0625_Physics_Teacher_Guide_2014.pdf

Teac eacher her Guide Cambridge IGCSE® Physics

0625

Cambridge Secondary 2

Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However However,, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre. ® IGCSE is the registered trademark of Cambridge International Examinations. © Cambridge International Examinations February 2015

Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However However,, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre. ® IGCSE is the registered trademark of Cambridge International Examinations. © Cambridge International Examinations February 2015

Contents Introduction .......................................................................................................................2 The purpose of the teacher guide What do I need to get started?

Syllabus us ove overview rview .................... .......................................... ............................................ ........................................... ............................... .......... 3 Section 1: Syllab 1.1 1.2 1.3 1.4 1.5

Aims Assessment objectives The assessment structure Curriculum content Practical assessment

Planning ing the course ..................... .......................................... ........................................... ........................................... ............................ ....... 8 Section 2: Plann 2.1 2.1 2.2 2.3 2.4

Key factors to consider when planning planning your course Long-term planning Medium-term planning Short-term planning

Planning ing lesson lessons s ................... ......................................... ........................................... ........................................... ................................. ........... 11 Section 3: Plann 3.1 Lesson plans and templates templates 3.2 Constructing a lesson plan 3.3 Re�ection and evaluation

Classroom oom practice ..................... .......................................... .......................................... .......................................... ............................ ....... 13 Section 4: Classr 4.1 Practical lessons 4.2 Active learning 4.3 Differentiation

Preparing ring learners for final assessment assessment ................... ........................................ ......................................... .................... 15 Section 5: Prepa 5.1 Use of past papers, mark schemes and Principal Examiners’ Reports 5.2 Command words

Resources rces and and support ................... ......................................... ........................................... ........................................... ........................ 17 Section 6: Resou 6.1 Finding and evaluating resources 6.2 Training

.......................................... .......................................... .......................................... .......................................... .................................. ............. 18 Appendices ..................... Appendix A: A suggested teaching order (1) Appendix B: A suggested teaching order (2) Appendix C: Sample medium-term plan Appendix D: Sample lesson plan template Appendix E: Sample plan for a 70 minute lesson on the law of re�ection Appendix F: Suggested practical activities

Introduction

Introduction The purpose of the teache teacherr guide This teacher guide is designed to introduce you to the IGCSE Physics syllabus and support materials from Cambridge. It will help you to organise and plan your teaching. It also offers advice and guidance on delivery, classroom practice (including practical work) and preparing your learners for their final assessment.

What do I need to get started? When planning your course, your starting point should be the syllabus, which contains a large quantity of essential information. It is most important that you become thoroughly familiar with all parts of the syllabus document. You then need to devise a scheme of work . To do this, you need to think how you will organise the time that you have available to help students to understand and learn all of the facts and concepts required by the syllabus, and to develop the skills – such as handling data and planning experiments – that are also required. Cambridge provides a sample scheme of work that you could use as a starting point, but you will undoubtedly want to produce your own at some point. Your scheme of work will help you to determine what resources you will require to deliver the course. You need to ensure that you have sufficient laboratory facilities to allow learners to carry out the practical work that is needed. You will also need to build bu ild up teaching, learning and reference resources such as text b ooks and worksheets. You should make make sure, at an early stage, st age, that you have access to the secure online support available to Cambridge teachers, Teacher Support , at http://teachers.cie.org.uk This provides a wide range of resources to help you, including past examination papers, mark schemes and examiner reports. All of these are invaluable in helping you and your learners to understand exactly what Cambridge expects of candidates in examinations, which will help you to prepare your students appropriately. This guidance document provides suggestions and help with all of these aspects of planning your IGCSE Physics course.

Please have your copy of the most recent syllabus with you as you read through this document, as you will need to refer to it frequently. References indicate the relevant pages of the syllabus, and also other documents to which you should refer as you work through this guide.

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Cambridge IGCSE Physics

Section 1: Syllabus overview

Section 1: Syllabus overview 1.1 Aims The syllabus aims, which are not in order of priority, are listed at the start of Section 5 in the syllabus. The aims provide you with an overview of what Cambridge expects learners to experience and achieve as they follow their IGCSE Physics course. You should bear these in mind as you plan your scheme of work. Notice that many of the aims relate to attitudes and skills, rather than simply the accumulation of knowledge. A Cambridge IGCSE Physics learner should develop attitudes and skills that will be useful in many areas of their life, long after they have taken their IGCSE Physics examinations.

1.2 Assessment objectives The assessment objectives are statements about what will actually be tested in the final examinations. Each question or task that is set in the examination relates to one or more of these assessment o bjectives (AOs). All of the IGCSE Science syllabuses have the same three AOs. These are: AO1: Knowledge with understanding AO2: Handling information and problem solving AO3: Experimental skills and investigations Each of these AOs has several components.

AO1: Knowledge with understanding Candidates should be able to demonstrate knowledge and understanding of: 1. scientific phenomena, facts, laws, definitions, concepts, theories 2. scientific vocabulary, terminology, conventions (including symbols, quantities and units) 3. scientific instruments and apparatus, including techniques techniques of operation and aspects of safety safety 4. scientific and technological applications with their social, economic and environmental environmental applications The knowledge that learners should acquire is described in the Content section of the syllabus.

AO2: Handling information and problem solving Candidates should be able, using oral, written, symbolic, graphical and numerical forms of presentation, to: 1. locate, select, organise and present information information from a variety of sources 2. translate information from one form form to another 3. manipulate numerical and other data 4. use information information to identify patterns, report trends and draw inferences 5. present reasoned explanations explanations of phenomena, patterns and relationships relationships 6. make predictions and propose hypotheses 7.

solve problems, including some of a quantitative nature nature


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Questions testing AO2 will frequently be based on contexts and information that are unfamiliar to candidates. They will require candidates to apply the facts, principles and concepts that they have learnt (specified in the syllabus content) to new situations. Candidates need to develop confidence in applying their knowledge and understanding in a logical way, using reasoning or calculation to deduce suitable answers. This means that your course needs to do much more than simply teach learners the material described in the Content section of the syllabus. It must also help them to develop these skills of reasoning and deduction.

AO3: Experimental skills and investigations Candidates should be able to: 1. demonstrate knowledge of how to safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate) 2. plan experiments and investigations 3. make and record observations, measurements and estimates 4. interpret and evaluate experimental observations and data 5. evaluate methods and suggest possible improvements. The development of experimental skills (scientific enquiry skills) should be an important part of your scheme of work. Learners should have the opportunity to do a wide range of practical work throughout their course. Some of this will require laboratory facilities, but most practical activities in Physics can be done in a normal classroom.

1.3 The assessment structure It is a good idea, right from the start of planning your IGCSE Physics course, to make sure that you have a full understanding of how your learners will be assessed by Cambridge at the end of it. There are choices to be made about which papers students can be entered for. You do not need to make final decisions about these straight away – they are made when you actually enter your learners for the examinations, a few months before the examination period – but you should keep them in mind as you constru ct your scheme of work and lesson plans. Each learner will need to take three components, called ‘papers’.

Paper 1 or Paper 2 Each candidate takes either Paper 1 (Core) or Paper 2 (Extended). These are multiple-choice papers. The questions test AO1 and AO2. The Papers are taken in an examination room, under strict examination conditions. The completed answer sheets are sent to Cambridge to be marked. You need to be aware of the differences between these two papers.

Paper 3 or Paper 4 Each candidate takes either Paper 3 (Core) or Paper 4 (Extended). These are both made up of structured questions, which test AO1 and AO2. The papers are taken in an examination room, under strict examination conditions. The completed papers are sent to Cambridge to be marked. You need to be aware of the differences between these two papers.

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Papers 1 and 3 are easier than Papers 2 and 4. This is because: Paper 1 tests candidates on their knowledge and understanding of the Core syllabus content only, while Paper 2 tests them on their knowledge and understanding of the Core and Supplement content. (See 1.4.1 for an explanation of Core and Supplement content.) Paper 3 tends to contain questions that are slightly less demanding in terms of reasoning skills than Paper 4. The questions tend to be shorter, contain less reading for candidates, and require shorter answers. However many marks candidates obtain on Papers 1 and 3, they cannot achieve more than a Grade C. Candidates taking Papers 2 and 4 can achieve any grade from A* down to G. An understanding of the differences between these papers will help you to decide on whether you will teach both the Core and Supplement syllabus content, or the Core only. Candidates who are unlikely to get a Grade C are likely to achieve a better grade if they study only the Core and take Papers 1 and 3. However, candidates who you think stand a good chance of achieving a Grade C or above should study both Core and Supplement (known as the ‘Extended Curriculum’), and take Papers 2 and 4. This is also important for candidates who are likely to want to continue their studies of Physics beyond IGCSE.

