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Syllabus: Cambridge International AS and A Level Physics
Syllabus: Cambridge International AS and A Level Physics
9702
For examination in June and November 2015
Cambridge Advanced
Changes to syllabus for 2015
This syllabus has been updated. Significant changes to the syllabus are indicated by black vertical
lines either side of the text.
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, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
1. Introduction .................................................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge International AS and A Level?
1.3 Why choose Cambridge International AS and A Level Physics?
1.4 Cambridge AICE (Advanced International Certificate of Education) Diploma
1.5 How can I find out more?
7. Appendix....................................................................................................................... 54
7.1 Safety in the laboratory
7.2 Mathematical requirements
7.3 Glossary of terms used in Physics papers
7.4 Summary of key quantities, symbols and units
7.5 Data and formulae
7.6 IT usage in Cambridge International A Level Physics
1. Introduction
Cambridge International AS and A Levels are recognised around the world by schools, universities and
employers. The qualifications are accepted as proof of academic ability for entry to universities worldwide,
though some courses do require specific subjects.
Cambridge International A Levels typically take two years to complete and offer a flexible course of study
that gives learners the freedom to select subjects that are right for them.
Cambridge International AS Levels often represent the first half of an A Level course but may also be taken
as a freestanding qualification. The content and difficulty of a Cambridge International AS Level examination
is equivalent to the first half of a corresponding Cambridge International A Level. Cambridge AS Levels
are accepted in all UK universities and carry half the weighting of an A Level. University course credit and
advanced standing is often available for Cambridge International AS and A Levels in countries such as the
USA and Canada.
Excellence in education
Our mission is to deliver world-class international education through the provision of high-quality curricula,
assessment and services.
More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160
countries who offer their learners an international education based on our curricula and leading to our
qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities
around the world.
Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international
experts and practitioners and take account of the different national contexts in which they are taught.
2 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Introduction
Our systems for managing the provision of international qualifications and education programmes for
learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
candidates to become effective learners and to provide a solid foundation for their continuing educational
journey. Cambridge International AS and A Levels give learners building blocks for an individualised
curriculum that develops their knowledge, understanding and skills.
Schools can offer almost any combination of 60 subjects and learners can specialise or study a range of
subjects, ensuring a breadth of knowledge. Giving learners the power to choose helps motivate them
throughout their studies.
Through our professional development courses and our support materials for Cambridge International
AS and A Levels, we provide the tools to enable teachers to prepare learners to the best of their ability and
work with us in the pursuit of excellence in education.
Cambridge International AS and A Levels have a proven reputation for preparing learners well for university,
employment and life. They help develop the in-depth subject knowledge and understanding which are so
important to universities and employers.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 3
Introduction
Learners studying Cambridge International AS and A Levels have the opportunities to:
• acquire an in-depth subject knowledge
• develop independent thinking skills
• apply knowledge and understanding to new as well as familiar situations
• handle and evaluate different types of information sources
• think logically and present ordered and coherent arguments
• make judgements, recommendations and decisions
• present reasoned explanations, understand implications and communicate them clearly and logically
• work and communicate in English.
Physics is one of a number of science syllabuses that Cambridge offers – for details of other syllabuses
at Cambridge IGCSE, Cambridge O Level and Cambridge International AS and A Level visit the Cambridge
website at www.cie.org.uk
Prior learning
We recommend that candidates who are beginning this course should have previously completed a
Cambridge O Level or Cambridge IGCSE course, or the equivalent, in Physics or in Coordinated Science.
4 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Introduction
Progression
Cambridge International A Level Physics provides a suitable foundation for the study of Physics or related
courses in higher education. Equally it is suitable for candidates intending to pursue careers or further study
in Physics or Engineering, or as part of a course of general education.
Cambridge International AS Level Physics constitutes the first half of the Cambridge International A Level
course in Physics and therefore provides a suitable foundation for the study of Physics at Cambridge
International A Level and thence for related courses in higher education. Depending on local university
entrance requirements, it may permit or assist progression directly to university courses in Physics or some
other subjects. It is also suitable for candidates intending to pursue careers or further study in Physics, or as
part of a course of general education.
To be considered for an AICE Diploma, a candidate must earn the equivalent of six credits by passing a
combination of examinations at either double credit or single credit, with at least one course coming from
each of the three curriculum groups.
Credits gained from Cambridge AS Level Global Perspectives (8987) or Cambridge Pre-U Global Perspectives
and Independent Research (9766) can be counted towards the Cambridge AICE Diploma, but candidates
must also gain at least one credit from each of the three curriculum groups to be eligible for the award.
The Cambridge AICE Diploma is awarded from examinations administered in the June and November series
each year.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 5
Introduction
6 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Teacher support
2. Teacher support
You can also go to our public website at www.cie.org.uk/alevel to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific syllabuses
is available online. For Teacher Support go to http://teachers.cie.org.uk (username and password required).
The resource lists can be filtered to show all resources or just those which are endorsed or recommended
by Cambridge. Resources endorsed by Cambridge go through a detailed quality assurance process and are
written to align closely with the Cambridge syllabus they support.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 7
Assessment at a glance
3. Assessment at a glance
• Candidates for Advanced Subsidiary (AS) certification will take Papers 1, 2 and 3 (either Advanced
Practical Skills 1 or Advanced Practical Skills 2) in a single examination series.
• Candidates who, having received AS certification, wish to continue their studies to the full Advanced
Level qualification may carry their AS marks forward and take just Papers 4 and 5 in the examination
series in which they require certification.
• Candidates taking the complete Advanced Level qualification at the end of the course take all five papers
in a single examination series.
