the formula sheet from beginning including this new syllabus contents