Paper 5 or Paper 6 Each candidate takes either Paper 5 or Paper 6. These test AO3, Experimental skills and investigations. (See also section 1.5 Practical assessment.) Paper 5 is a practical examination. The paper typically consists of four questions, three of which will require the use of apparatus. Several weeks before the examination is taken, Cambridge will send you a list of apparatus that you need to supply. During the examination, your candidates will work in a laboratory, each with their own working space and set of apparatus, under strict examination conditions. They will write their answers in an examination paper, just as they would for a theory examination. The examination paper is sent back to Cambridge to be marked. Paper 6 is a written paper. The questions test the same experimental skills as Paper 5, and contains many of the same question parts. The paper is taken in a normal examination room, and is sent to Cambridge to be marked.

Weightings The ‘weighting’ of a paper tells you the relative importance of that paper in deciding the candidate’s overall mark and final grade. The table below summarises the weightings of the three components that a candidate will take at the end of their course.

Paper

Weighting

Paper 1 or 2

30%

Paper 3 or 4

50%

Paper 5 or 6

20%

You will remember that Papers 1, 2, 3 and 4 test largely AO1 and AO2.


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The table below summarises how the three assessment objectives are tested in the three examination components. It also shows the weighting of the three AOs in the whole examination.

Assessment objective

Paper 1 and 2

Paper 3 and 4

Paper 5 and 6

Weighting of AO in overall qualification

AO1: Knowledge with understanding

63%

63%

–

50%

AO2: Handling information and problem solving

37%

37%

–

30%

–

–

100%

20%

30%

50%

20%

AO3: Experimental skills and investigations Weighting of paper in overall examination

If you look at the final column of the table above, you can see that: •

Assessment Objective 1 makes up 50% of the whole assessment

•


•


This means that only half of the total marks in the three examination papers are for knowledge and understanding of the syllabus content. Half of the marks are for being able to use this knowledge and understanding in new contexts, and for experimental skills. It is essential to bear t his in mind as you plan your IGCSE Physics course. You need to spend at least as much time helping students to develop their AO2 and AO3 skills, as in helping them to learn facts and concepts.

1.4 Curriculum content The largest section in the syllabus is Section 6, Syllabus content. It is here that you will find details of exactly what your learners need to know and understand by the end of the course. It is presented as a series of bullet points (learning objectives) which state clearly what candidates should be able to do in the examination papers that they take at the end of their course. Each question that is included in the papers, tests one or more of these learning objectives. Learning objectives for the practical and experimental skills that your learners will also need to be taught are listed in Section 7 of the syllabus. You should read each learning objective very carefully. Each one gives you clear guidance about exactly what candidates should learn.

1.4.1 Core and Supplement One of the first things you will notice about the syllabus content is that it is presented in two columns. The left hand column is the ‘Core’ content. All candidates need to cover all of this. This will be tested in all papers.

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The right hand column is the ‘Supplement’ content. All c andidates who you think are likely to achieve a good Grade C or above should cover all of this, as well as the C ore. The Core plus Supplement makes up the Extended content. This will be tested only in Papers 2 and 4.

1.4.2 Syllabus content The syllabus content has five main sections. 1. General Physics 2. Thermal Physics 3. Properties of waves, including light and sound 4. Electricity and magnetism 5. Atomic physics These sections vary in their amount of content.

1.5 Practical assessment Section 7 of the syllabus covers the alternative ways of assessing practic al skills in some detail. Paper 5 involves actually carrying out practical work in a practical examination at the end of the course. Paper 6 is a written paper designed to assess the same practical skills. The following points must be noted: •

the same assessment objectives apply

•

the same practical skills are to be learned and developed

•

the same sequence of practical activities during the course is appropriate

In section 7.1 of the syllabus there is a list of apparatus that may be required by candidates entering for Paper 5. The availability of this apparatus should be checked before entering candidates for the practical examination. The confidential Instructions, sent by Cambridge a few weeks before the examination, will provide details of the exact requirements. The Cambridge teachers’ website (http://teachers.cie.org.uk) has further very helpful information about Practical Physics under the heading ‘Practical Physics Notes – Addendum to Syllabus’. This contains a list of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5 and 6.


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Section 2: Planning the course

Section 2: Planning the course This section looks at how you can plan your course to ensure that you can cover the whole syllabus (whether this is to be just the Core, or the Core plus Supplement) within the time that you have available. It includes long-term planning (developing a scheme of work) and planning for individual lessons.

2.1 Key factors to consider when planning your course These factors will need to be considered before starting the planning of your course: •

the amount of teaching time available each week for the duration of the course.

•

the availability of resources such as laboratories and chemical equipment.

•

the previous learning of your students.

•

whether your teaching groups will be mixed ability or will be streamed by ability.

•

the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course is 130 hours of teaching time)

•

the school calendar ( holidays, examinations, etc.).

2.2 Long-term planning A long-term plan will provide the overall structure of your course. It will include the order in which topics will be taught, the approximate length of time to be spent on each and the factors listed in section 2.1 above. It will need to take into account the number and nature of the groups following the course and if t hey should all follow the same path through the course. There may, for example, be issues with the use of laboratory space if two groups are studying a topic requiring a large amount of practical work at the same time. In this case it would be better if the plan was organised so that groups could study such a topic at different times. Topics should also, ideally, be arranged so that they fit into the school’s sessions, so that a topic is n ot split because of a school holiday or an examination session. In a two year course the second year will probably have fewer weeks because of the timing of the Cambridge examinations. It is important to note that you do not need to teach the syllabus content in the order in which it is printed in the syllabus. It is likely that you will want to order your teaching to suit your particular needs and preferences. This may be done in a number of ways.

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•

Starting with a course in practical techniques to generate enthusiasm.

•

Starting with topics which are conceptually easier, saving the more difficult topics for the second year of the course.

•

Using the suggested pattern in the ‘schemes of work’ provided on Teacher Support.

•

Following your own interests and enthusiasms to begin with.



2.3 Medium-term planning Medium-term planning is the most important of the three types. It defines, in some detail, what will be taught and when. It also details how practical work and other activities are to be incorporated into the course. Medium-term plans are often called ‘Schemes of Work’ and these schemes inform you and other Physics teachers in your school what will happen and when. Some examples of schemes of work can be found on Teacher Support http://teachers.cie.org.uk. A password is needed to access the site and your Examination Officer will be able to provide you with one. These schemes of work are useful resources but are not really suitable as an alternative to your own medium-term planning because: •

they take no account of the situation in your Centre

•

they are arranged in a way which may not be what you had designed in your long term plan

•

they have no statement of the amount of time required

•

they have many suggestions for suitable activities and web sites which you would not necessarily have the time or the resources to follow.

However, they can still be useful. •

They could be used as they stand as one way of moving through the course, although timings for each section would have to be added.

•

They are certainly a good source of possible practical exercises and web addresses.

However: Always check URLs before using them. Web addresses do change from time to time and you need to know what you would be accessing in advance. It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre and your learners. An example of a medium-term plan is included in Appendix C. A medium-term plan is best developed with contributions from all of the teachers who will be using it. If they have had an input they will feel an ‘ownership’ of the plan and will be more likely to adhere to it. A medium-term plan, like a long-term plan, should not be ‘set in stone’. It should, if necessary, be amended if it is found not to be working as planned. It should certainly be reviewed at the end of each year to assess how well it has worked and to decide if any improvements could be incorpo rated.


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2.4 Short-term planning Short-term planning involves planning for a single lesson or perhaps a small group of lessons. It involves not only the content of the lesson but also the activities which will take place and the progress that is expected of the learners during the lesson. Short-term planning is something which is done by an individual teacher, taking into account their own strengths and the needs of the learners they will be teaching. Teachers new to the subject may need guidance but the plan should still be their own. This process is covered in more detail in the next section.

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Section 3: Planning lessons

Section 3: Planning lessons 3.1 Lesson plans and templates A lesson plan is written by the teacher and should include details of how the lesson is intended to proceed. It should take account of: •

what is to be taught (learning objectives)

•

what is to be achieved by the learners (lesson objectives)

•

what the learners already know (previous learning).

It should detail the learning activities which will take place and have approximate timings showing how long each part of the lesson will last. A lesson should ideally have three main parts: •

a beginning which engages and motivates the learners

•

a middle which covers the main learning activities of the lesson

•

an end, in which learners can assess their understanding of what has gone before.

It is most convenient to have a printed template to use in lesson planning. You could design your own but there are many available on the internet or in b ooks. One example is included in Appendix D. A sample lesson using the template is provided in Appendix E.

3.2 Constructing a lesson plan 1.

Learning objectives. This will be based on something written in your medium-term plan. It will state which part of the syllabus the lesson is going to address.

2.

Lesson objectives. These may be the same as the learning objectives but more often will be only a part of them. This is what you intend the learners to fully grasp by the end of the lesson. It should be a realistic target and many learning objec tives will take more than one lesson to be fully understood.

3.