Candidates may only enter for the papers in the combinations indicated above.
Candidates may not enter for single papers either on the first occasion or for re-sit purposes.
AS Level A Level
8 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Assessment at a glance
Paper 1
The paper will consist of 40 questions, all of the direct choice type with four options. All questions will be
based on the AS syllabus. Candidates will answer all questions.
Paper 2
This paper will consist of a variable number of structured questions of variable mark value. All questions will
be based on the AS syllabus. Candidates will answer all questions. Candidates will answer on the question
paper.
Each paper will consist of two experiments drawn from different areas of Physics. Candidates will be
allowed to use the apparatus for each experiment for a maximum of 1 hour. The examiners will not be
restricted by the subject content. Candidates will answer all questions. Candidates will answer on the
question paper.
See the Practical Assessment section of the syllabus for full details.
Paper 4
This paper will consist of two sections:
• Section A (70 marks) will consist of questions based on the A2 core, but may include material first
encountered in the AS syllabus.
• Section B (30 marks) will consist of questions based on Applications of Physics, but may include
material first encountered in the core (AS and A2) syllabus.
Both sections will consist of a variable number of structured questions of variable mark value. Candidates
will answer all questions. Candidates will answer on the question paper.
Paper 5
This paper will consist of two questions of equal mark value based on the practical skills of planning, analysis
and evaluation. The examiners will not be restricted by the subject content. Candidates will answer all
questions. Candidates will answer on the question paper.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 9
Assessment at a glance
Availability
This syllabus is examined in the May/June examination series and the October/November examination
series.
This syllabus is available to private candidates. However it is expected that private candidates learn in an
environment where practical work is an integral part of the course. Candidates will not be able to perform
well in this assessment or successfully progress to further study without this necessary and important
aspect of science education.
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.
10 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Syllabus aims and assessment objectives
4.1 Aims
These are not listed in order of priority. The aims of a course based on this syllabus should be to:
1. provide, through well-designed studies of experimental and practical science, a worthwhile educational
experience for all students, whether or not they go on to study science beyond this level and, in
particular, to enable them to acquire sufficient understanding and knowledge to
1.1 become confident citizens in a technological world and be able to take or develop an informed
interest in scientific matters
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in
other disciplines and in everyday life
1.3 be suitably prepared for studies beyond Cambridge International A Level in Physics, in Engineering or
in Physics-dependent vocational courses.
4. stimulate interest in, and care for, the environment in relation to the environmental impact of Physics
and its applications.
5. promote an awareness
5.1 that the study and practice of Physics are co-operative and cumulative activities, and are subject to
social, economic, technological, ethical and cultural influences and limitations
5.2 that the implications of Physics may be both beneficial and detrimental to the individual, the
community and the environment
5.3 of the importance of the use of IT for communication, as an aid to experiments and as a tool for the
interpretation of experimental and theoretical results.
6. stimulate students and create a sustained interest in Physics so that the study of the subject is enjoyable
and satisfying.
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Syllabus aims and assessment objectives
The syllabus content defines the factual knowledge that candidates may be required to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state, describe,
or explain (see Glossary of terms).
These assessment objectives cannot be precisely specified in the syllabus content because questions
testing such skills may be based on information that is unfamiliar to the candidate. In answering such
questions, candidates are required to use principles and concepts that are within the syllabus and apply
them in a logical, reasoned or deductive manner to a new situation. Questions testing these objectives will
often begin with one of the following words: predict, suggest, deduce, calculate or determine (see Glossary
of terms).
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Syllabus aims and assessment objectives
Teachers should note that there is a greater weighting of 63% for skills (including handling information,
solving problems, practical, experimental and investigative skills) compared to the 37% for knowledge and
understanding. Teachers’ schemes of work and the sequence of learning activities should reflect this balance
so that the aims of the syllabus are met and the candidates prepared for the assessment.
Decimal Markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on
the line. Candidates are expected to follow this convention in their answers.
Units
In practical work, candidates will be expected to use SI units or, where appropriate, units approved by the
BIPM for use with the SI (e.g minute). A list of SI units and units approved for use with the SI may be found
in the SI brochure at http://www.bipm.org. The use of imperial/customary units such as the inch and
degree Fahrenheit is not acceptable and should be discouraged. In all examinations, where data is supplied
for use in questions, candidates will be expected to use units that are consistent with the units supplied,
and should not attempt conversion to other systems of units unless this is a requirement of the question.
The units kW h, eV and unified atomic mass unit (u) may be used in examination papers without further
explanation.
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Syllabus aims and assessment objectives
14 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Syllabus content
5. Syllabus content
The table below shows which parts of the syllabus contain AS material and/or A2 material.
Section AS A2
2. Measurement techniques 9 9
4. Dynamics 9
5. Forces 9
7. Motion in a circle 9
8. Gravitational field 9
12. Temperature 9
15. Waves 9
16. Superposition 9
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Syllabus content
18. Capacitance 9
22. Electromagnetism 9
The A2 parts of the syllabus, which will be examined only in the full Advanced Level qualification, are
indicated in bold type throughout the subject content.
The Applications of Physics section occupies about 12% of the full Advanced Level course. A separate
booklet covering this section is available from Cambridge Publications.
Aim 5.3 emphasises the importance of Information technology (IT) in this Physics course. Candidates should
make full use of IT techniques in their practical work. Teachers may also use IT in demonstrations and
simulations. Advice on the use of IT in Cambridge International A Level Physics is printed at the back of the
syllabus.
The table of subject content is neither intended to be used as a teaching syllabus, nor to represent a
teaching order.