Lesson beginning (starter). This should be a relatively brief part of the lesson and should ‘switch the learners on’ to Physics, rather than what they were doing previously. It may be a shor t question and answer session, a video clip or a simple written task to assess what they know about the topic to be covered. It could even be a rapid practical demonstration to introduce them to the topic to be covered in the lesson. Give an estimated time, usually about five minutes.

4.

Lesson middle (the main activity). This may build on and extend previous understanding, explore and solve practical problems, develop knowledge and skills, practise previously learned techniques or any of many other alternatives. It is important not to include too many activities, but equally important not to spend so much time on one activity that learners become de-motivated. Good lessons will involve the learners in the activities as much as possible. Timings should be included for each separate activity.

5.

Lesson end (plenary). This part of the lesson brings it to an organised conclusion. Learners can assess how well they understand the material covered during the lesson. This may involve a short written exercise or a question and answer session. It may also be used to link to whatever is going to happen in the next session. This should again take around five minutes at most.


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Section 3: Planning lessons

6.

Resources. Your plan should also include a list of the resources (books, internet, practical equipment, chemicals, etc.) which will be needed in each session of the lesson.

7.

Risk Assessment. If your lesson includes any practical activity, whether a demonstration or a class practical, an assessment of the risks involved should be included with the lesson plan.

8.

Assessment of Learning. How will you check:

9.

•

what your learners know/understand before the lesson

•

how this has changed after the lesson.

Differentiation. How will you try to ensure that the lesson is accessible to all of the learners so that all will benefit from the experience? This is especially important ...with mixed ability groups. There is more on differentiation in the next section.

3.3 Re�ection and evaluation As soon as possible after the lesson you need to think about how well (or badly) it went. There are two reasons for this; if you share your plan with other teachers in your Centre it will enable them to learn from your experiences. It is a good idea to discuss with colleagues how well lessons went. This applies whether they went well or whether there were problems. It will also help next time you teach the same topic. If the timing was wrong or the activities did not fully occupy the learners you may want to change some aspects of the lesson next time. There is no need to re-plan a successful lesson every year, but it is always good to learn from experience and to incorporate improvements next time. In the template in the appendix there is a place to record your evaluation of the lesson.

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Section 4: Classroom practice

Section 4: Classroom practice The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many skills as possible in the time available. The teaching should also differentiate between the different needs and abilities of the learners in the group. It is not always possible to ful fil all of these, but it is good to tr y. Lessons should at least be interesting and involve the learners as much as possible.

4.1 Practical lessons Physics is a practical subject. The syllabus does not specify many particular experiments because Centres will have different apparatus available. However, all sections should be enhanced by t he use of practical work, or practical simulations where experiments are not possible (for example in the radioactivity section). A list of possible practicals linked to syllabus sections is provided in A ppendix F. Practical work is usually motivating to learners, whether it is a class practical or a teacher demonstration, but it should always have a purpose other than entertainment. It may •

develop the skills that the learners need

•

generate enthusiasm

•

illustrate facts or concepts which are being studied

•

provide a stimulus for further study.

It may, of course, accomplish more than one of these.

4.1.1 Class practicals Ideally class practicals should be carried out in small groups (two or three learners). In this way students learn to work co-operatively and can also, by discussion, develop their understanding of what is taking place. Working in groups also means that less equipment is needed. Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in the practical examination. It is essential to try out a practical activity before asking a class to do it. In this way you can anticipate the problems that they might discover. It also gives you a good idea of how long the activity might last; learners will probably take longer than you. It is important that the instructions you give are clear. Oral instructions are fine for a simple task but if there are a number of steps involved, a written worksheet is a good idea. Such a sheet can be reused each time the practical is attempted. Worksheets are also useful to teachers who are new to teaching your scheme. It is important that learners know why they are carrying out the practical activity. They should be encouraged to re�ect on what they are doing so that they are not merely following a set of instructions but seeing the purpose of the activity. Discussion with the teacher is very important in order that learners understand the significance of the results, can draw a conclusion, suggest precautions required for reliability and recognise the variables that should be controlled. There should be opportunities for learners to plan and carry out their own investigations, and write their own methods, as well as following given instructions.


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Section 4: Classroom practice

4.1.2 Demonstration experiments There are occasions when an experiment demonstrated by the teacher in front of the class is necessary or more appropriate, but this type of practical should never replace class practical work. A practical may be demonstrated: •

where complex or expensive apparatus is required

•

where the procedure is too dangerous for a class practical

•

where the teacher wishes to demonstrate a technique to be used by the class.

4.1.3 Risk assessment It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed. What is safe for a teacher to do may not be safe in a class practical. What is safe for one group of learners may not be safe for another. A risk assessment involves not only the apparatus used, and what is to be done with it, but also who is doing it and where.

4.2 Active learning Not every topic in Physics can be taught by means of a memorable experiment, but these should be included wherever possible as well-focused practical work can provide a good opportunity for active learning. A description or explanation by the teacher is easily forgotten by the learner, even if it was understood in the first place. Videos and computer animations can help, but they are still ‘passive’. The learner is not involved in ‘discovering’ the information. Research has shown that the more a learner is involved in the proc ess of learning, the more they retain. More active learning activities include teaching others, for example by preparing a presentation, practising doing questions, calculations and practical techniques, and engaging in group discussion.

4.3 Differentiation Differentiation is a way of trying to ensure that members of your group with differing abilities can all access the material you are delivering. There are a number of ways of approaching this problem and, again, they can be found in books and on the web. They fall into three main categories.

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•

Differentiation by outcome. In this method an open- ended task is set which can be accessed by all, e.g. ‘Find out how high a ball bounces’. Learners will produce different results according to their ability, but all of their ‘outputs’ will be valid.

•

Differentiation by task. Learners are set slightly different tasks based on the same objective. This may involve worksheets which pose questions on the same topic where differing amounts of understanding are required.

•

Differentiation by support. All learners undertake the same task but those who are weaker are given additional support; writing frames, where a template is provided for them to record their work, are one way of doing this.


Section 5: Preparing learners for final assessment

Section 5: Preparing learners for final assessment Your Physics course will end with your learners being assessed by an external examination. It is cle arly a good idea to ensure that they are prepared as well as possible for this. There are a number of things to bear in mind when approaching this task.

5.1 Use of past papers, mark schemes and Principal Examiners’ Reports There are plenty of past papers on Teacher Support. These can be downloaded and used to give your learners practice in answering the type of questions they will meet in the actual examination. There are also mark schemes which will inform you of which answers were co nsidered correct by the examiners. The Principal Examiner’s report for each paper will tell you of common errors made by candidates who sat that paper and the type of answers that showed very good understanding and skill. Work on whole papers should, of course, be done towards the end of your course, but individual questions can be used as tests at the end of individual topics. This can be useful not only when the topic is first taught, but also when it is brie�y revised at the end of the course. Examination papers and questions can be set and marked by the teacher but it is also useful for learners to mark each other’s papers as you go through the answers, or to allow learners to mark their own papers as part of a class exercise as you discuss with them what the correct answers might be. There are different things that need to be borne in mind in the different papers.

Papers 1 and 2 These papers consist of forty multiple choice questions. Each question has four possible responses: the correct answer and three ‘ distractors’. Some of these distractors are, intentionally, very similar to the correct answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible responses and instead opts for the first one which seems ‘about right’. The following are useful pieces of advice for those attempting multiple-choice questions. •

Never leave an answer blank. No marks are lost for wrong answers.

•

Always read all of the responses before deciding on an answer (see above).

•

Look out for the word ‘not ’ as in ‘which of the following is not...’; candidates often get such questions wrong through carelessness.

•

If you do not know the correct answer, don’t just guess, cross out any which are obviously wrong first. It is better to guess one of two than one of four.

•

Don’t spend too long thinking about a difficult question; leave it and come back to it later.

•

Some questions may involve carrying out a calculation; candidates may find it helpful to write out the relevant equation and working on the question paper.


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Section 5: Preparing learners for final assessment

Papers 3 and 4 Both of these papers consist of a number of short answer questions together with a smaller number of questions requiring longer answers. In both papers 3 and 4, you will find questions requiring calculations. The following are useful pieces of advice for those attempting these papers. •

If an answer is given more than one mark, more than one piece of information is needed.

•

In answers involving calculations, show your working.

•

The number of lines provided for an answer is a guide to the amount of information required.

Papers 5 and 6 To prepare for these papers, candidates need to have had plenty of experience of practical work during the IGCSE course. Additionally candidates should practise using past papers in order to be familiar with the amount of work required in the time allowed for t he examination. Section 7 of the syllabus lists the different experimental skills tested in papers 5 and 6. Information on the recording and presentation of data is given in Section 8.

5.2 Command words Section 8.4 in the syllabus gives a very useful list of command words used in examinations and their meanings. These tell candidates about the type of answer that is required. For example, ‘state’ implies a concise answer with little or no supporting argument whereas ‘suggest’ implies that there are several acceptable answers and that the candidate is asked to select one.

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Section 6: Resources and support

Section 6: Resources and support 6.1 Finding and evaluating resources Teacher Support is Cambridge’s online facility for Cambridge teachers. It can be found at http://teachers.cie.org.uk. Teacher Support lists many suitable resources including endorsed text books. Text books should be selected depending on the learners needs. It is a good idea to have a range of different text books as a resource for teachers in addition to the one chosen as the class text book. Teacher Support also has a large bank of past papers, mark schemes, Principal Examiners’ reports in addition to subject specific discussion forums and community pages. There is a huge amount of material available on the internet but this must be u sed with great care as much is of relatively poor quality and some contains wrong Physics. A very reliable and good source for practical work is to be found at www.nuffieldfoundation.org/practical-physics

6.2 Training Teacher Support carries details about training events. Face-to-face training events are held in a variety of countries around the world. Here you can meet other IGCSE Physics teachers and take part in training led by a Cambridge trainer. Online courses, spread over a few weeks and designed to help improve your teaching skills, are also offered and short (usually 2 hours) on-line, interactive seminars focus on specific issues – for example the most recent examination.


17

Appendices

Appendices Appendix A: A suggested teaching order (1) Appendix B: A suggested teaching order (2) Appendix C: Sample medium-term plan Appendix D: Sample lesson plan template Appendix E: Sample plan for a 70 minute lesson on the law of re�ection Appendix F: Suggested practical activities

18


Appendix A: A suggested teaching order (1)

Appendix A: A suggested teaching order (1) The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference. The notes on each section brie�y explain the reasoning behind the teaching order. Note that section 1.1 is not taught as a separate topic but the knowledge and skills are taught within practical work related to other topics.

Topic

Syllabus Section

LIGHT

Notes

Start with something the students already know about. They have all looked in mirrors. This builds confidence at the beginning of the course.

Re�ection of light

3.2.1

Refraction of light

3.2.2

Thin converging lens

3.2.3

Dispersion of light

3.2.4

ELECTRICITY

Tackle a difficult topic next – it then has plenty of time to sink in before the final examinations.

Electric charge

4.2.1

Current

4.2.2

Electro-motive force

4.2.3

Potential difference

4.2.4

Circuit diagrams

4.3.1

Series and parallel circuits

4.3.2

Resistance

4.2.5

Electrical working

4.2.6

Dangers of electricity

4.5

Include an investigation of length and resistance of a wire. Diameter of wire measured with a micrometer (part of 1.1)


19


Topic

Syllabus Section

ENERGY

Another difficult concept that needs plenty of discussion and time to absorb. The concept of energy will reappear all through the course.

Energy

1.7.1

Energy resources

1.7.2

Work

1.7.3

Power

1.7.4

MECHANICS 1

This section contains the most mathematics. Some students find this daunting so it is covered fairly early in the course to give time for plenty of practice.

Density

1.4 & part 1.1

Mass and weight

1.3

Motion

1.2

Scalars and vectors

1.5.5

Pressure

1.8

ELECTROMAGNETISM

20

Include an investigation of the simple pendulum. Short time intervals to be measured (part of 1.1)

Some difficult concepts here but students should by now have the confidence to tackle it. However there is still time for the concepts to be absorbed.

Simple phenomena of magnetism

4.1

Electromagnetic induction

4.6.1

a.c. generator

4.6.2

Transformer

4.6.3

The magnetic effect of a current

4.6.4


Notes

v0.1 Cambridge IGCSE Physics

20


Topic

Syllabus Section

Force on a current-carrying conductor

4.6.5

d.c. motor

4.6.6

MECHANICS 2

Another more mathematical section.

Effects of forces

1.5.1

Turning effect

1.5.2

Conditions for equilibrium

1.5.3

Centre of mass

1.5.4

Momentum

1.6

THERMAL PHYSICS

Well over half way into the course now so a more descriptive section that can be fairly readily understood.

States of matter

2.1.1

Molecular model

2.1.2

Evaporation

2.1.3

Pressure changes

2.1.4

Thermal expansion of solids, liquids and gases

2.2.1

Measurement of temperature

2.2.2

Thermal capacity

2.2.3

Melting and boiling

2.2.4

Conduction

2.3.1

Convection

2.3.2

Radiation

2.3.3

Consequences of energy transfer

2.3.4

WAVES

21

Another largely descriptive section with a challenge to understand diffraction.

General wave properties

3.1

Electromagnetic spectrum

3.3

Cambridge IGCSE Physics v0.1

Notes


21


Topic

Syllabus Section

Sound

3.4

ATOMIC AND NUCLEAR PHYSICS

The final examinations approach. Once the basics are understood here there is not too much to learn.

Atomic model

5.1.1

Nucleus

5.1.2

Detection of radioactivity

5.2.1

Characteristics of the three kinds of emission

5.2.2

Radioactive decay

5.2.3

Half-life

5.2.4

Safety precautions

5.2.5

ELECTRONICS

22

A final descriptive section as the examinations are close. This can provide a break from revision to maintain interest.

Action and use of circuit components

4.3.2

Digital electronics

4.3.3


Notes


22

Appendix B: A suggested teaching order (2)

Appendix B: A suggested teaching order (2) The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference. The notes on each section brie�y explain the reasoning behind the teaching order. Note that section 1.1 is not taught as a separate topic but the knowledge and skills are taught within practical work related to other topics.

Topic

Syllabus Section

MECHANICS 1

This section contains the most mathematics. Some students find this daunting so it is covered at the beginning of the course to give time for plenty of practice.

Density

1.4 & part 1.1

Mass and weight

1.3

Motion

1.2

Scalars and vectors

1.5.5

Pressure

1.8

Effects of forces

1.5.1

Turning effect

1.5.2

Conditions for equilibrium

1.5.3

Centre of mass

1.5.4

Momentum

1.6

ELECTRICITY

23

Include an investigation of the simple pendulum. Short time intervals to be measured (part of 1.1)

Tackle another difficult topic next – it then has plenty of time to sink in before the final examinations.

Electric charge

4.2.1

Current

4.2.2

Electro-motive force

4.2.3


Notes


23


Topic

Syllabus Section

Potential difference

4.2.4

Circuit diagrams

4.3.1

Series and parallel circuits

4.3.2

Resistance

4.2.5

Electrical working

4.2.6

Dangers of electricity

4.5

LIGHT

Re�ection of light

3.2.1

Refraction of light

3.2.2

Thin converging lens

3.2.3

Dispersion of light

3.2.4 Another difficult concept that needs plenty of discussion and time to absorb. The concept of energy will reappear all through the course.

Energy

1.7.1

Work

1.7.3

Power

1.7.4

ELECTROMAGNETISM

Some difficult concepts here but students should by now have the confidence to tackle it. However there is still time for the concepts to be absorbed.

Simple phenomena of magnetism

4.1

Electromagnetic induction

4.6.1


Include an investigation of length and resistance of a wire. Diameter of wire measured with a micrometer (part of 1.1)

Next, something the students already know about. They have all looked in mirrors. This builds confidence after the more difficult beginning of the course.

ENERGY 1

24

Notes


24


Topic

Syllabus Section

a.c. generator

4.6.2

Transformer

4.6.3

The magnetic effect of a current

4.6.4

Force on a current-carrying conductor

4.6.5

d.c. motor

4.6.6

THERMAL PHYSICS

Well over half way into the course but students can be encouraged that all the most difficult concepts have now been covered.

States of matter

2.1.1

Molecular model

2.1.2

Evaporation

2.1.3

Pressure changes

2.1.4

Thermal expansion of solids, liquids and gases

2.2.1

Measurement of temperature

2.2.2

Thermal capacity

2.2.3

Melting and boiling

2.2.4

Conduction

2.3.1

Convection

2.3.2

Radiation

2.3.3

Consequences of energy transfer

2.3.4

WAVES

25

Another largely descriptive section with a challenge to understand diffraction.

General wave properties

3.1

Electromagnetic spectrum

3.3

Sound

3.4


Notes


25


Topic

Syllabus Section

ATOMIC AND NUCLEAR PHYSICS

The final examinations approach. Once the basics are understood here there is not too much to learn.

Atomic model

5.1.1

Nucleus

5.1.2

Detection of radioactivity

5.2.1

Characteristics of the three kinds of emission

5.2.2

Radioactive decay

5.2.3

Half-life

5.2.4

Safety precautions

5.2.5

ELECTRONICS

A descriptive section as the examinations are close. This can provide a break from revision to maintain interest.

Action and use of circuit components

4.3.2

Digital electronics

4.3.3

ENERGY 2

Energy resources

26


Notes

A final descriptive section that is quite easy for students to absorb before the examinations. 1.7.2


26

Appendix C: Sample medium-term plan

Appendix C: Sample medium-term plan Syllabus Reference

Learning objective

Teaching activities

Resources

Re�ection of light 3. 2.1

CORE: Describe the formation of an optical image by a plane mirror, and give its characteristics

Class practical to find the position of the image in a plane mirror by the method of no parallax.