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Syllabus content
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 17
Syllabus content
2. Measurement techniques
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Syllabus content
They should be able to describe the motion of a body and recognise acceleration and constant speed.
They should be able to use the relationship average speed = distance / time.
3. Kinematics
Content Learning outcomes
3.1 Linear motion Candidates should be able to:
3.2 Non-linear motion (a) define displacement, speed, velocity and acceleration
(b) use graphical methods to represent displacement, speed, velocity and
acceleration
(c) find displacement from the area under a velocity-time graph
(d) use the slope of a displacement-time graph to find velocity
(e) use the slope of a velocity-time graph to find acceleration
(f) derive, from the definitions of velocity and acceleration, equations that
represent uniformly accelerated motion in a straight line
(g) solve problems using equations that represent uniformly accelerated
motion in a straight line, including the motion of bodies falling in a
uniform gravitational field without air resistance
(h) recall that the weight of a body is equal to the product of its mass and
the acceleration of free fall
(i) describe an experiment to determine the acceleration of free fall using
a falling body
(j) describe qualitatively the motion of bodies falling in a uniform
gravitational field with air resistance
(k) describe and explain motion due to a uniform velocity in one direction
and a uniform acceleration in a perpendicular direction.
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Syllabus content
4. Dynamics
Content Learning outcomes
4.1 Newton’s laws of motion Candidates should be able to:
4.2 Linear momentum and (a) state each of Newton’s laws of motion
its conservation
(b) show an understanding that mass is the property of a body that
resists change in motion
(c) describe and use the concept of weight as the effect of a gravitational
field on a mass
(d) define linear momentum as the product of mass and velocity
(e) define force as rate of change of momentum
(f) recall and solve problems using the relationship F = ma, appreciating
that acceleration and force are always in the same direction
(g) state the principle of conservation of momentum
(h) apply the principle of conservation of momentum to solve simple
problems including elastic and inelastic interactions between two
bodies in one dimension (knowledge of the concept of coefficient of
restitution is not required)
(i) recognise that, for a perfectly elastic collision, the relative speed of
approach is equal to the relative speed of separation
(j) show an understanding that, while momentum of a system is always
conserved in interactions between bodies, some change in kinetic
energy usually takes place.
5. Forces
Content Learning outcomes
5.1 Types of force Candidates should be able to:
5.2 Equilibrium of forces (a) describe the forces on mass and charge in uniform gravitational and
5.3 Centre of gravity electric fields, as appropriate
5.4 Turning effects of forces (b) show an understanding of the origin of the upthrust acting on a body
in a fluid
(c) show a qualitative understanding of frictional forces and viscous
forces including air resistance (no treatment of the coefficients of
friction and viscosity is required)
(d) use a vector triangle to represent forces in equilibrium
(e) show an understanding that the weight of a body may be taken as
acting at a single point known as its centre of gravity
(f) show an understanding that a couple is a pair of forces that tends to
produce rotation only
(g) define and apply the moment of a force and the torque of a couple
(h) show an understanding that, when there is no resultant force and no
resultant torque, a system is in equilibrium
(i) apply the principle of moments.
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Syllabus content
7. Motion in a circle
Content Learning outcomes
7.1 Kinematics of uniform Candidates should be able to:
circular motion (a) express angular displacement in radians
7.2 Centripetal acceleration (b) understand and use the concept of angular velocity to solve
7.3 Centripetal force problems
(c) recall and use v = rω to solve problems
(d) describe qualitatively motion in a curved path due to
a perpendicular force, and understand the centripetal
acceleration in the case of uniform motion in a circle
v2
(e) recall and use centripetal acceleration a = rω 2, a =
r
2
mv
(f) recall and use centripetal force F = mrω 2, F =
r
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Syllabus content
8. Gravitational field
Content Learning outcomes
8.1 Gravitational field Candidates should be able to:
8.2 Force between point (a) show an understanding of the concept of a gravitational field
masses as an example of field of force and define gravitational field
8.3 Field of a point mass strength as force per unit mass
8.4 Field near to the surface of (b) recall and use Newton’s law of gravitation in the form
the Earth Gm1m 2
F=
8.5 Gravitational potential r2
(c) derive, from Newton’s law of gravitation and the definition
GM
of gravitational field strength, the equation g = 2 for the
r
gravitational field strength of a point mass
GM
(d) recall and solve problems using the equation g = 2 for the
r
gravitational field strength of a point mass
(e) show an appreciation that on the surface of the Earth g is
approximately constant and is called the acceleration of free
fall
(f) define potential at a point as the work done in bringing unit
mass from infinity to the point
(g) solve problems using the equation φ = – G M for the potential
r
in the field of a point mass
(h) recognise the analogy between certain qualitative and
quantitative aspects of gravitational field and electric field
(i) analyse circular orbits in inverse square law fields by relating
the gravitational force to the centripetal acceleration it
causes
(j) show an understanding of geostationary orbits and their
application.
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Syllabus content
9. Phases of matter
Content Learning outcomes
9.1 Density Candidates should be able to:
9.2 Solids, liquids, gases (a) define the term density
9.3 Pressure in fluids (b) relate the difference in the structures and densities of solids, liquids
9.4 Change of phase and gases to simple ideas of the spacing, ordering and motion of
molecules
(c) describe a simple kinetic model for solids, liquids and gases
(d) describe an experiment that demonstrates Brownian motion and
appreciate the evidence for the movement of molecules provided by
such an experiment
(e) distinguish between the structure of crystalline and non-crystalline
solids with particular reference to metals, polymers and amorphous
materials
(f) define the term pressure and use the kinetic model to explain the
pressure exerted by gases
(g) derive, from the definitions of pressure and density, the equation
p = ρgh
(h) use the equation p = ρgh
(i) distinguish between the processes of melting, boiling and
evaporation.
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Syllabus content
(e) compare pV = 1 Nm < c 2 > with pV = NkT and hence deduce that the
3
average translational kinetic energy of a molecule is proportional to T.
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Syllabus content
12. Temperature
Content Learning outcomes
12.1 Thermal equilibrium Candidates should be able to:
12.2 Temperature scales (a) show an appreciation that thermal energy is transferred from a
12.3 Practical region of higher temperature to a region of lower temperature
thermometers (b) show an understanding that regions of equal temperature are in
thermal equilibrium
(c) show an understanding that a physical property that varies with
temperature may be used for the measurement of temperature
and state examples of such properties
(d) compare the relative advantages and disadvantages of resistance
and thermocouple thermometers as previously calibrated
instruments
(e) show an understanding that there is an absolute scale of
temperature that does not depend on the property of any
particular substance (i.e. the thermodynamic scale and the
concept of absolute zero)
(f) convert temperatures measured in kelvin to degrees Celsius and
recall that T / K = T / °C + 273.15.
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Syllabus content
14. Oscillations
Content Learning outcomes
14.1 Simple harmonic Candidates should be able to:
motion (a) describe simple examples of free oscillations
14.2 Energy in simple (b) investigate the motion of an oscillator using experimental and
harmonic motion graphical methods
14.3 Damped and (c) understand and use the terms amplitude, period, frequency, angular
forced oscillations: frequency and phase difference and express the period in terms of
resonance both frequency and angular frequency
(d) recognise and use the equation a = –ω 2x as the defining equation of
simple harmonic motion
(e) recall and use x = x0sinωt as a solution to the equation a = –ω 2x
(f) recognise and use
2
v = v0cos ωt, v = ± ω ( x 0 − x2)
(g) describe, with graphical illustrations, the changes in displacement,
velocity and acceleration during simple harmonic motion
(h) describe the interchange between kinetic and potential energy
during simple harmonic motion
(i) describe practical examples of damped oscillations with particular
reference to the effects of the degree of damping and the importance
of critical damping in cases such as a car suspension system
(j) describe practical examples of forced oscillations and resonance
(k) describe graphically how the amplitude of a forced oscillation
changes with frequency near to the natural frequency of the
system, and understand qualitatively the factors that determine the
frequency response and sharpness of the resonance
(l) show an appreciation that there are some circumstances in which
resonance is useful and other circumstances in which resonance
should be avoided.
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Syllabus content
15. Waves
Content Learning outcomes
15.1 Progressive waves Candidates should be able to:
15.2 Transverse and (a) describe what is meant by wave motion as illustrated by vibration in
longitudinal waves ropes, springs and ripple tanks
15.3 Polarisation (b) show an understanding of and use the terms displacement, amplitude,
15.4 Determination of phase difference, period, frequency, wavelength and speed
speed, frequency (c) deduce, from the definitions of speed, frequency and wavelength, the
and wavelength equation v = fλ
15.5 Electromagnetic (d) recall and use the equation v = fλ
spectrum (e) show an understanding that energy is transferred by a progressive wave
(f) recall and use the relationship intensity ∝ (amplitude)2
(g) compare transverse and longitudinal waves
(h) analyse and interpret graphical representations of transverse and
longitudinal waves
(i) show an understanding that polarisation is a phenomenon associated
with transverse waves
(j) determine the frequency of sound using a calibrated c.r.o.
(k) determine the wavelength of sound using stationary waves
(l) state that all electromagnetic waves travel with the same speed in free
space and recall the orders of magnitude of the wavelengths of the
principal radiations from radio waves to γ-rays.
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16. Superposition
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18. Capacitance
Content Learning outcomes
18.1 Capacitors and Candidates should be able to:
capacitance (a) show an understanding of the function of capacitors in simple
18.2 Energy stored in a circuits
capacitor (b) define capacitance and the farad
Q
(c) recall and solve problems using C =
V
Q
(d) derive, using the formula C = , conservation of charge and the
V
addition of p.d.s, formulae for capacitors in series and in parallel
(e) solve problems using formulae for capacitors in series and in
parallel
(f) deduce, from the area under a potential-charge graph, the
1 1 2
equation W = Q V and hence W = C V .
2 2
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22. Electromagnetism
Content Learning outcomes
22.1 Force on a current- Candidates should be able to:
carrying conductor (a) show an appreciation that a force might act on a current-carrying
22.2 Force on a moving conductor placed in a magnetic field
charge (b) recall, and solve problems using, the equation F = BIl sinθ, with
22.3 Magnetic fields due directions as interpreted by Fleming’s left-hand rule
to currents (c) define magnetic flux density and the tesla
22.4 Force between (d) show an understanding of how the force on a current-carrying
current-carrying conductor can be used to measure the flux density of a magnetic
conductors field using a current balance
(e) predict the direction of the force on a charge moving in a
magnetic field
(f) recall and solve problems using F = BQv sinθ
(g) sketch flux patterns due to a long straight wire, a flat circular coil
and a long solenoid
(h) show an understanding that the field due to a solenoid may be
influenced by the presence of a ferrous core
(i) explain the forces between current-carrying conductors and
predict the direction of the forces
(j) describe and compare the forces on mass, charge and current in
gravitational, electric and magnetic fields, as appropriate.
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Practical assessment
6. Practical assessment
6.1 Introduction
Teachers should ensure that candidates practise experimental skills throughout the whole period of their
course of study. As a guide, candidates should spend at least 20% of their time doing practical work
individually or in small groups. This 20% does not include time spent observing teacher demonstrations of
experiments.