Optics pins, plane mirror and holder, cork mat or similar (for pins to stick in), plain A4 paper.

Class practical to investigate relationship between angle of incidence and angle of re�ection using a plane mirror.

Ray box, plane mirror and holder, plain A4 paper.

Class practicals showing refraction (e.g. pencil half in water).

Pencils or wooden rods, 250cm3 beakers, water.

SUPPLEMENT: Recall that the image in a plane mirror is virtual. 3.2.1

CORE: recall and use the law angle of incidence = angle of re�ection SUPPLEMENT: Perform simple constructions, measurements and calculations for re�ection by plane mirrors.

Refraction of light 3.2.2

CORE: Describe an experimental demonstration of the refraction of light. Use the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material.

Class practical tracing the passage of rays through a parallelsided transparent block.

Optics pins, transparent block, cork mat or similar (for pins to stick in), plain A4 paper.

SUPPLEMENT: Recall and use the definition of refractive index n in terms of speed. Recall and use the equation sini / sinr = n 3.2.2

CORE: Give the meaning of critical angle. Describe internal and total internal re�ection. SUPPLEMENT: Recall and use n = 1 / sinc . Describe and explain the action of optical fibres particularly in medicine and communications technology.

27


Class practicals showing internal and total internal re�ection.

Ray box, semicircular transparent block, plain A4 paper. Examples of optical fibres, e.g. table lamps, children’s toys, etc.


27

Appendix C: Sample medium-term plan

Syllabus Reference

Learning objective

Teaching activities

Resources

Thin converging lens 3.2.3

CORE: Describe the action of a thin converging lens on a beam of light.

Class practicals showing passage of rays of light through a thin converging lens.

Cylindrical converging lens, ray box with three slits, plain A4 paper.

Class exercise in drawing ray diagrams.

Graph or squared paper.

Class practicals to show formation of enlarged and diminished images.

Illuminated object, converging lens with holder, screen, metre rule.

Class practicals or teacher demonstration to show dispersion.

60° glass prism, ray box, screen.

Use the terms principal focus and focal length. Draw ray diagrams for the formation of a real image by a single lens. SUPPLEMENT: Draw and use ray diagrams for the formation of a virtual image by a single lens. 3.2.3

CORE: Describe the nature of an image using the terms enlarged/same size/diminished and upright/inverted. SUPPLEMENT: Use and describe the use of a single lens as a magnifying glass. Show understanding of the terms real image and virtual image.

Dispersion of light 3.2.4

CORE: Give a qualitative account of the dispersion of light as shown by the action on light of a glass prism including the seven colours of the spectrum in their correct order. SUPPLEMENT: recall that light of a single frequency is described as monochromatic.

28



28

Appendix D: Sample lesson plan template

Appendix D: Sample lesson plan template Lesson:

School:

Date:

Teacher name:

Class:

Number present:

Absent:

Learning objective(s) that this lesson is contributing to Lesson objectives

Vocabulary, terminology and phrases Previous learning

Plan Planned timings

Planned activities

Resources

Beginning

Middle

End

29



29

Appendix D: Sample lesson plan template

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check ICT links

Re�ection and evaluation Re�ection Were the lesson objectives realistic? What did the students learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?

Evaluation

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this les son about the class or individuals that will inform my next lesson?

30


Appendix E: Sample plan for a 70 minute lesson on the law of re�ection

Appendix E: Sample plan for a 70 minute lesson on the law of re�ection Lesson:

School:

Date:

Teacher name:

Class:

Number present:

Absent:

Learning objective(s) that this lesson is contributing to

Recall and use the law angle of incidence = angle of re�ection.

Lesson objectives

Investigate i = r practically. Understand the term ‘normal’. Record readings in a table. Draw a conclusion, understanding the concept of ‘within the limits of experimental accuracy’. Appreciate the precautions taken to improve reliability.

Vocabulary, terminology and phrases

Angle of incidence, angle of re�ection, normal, precaution, experimental accuracy.

Previous learning

Experiment to find the position of the image in a plane mirror. Students will have already been challenged about the difference between recording actual readings and writing down ‘expected’ readings.

Plan Planned timings

Planned activities

Resources

Beginning 5 mins

Reminder of previous experiment then quick look at plane mirrors to see different parts of the room according to the angle that the mirror is held at.

Plane mirrors

10 mins

Describe experiment to be carried out.

Middle 35 mins

Students collect apparatus and carry out experiment.

End 20 mins

Go round class asking each group to tell the class their readings. Discuss as necessary if any appear to have ‘exact’ results. Highly unlikely due to inherent inaccuracies. Discuss idea of ‘within the limits of experimental accuracy’. Discuss conclusion. Class writes conclusion.

Ray box, plane mirror and holder, plain A4 paper (for each pair of students).


31

Appendix E: Sample plan for a 70 minute lesson on the law of re�ection

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check ICT links

Pre-prepared readings table for some students.

Test understanding of practical skills by discussion.

Watch for broken or chipped mirrors. Warn about hot lamp in ray box.

Test knowledge of terminology and law of re�ection in subsequent class test.

Re�ection and evaluation Re�ection Were the lesson objectives realistic? What did the students learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?

Evaluation Some needed help to construct the readings table. Some were too careless locating the position of the rays and keeping the mirror in position. Experiment generally went well though.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: Conveying the idea of ‘within the limits of experimental accuracy’. 2: Sensible handling of apparatus. What two things would have improved the lesson (consider both teaching and learning)? 1: Clearer description of how to mark the rays. 2: A short activity/video clip/quiz, related to re�ection, to end the lesson. What have I learned from this les son about the class or individuals that will inform my next lesson? One group was very slow to actually start the experiment and had only three sets of readings when the others had finished.

32


Appendix F: Suggested practical activities

Appendix F: Suggested practical activities Opportunities for Practical Activities Syllabus reference

Practical Activity

1. General physics 1.1 Length and time Core •

Use and describe the use of rules and measuring cylinders to calculate a length or a volume

•

Use and describe the use of clocks and devices for measuring an interval of time

Supplement •

Use and describe the use of a mechanical method for the measurement of a small distance

•

Measure and describe how to measure a short interval of time (including the period of a pendulum)

1.2 Speed, velocity and acceleration Core •

• •

Define speed and calculate average speed from total distance total time Plot and interpret a speed/time graph or a distancetime graph Recognise from the shape of a speed-time graph when a body is –

at rest

–

moving with constant speed

–

moving with changing speed

•

Calculate the area under a speed-time graph to work out the distance travelled for motion with constant acceleration

•

Demonstrate understanding that acceleration is related to changing speed

•

State that the acceleration of free fall for a body near to the Earth is constant

This section will be covered practically during the course. Investigation of a pendulum provides opportunity for an investigative practical. The diameter of the pendulum bob could be measured with a micrometer as part of the investigation, covering the use of a mechanical method for measurement of a small distance.

Many opportunities to use apparatus such as dynamics trolleys. Graph plotting skills can be included. Students aiming for the Extended Paper can use (or see demonstrated) a free fall apparatus to determine the acceleration of free fall g . An investigation of freely falling bodies (including model parachutes) can be carried out to illustrate the concept of terminal velocity.

Supplement •

Distinguish between speed and velocity

•

Recognise linear motion for which the

•

acceleration is constant and calculate the acceleration

•

Recognise motion for which the acceleration is not constant

•

Describe qualitatively the motion of bodies falling in a uniform gravitational field with and without air resistance (including reference to terminal velocity)


33


1.3 Mass and weight Core •

Show familiarity with the idea of the mass of a body

•

State that weight is a gravitational force

•

Distinguish between mass and weight

•

Recall and use the equation W = mg

•

Demonstrate understanding that weights (and hence masses) may be compared using a balance

Students should become familiar with mass and weight as they carry out a number of experiments during the course.

Supplement •

Demonstrate an understanding that mass is a property that ‘resists’ change in motion

•

Describe, and use the concept of, weight as the effect of a gravitational field on a mass

1.4 Density Core • •

m Recall and use the equation ρ = V Describe an experiment to determine the density of a liquid and of a regularly shaped solid by the method of displacement, and make the necessary calculation

•

Describe the determination of the density of an irregularly shaped solid by the method of displacement

•

Predict whether an object will �oat based on density data

Opportunity here to use the displacement method to find density in addition to mass and volume determinations for regularly shaped solids and for liquids. The approximate density of a pupil can be determined by knowing the mass and calculating volume by regarding the body as made up of a number of cylinders with a sphere on top.

Note that specific experiments are part of the syllabus here.