The practical work that candidates do during their course should aim to:
• provide learning opportunities so that candidates develop the skills they need to carry out experimental
and investigative work
• reinforce the learning of the theoretical subject content of the syllabus
• instil an understanding of the interplay of experiment and theory in scientific method
• prove enjoyable, contributing to the motivation of candidates
Candidates’ experimental skills will be assessed in Paper 3 (Advanced Practical Skills 1/2) and Paper 5.
In each of these papers, the examiners will not be strictly bound by the subject content of the syllabus
in setting questions. Where appropriate, candidates will be told exactly what to do and how to do it: only
knowledge of theory and experimental skills within the syllabus will be expected.
Where two versions of the paper are offered, some schools may wish to divide their candidates so that
some are entered for Advanced Practical Skills 1 and the others are entered for Advanced Practical Skills 2;
other schools may wish to enter all of their candidates for the same paper.
Paper 3 (Advanced Practical Skills 1/2) will be a timetabled, laboratory-based practical paper, focusing on the
following experimental skills:
• manipulation, measurement and observation
• presentation of data and observations
• analysis, conclusions and evaluation
Each paper will consist of two questions, each of 1 hour and each of 20 marks.
The first question will be an experiment requiring candidates to collect data, to plot a graph and to draw
simple conclusions.
The second question will not require the plotting of a graph. In the second question, the experimental
method to be followed will be inaccurate, and candidates will be required to evaluate the method and
suggest improvements.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 41
Practical assessment
The two questions will be set in different areas of Physics. No prior knowledge of the theory will be
required. The areas of Physics will not be confined to the AS subject content, and may relate to A2 topics.
Question 1
Question 2
42 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Practical assessment
Some candidates will be unable to set up their apparatus without help and may ask for assistance
from the Supervisor. Supervisors will be given clear instructions on what assistance may be given to
candidates, but this assistance should never go beyond the minimum necessary to enable candidates
to take some readings: under no circumstances should help be given with the presentation of data,
analysis or evaluation sections. All assistance must be reported to the examiners, and candidates who
require assistance will not be able to score full marks for the successful collection of data.
Quality of data
Candidates should be able to:
• make and record accurate measurements.
Marks will be awarded for measured data in which the values obtained are reasonable. In some
cases, the award of the mark will be based on the scatter of points on a graph; in other cases, the
candidate’s data may be compared with information supplied by the supervisor or known to the
examiners. The examiners will only consider the extent to which the candidate has affected the quality
of the data: allowances will be made where the quality of data is limited by the experimental method
required or by the apparatus used.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 43
Practical assessment
As an example of accepted practice in column headings, if the quantity being measured is current
in milliamperes, then ‘I / mA’ would be the usual way to write the column heading, but ‘I in mA’ or
‘I (mA)’ would be allowed. Headings such as ‘I mA’ or just ‘mA’ are not acceptable. The quantity or
the unit or both may be written in words rather than symbols. Conventional symbols or abbreviations
(such as p.d.) may be used without explanation.
For example, if one measurement of length in a column of raw data is given to the nearest millimetre,
then all the lengths in that column should be given to the nearest millimetre. The degree of precision
used should be compatible with the measuring instrument used: it would be inappropriate to record a
distance measured on a millimetre scale as ‘2 cm’.
Except where they are produced by addition or subtraction, calculated quantities should be given to
the same number of significant figures (or one more than) the measured quantity of least accuracy.
For example, if values of a potential difference and of a current are measured to 2 and 4 significant
figures respectively, then the corresponding resistance should be given to 2 or 3 significant figures,
but not 1 or 4. The number of significant figures may, if necessary, vary down a column of values for a
calculated quantity.
44 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Practical assessment
Graph: layout
Candidates should be able to:
• plot the independent variable on the x-axis and the dependent variable on the y-axis, except
where the variables are conventionally plotted the other way around
• clearly label graph axes with both the quantity and the unit, following accepted scientific
conventions
• choose scales for graph axes such that the data points occupy at least half of the graph grid in
both x- and y-directions
• use a false origin where appropriate
• choose scales for the graph axes that allow the graph to be read easily, such as 1, 2 or 5 units to a
2 cm square
• place regularly-spaced numerical labels along the whole of each axis.
The accepted scientific conventions for labelling the axes of a graph are the same as for the column
headings in a table of results.
Points should be finely drawn with a sharp pencil, but must still be visible. A fine cross or an encircled
dot is suitable; a thick pencil blob is not.
The trend line should show an even distribution of points on either side of the line along its whole
length. Lines should be finely drawn and should not contain kinks or breaks.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 45
Practical assessment
Interpretation of graph
Candidates should be able to:
• relate straight-line graphs to equations of the form y = mx + c, and hence to derive expressions
that equate to the gradient or the y-intercept of their graphs
• read the co-ordinates of points on the trend line of a graph
• determine the gradient of a straight-line graph or of a tangent to a curve
• determine the y-intercept of a straight-line graph or of a tangent to a curve, including where these
are on graphs with a false origin.
When a gradient is to be determined, the points on the line chosen for the calculation should be
separated by at least half of the length of the line drawn.
In cases where the y-intercept cannot be read directly from the y-axis, it is expected that the
co-ordinates of a point on the line and the gradient will be substituted into y = mx + c.
Drawing conclusions
Candidates should be able to:
• draw conclusions from an experiment, including determining the values of constants, considering
whether experimental data supports a given hypothesis, and making predictions.
Estimating uncertainties
Candidates should be able to:
• estimate, quantitatively, the uncertainty in their measurements
• express the uncertainty in a measurement as an actual, fractional or percentage uncertainty, and
translate between these forms.