1.5 Forces 1.5.1 Effects of forces Core •

Recognise that a force may produce a change in size and shape of a body

•

Plot and interpret extension-load graphs and describe the associated experimental procedure

•

Describe the ways in which a force may change the motion of a body

•

Find the resultant of two or more forces acting along the same line

•

Recognise that if there is no resultant force on a body it either remains at rest or continues at constant speed in a straight line

•

Understand friction as the force between two surfaces which impedes motion and results in heating

•

34

Recognise air resistance as a form of friction


Opportunities for stretching spring type class experiments. Note that a specific experiment is part of the syllabus here. A standard ‘expendable’ steel spring can be used and ‘follow-up’ experiment with a homemade copper spring (wind about 1m of 26swg bare copper wire around a pencil to make the spring) to show the effect when the elastic limit is exceeded. Plenty of opportunities here for practising graph skills. A collection of elastic bands can be used to follow this work with an investigation (effects of length, thickness of elastic band on extension produced by loads). Opportunities for class experiments and demonstrations of circular motion.


1.5 Forces (Continued) 1.5.1 Effects of forces

Supplement •

State Hooke’s Law and recall and use the expression F = k x , where k is the spring constant

•

Recognise the significance of the term ‘limit of proportionality’ for an extension-load graph

•

Recall and use the relation between force, mass and acceleration (including the direction), F = ma

•

Describe qualitatively motion in a circular path due to a perpendicular force (F = mv 2 /r is not required)

1.5.2 Turning effect Core •

Describe the moment of a force as a measure of its turning effect and give everyday examples

•

Understand that increasing force or distance from the pivot increases the moment of a force

•

Calculate moment using the product force × perpendicular distance from the pivot

•

Apply the principle of moments to the balancing of a beam about a pivot

Note that a specific experiment is part of the syllabus here. There is a variety of class experiments that can be done illustrate the Principle of Moments with good opportunities to practise recording skills and drawing conclusions.

Supplement •

Apply the principle of moments to different situations

1.5.3 Conditions for equilibrium

Core •

Recognise that, when there is no resultant force and no resultant turning effect, a system is in equilibrium Supplement •

Note that a particular type of experiment is required here

Perform and describe an experiment (involving vertical forces) to show that there is no net moment on a body in equilibrium

1.5.4 Centre of mass

Core • •

Perform and describe an experiment to determine the position of the centre of mass of a plane lamina Describe qualitatively the effect of the position of the centre of mass on the stability of simple objects

Note that a specific experiment is part of the syllabus here. The standard experiment expected is ideal for class participation. There are many opportunities for experiments and demonstrations to illustrate how stability depends on the position of centre of mass and the size of the base of an object.


35


1.5.5 Scalars and vectors Supplement •

Understand that vectors have a magnitude and direction

•

Demonstrate an understanding of the difference between scalars and vectors and give common examples

•

Determine graphically the resultant of two vectors

1.6 Momentum •

Understand the concepts of momentum and impulse

•

Recall and use the equation momentum = mass × velocity, p =mv

•

Recall and use the equation for impulse Ft = mv – mu

•

Apply the principle of the conservation of momentum to solve simple problems in one dimension

Simple experiments involving a row of coins or Newton’s cradle (for example) can be used to show the idea. Momentum experiments using dynamics trolleys can be used for quantitative work.

1.7 Energy, work and power 1.7.1 Energy Core •

Identify changes in kinetic, gravitational potential, chemical, elastic (strain), nuclear and internal energy that have occurred as a result of an event or process

•

Recognise that energy is transferred during events and processes, including examples of transfer by forces (mechanical working), by electrical currents (electrical working), by heating and by waves

•

Apply the principle of energy conservation to simple examples Supplement

36

•

Recall and use the expressions kinetic energy = ½mv 2 and change in gravitational potential energy = mg ∆h

•

Apply the principle of conservation of energy to examples involving multiple stages

•

Explain that in any event or process the energy tends to become more spread out among the objects and surroundings (dissipated)


Toy cars on �exible tracks can be used to show the conversion of gravitational potential energy to kinetic energy.


1.7.2 Energy resources Core •

Describe how electricity or other useful forms of energy may be obtained from: –

chemical energy stored in fuel

–

water, including the energy stored in waves, in tides, and in water behind hydroelectric dams

–

geothermal resources

–

nuclear fission

–

heat and light from the Sun (solar cells and panels)

–

wind

•

Give advantages and disadvantages of each method in terms of renewability, cost, reliability, scale and environmental impact

•

Show a qualitative understanding of efficiency

Supplement •

Understand that the Sun is the source of energy for all our energy resources except geothermal, nuclear and tidal

•

Show an understanding that energy is released by nuclear fusion in the Sun

•

Recall and use the equation: useful energy output × 100% efficiency = energy input

efficiency =

useful power output × 100% power input

1.7.3 Work

Core •

Demonstrate understanding that work done = energy transferred

•

Relate (without calculation) work done to the magnitude of a force and the distance moved in the direction of the force

Opportunity for simple, quick class experiments measuring forces required to move objects over measured distances.

Supplement •

Recall and use W = Fd = ∆E

1.7.4 Power Core •

Relate (without calculation) power to work done and time taken, using appropriate examples Supplement •

Opportunity for class experiments involving students calculating personal power.

Recall and use the equation P = ∆E / t in simple systems


37


1.8 Pressure Core •

Recall and use the equation p = F / A

•

Relate pressure to force and area, using appropriate examples

•

Describe the simple mercury barometer and its use in measuring atmospheric pressure

•

Relate (without calculation) the pressure beneath a liquid surface to depth and to density, using appropriate examples

Opportunity for class experiment in which students determine the pressure on the �oor due to their own weight. Simple manometers can be used. Opportunity for demonstration experiments to show pressure in a liquid increases with depth and pressure in a liquid acts in all directions.

• Use and describe the use of a manometer Supplement •

Recall and use the equation p = hρ g

2. Thermal physics 2.1 Simple kinetic molecular model of matter 2.1.1 States of matter

Core •

State the distinguishing properties of solids, liquids and gases

2.1.2 Molecular model Core •

Describe qualitatively the molecular structure of solids, liquids and gases

•

Interpret the temperature of a gas in terms of the motion of its molecules

•

Describe qualitatively the pressure of a gas in terms of the motion of its molecules

•

Show an understanding of the random motion of particles in a suspension as evidence for the kinetic molecular model of matter

•

Describe this motion (sometimes known as Brownian motion) in terms of random molecular bombardment

Supplement

38

•

Relate the properties of solids, liquids and gases to the forces and distances between molecules and to the motion of the molecules

•

Explain pressure in terms of the change of momentum of the particles striking the walls creating a force

•

Show an appreciation that massive particles may be moved by light, fast-moving molecules


Brownian Motion experiment (e.g. using smoke cells viewed under a microscope). Opportunity to use students themselves to model the behaviour of atoms and molecules.


2.1.3 Evaporation Core •

Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid

•

Relate evaporation to the consequent cooling of the liquid

Opportunity for simple class experiments showing evaporation and the cooling effect

Supplement •

Demonstrate an understanding of how temperature, surface area and draught over a surface in�uence evaporation

•

Explain the cooling of a body in contact with an evaporating liquid

2.1.4 Pressure changes

Core •

Describe qualitatively, in terms of molecules, the effect on the pressure of a gas of: –

Opportunity for Boyle’s Law demonstration experiment

a change of temperature at constant volume

– a change of volume at constant temperature Supplement •

Recall and use the equation pV = constant for a fixed mass of gas at constant temperature

2.2 Thermal properties and temperature 2.2.1 Thermal expansion of solids, liquids and gases Core •

Describe qualitatively the thermal expansion of solids, liquids, and gases at constant pressure

•

Identify and explain some of the everyday applications and consequences of thermal expansion Supplement •

Explain, in terms of the motion and arrangement of molecules, the relative order of the magnitude of the expansion of solids, liquids and gases

Opportunity for demonstration experiments to show expansion of a metal rod and the force of expansion (bar-breaker experiment). Also the expansion of a liquid (water) using a round-bottom �ask and tube (model thermometer) and the expansion of a gas (air) using the ‘fountain’ experiment.

2.2.2 Measurement of temperature

Core •

Appreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties

•

Recognise the need for and identify fixed points

•

Describe and explain the structure and action of liquid-in-glass thermometers

Opportunity for heating and cooling curve experiments giving graph plotting practice and possible investigation activities.