Identifying limitations
Candidates should be able to:
• identify and describe the limitations in an experimental procedure
• identify the most significant sources of uncertainty in an experiment
• show an understanding of the distinction between systematic errors (including zero errors) and
random errors.
Suggesting improvements
Candidates should be able to:
• suggest modifications to an experimental arrangement that will improve the accuracy of the
experiment or to extend the investigation to answer a new question
• describe these modifications clearly in words or diagrams.
Candidates’ suggestions should be realistic, so that in principle they are achievable in practice. The
suggestions may relate either to the apparatus used or to the experimental procedure followed.
Candidates may include improvements that they have actually made while carrying out the
experiment. The suggested modifications may relate to sources of uncertainty identified by the
candidate.
46 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Practical assessment
A document called the Confidential Instructions will be despatched to Centres, usually about six weeks
before the date of the examination. The Confidential Instructions will detail the apparatus that will be
required and how it should be laid out for candidates. They will also contain sufficient details to allow
testing of the apparatus. Centres should contact the Despatch Department at Cambridge if they believe the
Confidential Instructions have not been received.
Access to the question paper itself is not permitted in advance of the examination.
It is essential that absolute confidentiality be maintained in advance of the examination date: the contents of
the Confidential Instructions must not be revealed either directly or indirectly to candidates.
The Confidential Instructions contain a Supervisor’s Report Form. Centres must complete this form and
enclose a copy in each envelope of scripts. A sample set of results may also be helpful to the examiners,
especially if there was any local difficulty with apparatus. A missing report can delay the marking process.
If there is any doubt about the interpretation of Confidential Instructions document or the suitability of the
apparatus available, enquiries should be sent to the Product Manager for Physics at Cambridge, using either
e-mail (info@cie.org.uk) or fax (+44 1223 553558) or telephone (+44 1223 553554).
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 47
Practical assessment
Blu-Tack
Card
Expendable steel spring (spring constant approx. 25 N m–1; unstretched length approx. 2 cm)
G-clamp
Magnadur ceramic magnets
Mass hanger
Micrometer screw gauge (this item may often be shared between sets of apparatus)
Modelling clay (e.g. Plasticine)
Newton-meter (1 N, 10 N)
Pendulum bob
Protractor
Pulley
Rule with a millimetre scale (1 m, 0.5 m, 300 mm)
Scissors
Slotted masses (100 g, 50 g, 20 g, 10 g) or alternative
Spring
Stand, boss and clamp
Stopwatch (candidates may use their wristwatches), reading to 0.1 s or better
Stout pin or round nail
String/thread/twine
Vernier calipers (this item may often be shared between sets of apparatus)
Wire cutters
48 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Practical assessment
6.3 Paper 5
Paper 5 will be a timetabled written paper, focusing on the following higher-order experimental skills:
• planning
• analysis, conclusions and evaluation.
It should be stressed that candidates cannot be adequately prepared for this paper without extensive
laboratory work during their course of study.
In particular, candidates cannot be taught to plan experiments effectively unless, on a number of occasions,
they are required:
• to plan an experiment
• to perform the experiment according to their plan
• to evaluate what they have done.
This requires many hours of laboratory-based work, and requires careful supervision from teachers to ensure
that experiments are performed safely.
The first question will be a planning question, in which candidates will be required to design an experimental
investigation of a given problem. The question will not be highly structured: candidates will be expected to
answer with a diagram and an extended piece of writing.
The second question will be an analysis, conclusions and evaluation question, in which candidates will
be given an equation and some experimental data. From these they will be required to find the value
of a constant. This question also will not be highly structured: candidates will be expected to decide for
themselves what they need to do in order to reach an answer. They will also be required to estimate the
uncertainty in their answer.
Some questions on this paper may be set in areas of Physics that are difficult to investigate experimentally
in school laboratories, either because of the cost of equipment or because of restrictions on the availability
of materials (e.g. radioactive materials). No question will require prior knowledge of theory or equipment that
is beyond the syllabus: candidates will be given all the information that they need.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 49
Practical assessment
Question 1
Question 2
Graph 3 marks
Conclusion 4 marks
50 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Practical assessment
Planning
For full marks to be scored in this section, the overall arrangement must be workable, that is, it should
be possible to collect the data required without undue difficulty if the apparatus were assembled as
described. The measuring instruments chosen should be fit for purpose, in that they should measure
the correct physical quantity to a suitable precision for the experiment.
Method of analysis
Candidates should be able to:
• describe how the data should be used in order to reach a conclusion, including details of derived
quantities to be calculated and graphs to be drawn as appropriate.
Safety considerations
Candidates should be able to:
• assess the risks of their experiment
• describe precautions that should be taken to keep risks to a minimum.
Additional detail
Up to four marks will be available for additional relevant detail. How these marks are awarded will
depend on the experiment that is to be planned, but they might, for example, include marks for
describing how additional variables are to be kept constant, or for a diagram of a circuit needed to
make a particular measurement, or for additional safety considerations.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 51
Practical assessment
Table of results
Candidates should be able to:
• complete a table of results following the conventions required for Paper 3
Where logarithms are required, units should be shown with the quantity whose logarithm is being taken,
e.g. ln (d / cm). The logarithm itself does not have a unit.
Graph
Candidates should be able to:
• plot a graph following the conventions required for Paper 3
• show error bars, in both directions where appropriate, for each point on the graph
• draw a straight line of best fit and a straight worst acceptable line through the points on the graph.
The worst acceptable line should be either the steepest possible line or the shallowest possible line that
passes through the error bars of all the data points. It should be distinguished from the line of best fit
either by being drawn as a broken line or by being clearly labelled.
Conclusion
Candidates should be able to:
• determine the gradient and y-intercept of a straight-line graph
• derive expressions that equate to the gradient or the y-intercept of their straight lines of best fit
• draw the required conclusions from these expressions.
52 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Practical assessment
Treatment of uncertainties
Candidates should be able to:
• convert absolute uncertainty estimates into fractional or percentage uncertainty estimates and vice
versa
• show uncertainty estimates, in absolute terms, beside every value in a table of results
• calculate uncertainty estimates in derived quantities
• show uncertainty estimates as error bars on a graph
• estimate the absolute uncertainty in the gradient of a graph by recalling that
absolute uncertainty = gradient of line of best fit – gradient of worst acceptable line
• estimate the absolute uncertainty in the y-intercept of a graph by recalling that
absolute uncertainty = y-intercept of line of best fit – y-intercept of worst acceptable line
• express a quantity as a value, an uncertainty estimate and a unit.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 53
Appendix
7. Appendix
Arithmetic
54 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Appendix
Algebra
Vectors
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 55
Appendix
Graphs
56 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Appendix
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 57
Appendix
Base Quantities
mass m kg
length l m
time t s
electric current I A
thermodynamic temperature T K
amount of substance n mol
Other Quantities
distance d m
displacement s, x m
area A m2
volume V, v m3
density ρ kg m–3
speed u, v, w, c m s–1
velocity u, v, w, c m s–1
acceleration a m s–2
acceleration of free fall g m s–2
force F N
weight W N
momentum p Ns
work w, W J
energy E, U, W J
potential energy Ep J
kinetic energy Ek J
heating q, Q J
change of internal energy ∆U J
power P W
pressure p Pa
torque T Nm
gravitational constant G N kg–2 m2
gravitational field strength g N kg–1
gravitational potential φ J kg–1
58 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Appendix
angle θ °, rad
angular displacement θ °, rad
angular speed ω rad s–1
angular velocity ω rad s–1
period T s
frequency f Hz
angular frequency ω rad s–1
wavelength λ m
phase difference φ °, rad
speed of electromagnetic waves c m s–1
electric charge q, Q C
elementary charge e C
electric potential V V
electric potential difference V V
electromotive force E V
resistance R Ω
resistivity ρ Ωm
electric field strength E N C–1, V m–1
permittivity of free space ε0 F m–1
capacitance C F
magnetic flux Φ Wb
magnetic flux density B T
permeability of free space µ0 H m–1
stress σ Pa
strain ε
spring constant k N m–1
Young modulus E Pa
Celsius temperature θ °C
specific heat capacity c J kg–1 K–1
molar heat capacity Cm J mol–1 K–1
specific latent heat L J kg–1
molar gas constant R J mol–1 K–1
Boltzmann constant k J K–1
Avogadro constant NA mol–1
number N, n, m
number density (number per unit volume) n m–3
Planck constant h Js
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 59
Appendix
Data
speed of light in free space c = 3.00 × 108 m s–1
permeability of free space µ0 = 4π × 10–7 H m–1
permittivity of free space ε0 = 8.85 × 10–12 F m–1
60 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Appendix
Formulae
gravitational potential φ = – Gm
r
hydrostatic pressure p = ρgh
p = 1 Nm < c 2 >
pressure of an ideal gas 3 V
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 61
Appendix
Sensors and data loggers can be used in any experiment to measure and store a number of physical
quantities which vary with time. The sensor usually converts the quantity (e.g. temperature, light/
sound intensity, position, count rate, magnetic flux density) into a voltage and the data logger
samples this voltage at regular intervals, from a few microseconds to a few hours depending on the
duration of the ‘experiment’. Each sample is converted into a binary/digital number and then stored
in memory. The number of samples that are taken and stored depends on the particular data logger
in use, but it is usually several hundred. This large number has the effect that, when the stored data
is subsequently plotted graphically, the data points are so close together that the physical quantity
appears to vary continuously over the timescale of the experiment.
Sensors and data loggers are invaluable where the timescale of the experiment is either very long
(e.g. the variation of temperature over several days) or very short (e.g. the microphone signal of a
handclap).
Although most suppliers of sensors and data loggers will indicate the type of experiment in which
they may be used, the following are some examples of their use in standard Cambridge International
A Level Physics experiments:
• the variation of voltage in capacitor charge/discharge circuits
• the variation of temperature in a latent heat demonstration
• the variation of induced e.m.f. in a coil as a magnet falls through it
• the variation of count rate in radioactive half-life measurement
• the variation of the position of an oscillator in simple harmonic motion.
62 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Appendix
Large collections of data may be easily stored and analysed using a spreadsheet program, such as
Microsoft Excel, the free-of-charge OpenOffice.org Calc, or the free online Google Docs service.
Numerical values may be entered into a spreadsheet using either data entry or with the aid of a data
logger.
For example, a student might investigate the behaviour of a filament lamp by recording the current
through the lamp when different potential differences (p.d.) are applied. This data could be recorded
in a spreadsheet, with the first two columns containing the p.d. and current. A third column might
contain a formula that determines the power P dissipated by the lamp by multiplying the p.d. and
the current. Another column might calculate the resistance R of the lamp by dividing the p.d. by the
current.
Spreadsheets also typically allow for the presentation of data in graphical form. For example, in
the simple experiment outlined above, a line graph could be plotted to show the variation with
resistance of power dissipated in the lamp. Relationships may be tested easily by graphical methods.