39


2.2 Thermal properties and temperature 2.2.2 Measurement of temperature Supplement •

Demonstrate understanding of sensitivity, range and linearity

•

Describe the structure of a thermocouple and show understanding of its use as a thermometer for measuring high temperatures and those that vary rapidly

2.2.3 Thermal capacity (heat capacity) Core •

Relate a rise in the temperature of a body to an increase in internal energy

•

Show an understanding of what is meant by the thermal capacity of a body Supplement •

Give a simple molecular account of an increase in internal energy

•

Recall and use the equation thermal capacity = mc

•

Describe an experiment to measure the specific heat capacity of a substance

•

Recall and use the equation change in energy = mc ∆θ

2.2.4 Melting and boiling Core • •

Describe melting and boiling in terms of energy input without a change in temperature State the meaning of melting point and boiling point

•

Describe condensation and solidification in terms of molecules Supplement

40

•

Distinguish between boiling and evaporation

•

Use the terms latent heat of vaporisation and latent heat of fusion and give a molecular interpretation of latent heat

•

Define specific latent heat

•

Describe an experiment to measure specific latent heats for steam and for ice

•

Recall and use the equation energy = ml


Note that a specific experiment is part of the syllabus here. Class experiment to determine specific heat capacity (or, if necessary a demonstration experiment).

Note that a specific experiment is part of the syllabus here. Class or demonstration experiments to determine the specific latent heats for steam and for ice. Opportunity for class experiment to investigate cooling curve for stearic acid (melting point around 60 �C) as it soli difies.


2.3 Thermal processes 2.3.1 Conduction Core •

Describe experiments to demonstrate the properties of good and bad conductors of heat Supplement •

Give a simple molecular account of heat transfer in solids including lattice vibration and transfer by electrons

Note that specific experiments are part of the syllabus here. Class and demonstration experiments to demonstrate the properties of good and bad conductors of heat.

2.3.2 Convection

Core • •

Recognise convection as an important method of thermal transfer in �uids Relate convection in �uids to density changes and describe experiments to illustrate convection

2.3.3 Radiation Core • •

Identify infra-red radiation as part of the electromagnetic spectrum Recognise that thermal energy transfer by radiation does not require a medium

Note that specific experiments are part of the syllabus here. Class and demonstration experiments to illustrate convection in liquids (water) and gases (air).

Note that specific experiments are part of the syllabus here. Class and demonstration experiments to demonstrate the properties of good and bad absorbers and emitters of infra-red radiation.

•

Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and re�ection of radiation Supplement •

Describe experiments to show the properties of good and bad emitters and good and bad absorbers of infra-red radiation

•

Show understanding that the amount of radiation emitted also depends on the surface temperature and surface area of a body

2.3.4 Consequences of energy transfer

Core •

Identify and explain some of the everyday applications and consequences of conduction, convection and radiation


41


3. Properties of waves, including light and sound 3.1 General wave properties Core •

Demonstrate understanding that waves transfer energy without transmitting matter

•

Describe what is meant by wave motion as illustrated by vibration in ropes and springs and by experiments using water waves

•

Use the term wavefront

•

Give the meaning of speed, frequency, wavelength and amplitude

•

Distinguish between transverse and longitudinal waves and give suitable examples

•

Describe how waves can undergo: –

re�ection at a plane surface

–

refraction due to a change of speed

–

diffraction through a narrow gap

Opportunity for class and demonstration experiments to illustrate wave motion using ‘Slinky’ springs, ropes, etc.

Note that a specific experiment is part of the syllabus here. A ripple tank can be used to show re�ection, refraction and diffraction of water waves.

•

Describe the use of water waves to demonstrate re�ection, refraction and diffraction Supplement •

Recall and use the equation v = f λ

•

Describe how wavelength and gap size affects diffraction through a gap

•

Describe how wavelength affects diffraction at an edge

3.2 Light 3.2.1 Re�ection of light

Core •

Describe the formation of an optical image by a plane mirror, and give its characteristics

•

Recall and use the law angle of incidence = angle of re�ection Supplement

42

•

Recall that the image in a plane mirror is virtual

•

Perform simple constructions, measurements and calculations for re�ection by plane mirrors


Opportunity for class experiments using optics pins and ray boxes to show the position of an image in a plane mirror and the law of re�ection.


3.2.2 Refraction of light Core •

Describe an experimental demonstration of the refraction of light

•

Use the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material

•

Give the meaning of critical angle

•

Describe internal and total internal re�ection

Note that a specific experiment is part of the syllabus here. Opportunity for class experiments using optics pins and ray boxes with rectangular and semicircular Perspex blocks to show refraction, critical angle and total internal re�ection.

Supplement • • • •

Recall and use the definition of refractive index n in terms of speed sini Recall and use the equation = n sinr 1 Recall and use n = sinc Describe and explain the action of optical fibres particularly in medicine and communications technology

3.2.3 Thin converging lens

Core •

Describe the action of a thin converging lens on a beam of light

•

Use the terms principal focus and focal length

•

Draw ray diagrams for the formation of a real image by a single lens

Opportunity for class experiments using converging lenses.

•

Describe the nature of an image using the terms enlarged/same size/diminished and upright/inverted Supplement •

Draw and use ray diagrams for the formation of a virtual image by a single lens

•

Use and describe the use of a single lens as a magnifying glass

•

Show understanding of the terms real image and virtual image

3.2.4 Dispersion of light

Core •

Give a qualitative account of the dispersion of light as shown by the action on light of a glass prism including the seven colours of the spectrum in their correct order

Opportunity for class or demonstration experiments to show dispersion of white light using a glass or Perspex prism.

Supplement •

Recall that light of a single frequency is described as monochromatic


43


3.3 Electromagnetic spectrum Core •

Describe the main features of the electromagnetic spectrum in order of wavelength

•

State that all e.m. waves travel with the same high speed in a vacuum

•

Describe typical properties and uses of radiations in all the different regions of the electromagnetic spectrum including:

•

–

radio and television communications (radio waves)

–

satellite television and telephones (microwaves)

–

electrical appliances, remote controllers for televisions and intruder alarms (infra-red)

–

medicine and security (X-rays)

Demonstrate an awareness of safety issues regarding the use of microwaves and X-rays

Supplement •

State that the speed of electromagnetic waves in a vacuum is 3.0 × 108 m / s and is approximately the same in air

3.4 Sound Core •

Describe the production of sound by vibrating sources

•

Describe the longitudinal nature of sound waves

•

State that the approximate range of audible frequencies for a healthy human ear is 20 Hz to 20 000 Hz

•

Show an understanding of the term ultrasound

•

Show an understanding that a medium is needed to transmit sound waves

•

Describe an experiment to determine the speed of sound in air

•

Relate the loudness and pitch of sound waves to amplitude and frequency

•

Describe how the re�ection of sound may produce an echo

Supplement

44

•

Describe compression and rarefaction

•

State typical values of the speed of sound in gases, liquids and solids


Opportunity for class experiments using a variety of musical instruments, tuning forks, etc. to describe the production of sound by vibrating sources.

Note that a specific experiment is part of the syllabus here. A simple experiment to determine the speed of sound in air involving timing the d elay between seeing a sound being produced and hearing it a significant distance away or a similar method using the echo from a large building is appropriate here.


4. Electricity and magnetism 4.1 Simple phenomena of magnetism Core •

Describe the forces between magnets, and between magnets and magnetic materials

•

Give an account of induced magnetism

•

Distinguish between magnetic and non-magnetic materials

•

Describe methods of magnetisation, to include stroking with a magnet, use of d.c. in a coil and hammering in a magnetic field

•

Draw the pattern of magnetic field lines around a bar magnet

•

Describe an experiment to identify the pattern of magnetic field lines, including the direction

•

Distinguish between the magnetic properties of soft iron and steel

•

Distinguish between the design and use of permanent magnets and electromagnets

Note that a specific experiment is part of the syllabus here. Opportunity for class experiments using magnets, iron filings and plotting compasses. Opportunity for class experiments using iron cores and lengths of wire to make and investigate electromagnets.

4.2 Electrical quantities 4.2.1 Electric charge

Core •

State that there are positive and negative charges

•

State that unlike charges attract and that like charges repel

•

Describe simple experiments to show the production and detection of electrostatic charges

•

State that charging a body involves the addition or removal of electrons

•

Distinguish between electrical conductors and insulators and give typical examples

Note that specific experiments are part of the syllabus here. Class and demonstration experiments to show the production, detection and properties of electrostatic charges using cellulose acetate and polythene rods with dusters and (if available) a Van der Graaf generator.

Supplement •

State that charge is measured in coulombs

•

State that the direction of an electric field at a point is the direction of the force on a positive charge at that point

•

Describe an electric field as a region in which an electric charge experiences a force

•

Describe simple field patterns, including the field around a point charge, the field around a charged conducting sphere and the field between two parallel plates (not including end effects)

•

Give an account of charging by induction

•

Recall and use the simple electron model to distinguish between conductors and insulators


45


4.2.2 Current Core •

State that current is related to the �ow of charge

•

Use and describe the use of an ammeter, both analogue and digital

•

State that current in metals is due to a �ow of electrons

Opportunity for class experiments using simple circuits with an ammeter.