For example, to test that P varies linearly with R 4, a column could be created containing R 4 and a
scatter graph then plotted to look for a linear relationship. The spreadsheet program would be able to
determine a straight line of best fit and give its gradient and intercept.
A spreadsheet may also be used to build mathematical models of physical situations by calculating
and plotting the necessary data. For example, the dynamic model for the two-dimensional flight
of a ball subject to air resistance may be examined without resorting to the calculus of differential
equations. Here, the positions of the ball after successive increments of time would be calculated
algebraically and added to successive cells in the spreadsheet. These positions can then be plotted
and extrapolated to reveal the ball's trajectory.
Although classroom demonstrations and practicals are often the most engaging and effective ways
to teach scientific concepts to students, time and resources do not always make this feasible. There
also exist interactive demonstrations on the Internet – many of which may be used free of charge,
by students and teachers alike. In addition, where Internet access is not available, there are many
software packages available on CD-ROM or DVD-ROM, which can help to illustrate concepts from
throughout the syllabus content. Examples of these websites and software packages are given in the
Resource List, available on the Teacher Support Site. Further examples may be found elsewhere on
the Internet, by searching for particular topics of interest.
Lastly, many educational suppliers produce videos (on VHS, on DVD and online) of examples of
Physics being used in the real world – from nuclear power stations to bridge-building. These can help
to inspire students to think of ways in which their knowledge may be used outside education. Science
programmes and podcasts, produced both by national radio stations and international channels such
as the BBC World Service, may also introduce students to applications of Physics that they had not
previously considered.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 63
Appendix
4. Internet
The internet allows teachers and students to share and interact with content created by users from
across the world. Many websites contain tutorials, demonstrations, video clips, photographs and
encyclopaedic information that can support students in their learning. For the teacher, many online
communities of teachers exist to share lesson plans, practical ideas and test questions. For both
student and teacher alike, discussion forums and email provide ways to share ideas and consult with
peers and subject experts.
Cambridge also encourages Physics teachers and heads of department to join our discussion group
for people teaching Cambridge Physics syllabuses. Further information can be found on our Teacher
Support Site, at http://teachers.cie.org.uk/
5. Presentation Technologies
The communication of scientific concepts, both to other scientists and to people unfamiliar with
science, is an important skill. Where possible, students should be encouraged to use software
packages such as OpenOffice.org or Microsoft Office in order to produce clear and engaging written
or oral presentations. Information may also be communicated through websites, podcasts or video
clips; students may find these and other technologies an engaging way to interact with a wide
audience.
64 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Appendix
Learning Outcomes
Finally, students must develop an awareness of the many possible applications and limitations of IT. They
should be able to judge when to use IT to collect, handle and analyse scientific investigation. Students must
be aware of the need to be critical of information produced using IT and that the results may be affected by
the use of inaccurate data or careless entry. Most importantly, students will, in the process, learn to adopt a
critical and creative approach to problem solving that would enable them to meet the challenges of the new
knowledge-based economy.
A brief commentary follows on some parts of the syllabus where IT can be applied. In some cases, software
is available commercially; in others, teachers may be able to develop their own.
6. Work, energy, The concepts of force, energy and power may be demonstrated using
power simulation methods.
7. Motion in a circle Computer simulation techniques may be used effectively in the analysis
of circular orbits.
8. Gravitational field Theoretical predictions from Newton’s law of gravitation and the
concept of gravitational potential may be presented through computer
simulations. Information on the orbits of planets in the Solar System
could be stored on a spreadsheet.
12. Temperature Data-capture methods may be used with certain types of thermometer.
15. Waves The graphical representation of transverse and longitudinal waves may
be illustrated using computer simulations. Data capture may be applied
in the measurement of the frequency and wavelength of sound.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 65
Appendix
16. Superposition Computer simulations may be used to help students to model the
concept of superposition and to investigate stationary waves.
17. Electric fields Theoretical predictions from Coulomb’s law and the concept of electric
potential may be presented through computer simulations.
20. D.C. circuits The characteristics of thermistors and light-dependent resistors may be
presented using computer simulation techniques and data-capture.
25. Charged particles The classic experiments on the determination of e and e/me may be
presented through computer simulations. Theoretical predictions of the
motion of charged particles in electric and magnetic fields may also be
presented in this way.
26. Quantum physics Important concepts of the quantum theory may be presented using
simulation techniques, and theoretical predictions may be demonstrated.
The relation of spectral lines to systems of discrete electron energy
levels may also be presented in this way.
66 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Other information
8. Other information
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an award
based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk
Language
This syllabus and the associated assessment materials are available in English only.
Cambridge International AS Level results are shown by one of the grades a, b, c, d or e, indicating the
standard achieved, ‘a’ being the highest and ‘e’ the lowest. ‘Ungraded’ indicates that the candidate’s
performance fell short of the standard required for grade ‘e’. ‘Ungraded’ will be reported on the statement of
results but not on the certificate. The letters Q (result pending); X (no results) and Y (to be issued) may also
appear on the statement of results but not on the certificate.
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all
the components making up a Cambridge International AS Level
• the candidate’s performance on these components was sufficient to merit the award of a Cambridge
International AS Level grade.
For languages other than English, Cambridge also reports separate speaking endorsement grades
(Distinction, Merit and Pass), for candidates who satisfy the conditions stated in the syllabus.
Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015. 67
Other information
Entry codes
To maintain the security of our examinations we produce question papers for different areas of the world,
known as ‘administrative zones’. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes, examination timetables and administrative instructions for your
administrative zone can be found in the Cambridge Guide to Making Entries.
68 Cambridge International AS and A Level Physics 9702. Syllabus for examination in 2015.
Cambridge International Examinations
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