Supplement •

Show understanding that a current is a rate of �ow of charge and recall and use the equation I = Q / t

•

Distinguish between the direction of �ow of electrons and conventional current

4.2.3 Electromotive force

Core •

State that the e.m.f. of an electrical source of energy is measured in volts

Supplement •

Show understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit

4.2.4 Potential difference Core •

State that the potential difference across a circuit component is measured in volts

•

Use and describe the use of a voltmeter, both analogue and digital

Supplement •

Recall that 1 V is equivalent to 1 J / C

4.2.5 Resistance Core •

State that resistance = p.d. / current and understand qualitatively how changes in p.d. or resistance affect current

•

Recall and use the equation R = V / I

•

Describe an experiment to determine resistance using a voltmeter and an ammeter

•

Relate (without calculation) the resistance of a wire to its length and to its diameter Supplement

46

•

Sketch and explain the current-voltage characteristic of an ohmic resistor and a filament lamp

•

Recall and use quantitatively the proportionality between resistance and length, and the inverse proportionality between resistance and crosssectional area of a wire


Note that a specific experiment is part of the syllabus here. Class experiment to determine resistance using a voltmeter and an ammeter Opportunity for class investigation style experiments to relate the resistance of a wire to its length and cross-sectional area.


4.2.6 Electrical working

Core •

Understand that electric circuits transfer energy from the battery or power source to the circuit components then into the surroundings Supplement •

Recall and use the equations P = I V and E = I Vt

4.3 Electric circuits 4.3.1 Circuit diagrams

Core •

Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), heaters, thermistors, light-dependent resistors, lamps, ammeters, voltmeters, galvanometers, magnetising coils, transformers, bells, fuses and relays Supplement •

Draw and interpret circuit diagrams containing diodes

4.3.2 Series and parallel circuits Core •

Understand that the current at every point in a series circuit is the same

•

Give the combined resistance of two or more resistors in series

•

State that, for a parallel circuit, the current from the source is larger than the current in each branch

•

State that the combined resistance of two resistors in parallel is less than that of either resistor by itself

•

State the advantages of connecting lamps in parallel in a lighting circuit

Opportunity for class experiments using series and parallel circuits with ammeters, voltmeters and other components (lamps, variable resistors etc).

Supplement •

Calculate the combined e.m.f. of several sources in parallel

•

Recall and use the fact that the sum of the p.d.s across the components in a series circuit is equal to the total p.d. across the supply

•

Recall and use the fact that the current from the source is the sum of the currents in the separate branches of a parallel circuit

•

Calculate the effective resistance of two resistors in parallel


47


4.3.3 Action and use of circuit components Core •

Describe the action of a variable potential divider (potentiometer)

•

Describe the action of thermistors and lightdependent resistors and show understanding of their use as input transducers

Opportunity for a variety of class experiments using circuits with potential dividers, thermistors, capacitors, relays, diodes, lightdependent resistors, transistors etc.

•

Describe the action of a relay and show understanding of its use in switching circuits Supplement •

Describe the action of a diode and show understanding of its use as a rectifier

•

Recognise and show understanding of circuits operating as light-sensitive switches and temperature-operated alarms (to include the use of a relay)

4.4 Digital electronics Supplement •

Explain and use the terms analogue and digital in terms of continuous variation and high/low states

•

Describe the action of NOT, AND, OR, NAND and NOR gates

•

Recall and use the symbols for logic gates

•

Design and understand simple digital circuits combining several logic gates

•

Use truth tables to describe the action of individual gates and simple combinations of gates

4.5 Dangers of electricity Core •

48

State the hazards of: –

damaged insulation

–

overheating of cables

–

damp conditions

•

State that a fuse protects a circuit

•

Explain the use of fuses and circuit breakers and choose appropriate fuse ratings and circuit-breaker settings

•

Explain the benefits of earthing metal cases


Opportunity for a variety of class experiments using logic gates.

Opportunity for class or demonstration experiments to show the action of a fuse.


4.6 Electromagnetic effects 4.6.1 Electromagnetic induction Core •

•

Show understanding that a conductor moving across a magnetic field or a changing magnetic field linking with a conductor can induce an e.m.f. in the conductor Describe an experiment to demonstrate electromagnetic induction

Note that a specific experiment is part of the syllabus here. Class or demonstration experiment using a coil, sensitive meter and a magnet to show that a changing magnetic field can induce an e.m.f. in a circuit.

•

State the factors affecting the magnitude of an induced e.m.f. Supplement •

Show understanding that the direction of an induced e.m.f. opposes the change causing it

•

State and use the relative directions of force, field and induced current

4.6.2 a.c. generator

Core •

Distinguish between direct current (d.c.) and alternating current (a.c.) Supplement •

Describe and explain a rotating-coil generator and the use of slip rings

•

Sketch a graph of voltage output against time for a simple a.c. generator

•

Relate the position of the generator coil to the peaks and zeros of the voltage output

4.6.3 Transformer Core •

Describe the construction of a basic transformer with a soft-iron core, as used for voltage transformations

•

Recall and use the equation (V p / V s) = (N p / N s)

•

Understand the terms step-up and step- down

•

Describe the use of the transformer in high-voltage transmission of electricity

•

Give the advantages of high-voltage transmission

Opportunity for a demonstration experiment using a ‘demountable transformer’ kit (if available).

Supplement •

Describe the principle of operation of a transformer

•

Recall and use the equation I p V p = I s V s (for 100% efficiency)

•

Explain why power losses in cables are lower when the voltage is high


49


4.6.4 The magnetic effect of a current Core •

Describe the pattern of the magnetic field (including direction) due to currents in straight wires and in solenoids

•

Describe applications of the magnetic effect of current, including the action of a relay

Opportunity for class and demonstration experiments to show the pattern of the magnetic field due to the current in straight wires and solenoids using iron filings and plotting compasses.

Supplement •

State the qualitative variation of the strength of the magnetic field over salient parts of the pattern

•

State that the direction of a magnetic field line at a point is the direction of the force on the N pole of a magnet at that point

•

Describe the effect on the magnetic field of changing the magnitude and direction of the current

4.6.5 Force on a current-carr ying conductor Core •

Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including the effect of reversing: –

the current

–

the direction of the field

Supplement •

State and use the relative directions of force, field and current

•

Describe an experiment to show the corresponding force on beams of charged particles

Note that specific experiments are part of the syllabus here. The ‘catapult’ experiment or similar to show that a force acts on a current-carrying conductor in a magnetic field. Demonstration experiment to show the force on beams of charged particles using a ‘Teltron’ tube.

4.6.6 d.c. motor

Core •

State that a current-carr ying coil in a magnetic field experiences a turning effect and that the effect is increased by: –

increasing the number of turns on the coil

–

increasing the current

– increasing the strength of the magnetic field Supplement •

50

Relate this turning effect to the action of an electric motor including the action of a split-ring commutator


Opportunity for class experiments where students make electric motors using simple d.c. motor kits.


5. Atomic physics 5.1 The nuclear atom 5.1.1 Atomic model

Core •

Describe the structure of an atom in terms of a positive nucleus and negative electrons

Supplement •

Describe how the scattering of α -particles by thin metal foils provides evidence for the nuclear atom

5.1.2 Nucleus

Core •

Describe the composition of the nucleus in terms of protons and neutrons

•

State the charges of protons and neutrons

•

Use the term proton number Z

•

Use the term nucleon number A

•

Use the term nuclide and use the nuclide notation Z X

A

• Use and explain the term isotope Supplement •

State the meaning of nuclear fission and nuclear fusion

•

Balance equations involving nuclide notation

5.2 Radioactivity 5.2.1 Detection of radioactivity Core •

Demonstrate understanding of background radiation

•

Describe the detection of α -particles, β -particles and γ -rays (β + are not included: β -particles will be taken to refer to β –)

5.2.2 Characteristics of the three kinds of emission

Core •

Discuss the random nature of radioactive emission

•

Identify α, β and γ -emissions by recalling –

their nature

–

their relative ionising effects

–

their relative penetrating abilities (β+ are not included, β-particles will be taken to refer to β –)

Opportunity for demonstration experiments using a Geiger counter, radioactive sources and absorbers (if available).

Supplement •

Describe their de�ection in electric fields and in magnetic fields

•

Interpret their relative ionising effects

•

Give and explain examples of practical applications of α, β and γ -emissions


51


5.2.3 Radioactive decay Core •

State the meaning of radioactive decay

•

State that during α - or β -decay the nucleus changes to that of a different element Supplement •

Use equations involving nuclide notation to represent changes in the composition of the nucleus when particles are emitted

5.2.4 Half-life

Core •

Use the term half-life in simple calculations, which might involve information in tables or decay curves Supplement •

Calculate half-life from data or decay curves from which background radiation has not been subtracted

5.2.5 Safety precautions Core

52

•

Recall the effects of ionising radiations on living things

•

Describe how radioactive materials are handled, used and stored in a safe way


Opportunity for a class simulation experiment using coins, dice or small cubes to produce a graph showing half-life characteristics.

0625_Physics_Teacher_Guide_2014.pdf

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