SYLLABUS Cambridge International As and
SYLLABUS Cambridge International As and
SYLLABUS Cambridge International As and
9702
For examination in June and November 2014
University of 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?
6. Appendix....................................................................................................................... 50
6.1 Safety in the laboratory
6.2 Mathematical requirements
6.3 Glossary of terms used in Physics papers
6.4 Summary of key quantities, symbols and units
6.5 Data and formulae
6.6 IT usage in Cambridge International A Level Physics
1. Introduction
Recognition
A Cambridge International AS or A Level is 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 students 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. They 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 A/AS Levels in countries
such as the USA and Canada.
Excellence in education
We understand education. We work with over 9000 schools in over 160 countries who offer our
programmes and qualifications. Understanding learners’ needs around the world means listening carefully
to our community of schools, and we are pleased that 98 % of Cambridge schools say they would
recommend us to other schools.
Our mission is to provide excellence in education, and our vision is that Cambridge learners become
confident, responsible, innovative and engaged.
We invest constantly in research and development to improve our programmes and qualifications.
You can offer almost any combination of 55 subjects. Students can specialise or study a range of subjects,
ensuring breadth. Giving students the power to choose helps motivate them throughout their studies.
Cambridge International AS and A Level gives you building blocks to build an individualised curriculum that
develops your learners’ knowledge, understanding and skills in:
• in-depth subject content
• independent thinking
• applying knowledge and understanding to new as well as familiar situations
• handling and evaluating different types of information sources
• thinking logically and presenting ordered and coherent arguments
• making judgements, recommendations and decisions
• presenting reasoned explanations, understanding implications and communicating them clearly and
logically
• working and communicating in English.
The syllabuses are international in outlook, but retain a local relevance. They have been created specifically
for an international student body with content to suit a wide variety of schools and avoid cultural bias.
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
Cambridge AICE Diploma involves the selection of subjects from three curriculum groups – Mathematics
and Science; Languages; Arts and Humanities.
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 areas.
The AICE Diploma is comprised of examinations administered in May/June and October/November series
each year.
2. 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
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.
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.
3.1 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.
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).
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.
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.
The units kW h, atmosphere, eV and unified atomic mass unit (u) may be used in examination papers
without further explanation.
4. 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
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.
2. Measurement techniques
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.
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.
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
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
masses field as an example of field of force and define gravitational
8.3 Field of a point mass field 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
r
the 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
r
potential 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.
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.
(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.
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.
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 (c) understand and use the terms amplitude, period, frequency,
and forced angular frequency and phase difference and express the period in
oscillations: terms of both frequency and angular frequency
resonance
(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.
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.
16. Superposition
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
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-
22.2 Force on a moving carrying 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
conductors magnetic 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.
5. Practical assessment
5.1 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.
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
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.
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.
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.
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.
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 (international@cie.org.uk) or fax (+44 1223 553558) or telephone (+44 1223 553554).
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
Wood or metal jaws
5.3 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.
Question 1
Question 2
Graph 3 marks
Conclusion 4 marks
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.
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.
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.
6. Appendix
Arithmetic
Algebra
Vectors
Graphs
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
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
Data
speed of light in free space c = 3.00 × 10 8 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
1 = 8.99 × 10 9 m F –1)
(
4ε 0
elementary charge e = 1.60 × 10 –19 C
the Planck constant h = 6.63 × 10 –34 J s
unified atomic mass constant u = 1.66 × 10 –27 kg
rest mass of electron me = 9.11 × 10 –31 kg
rest mass of proton mp = 1.67 × 10 –27 kg
molar gas constant R = 8.31 J K–1 mol –1
the Avogadro constant NA = 6.02 × 1023 mol –1
the Boltzmann constant k = 1.38 × 10 –23 J K–1
gravitational constant G = 6.67 × 10 –11 N m2 kg –2
acceleration of free fall g = 9.81 m s –2
Formulae
gravitational potential φ = – Gm
r
hydrostatic pressure p = ρgh
p = 1 Nm < c 2 >
pressure of an ideal gas 3 V
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.
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.
The 'World Wide Web' 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 e-mail 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.
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.
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.
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 The classic experiments on the determination of e and e/me may be
particles presented through computer simulations. Theoretical predictions of the
motion of charged particles in electric and magnetic fields may also be
presented in this way.
7. Additional information
However, these figures are for guidance only, and the number of hours required may vary according to local
curricular practice and the candidates’ prior experience of the subject.
7.3 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.
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.
Percentage uniform marks are also provided on each candidate’s statement of results to supplement their
grade for a syllabus. They are determined in this way:
• A candidate who obtains…
… the minimum mark necessary for a Grade A* obtains a percentage uniform mark of 90%.
… the minimum mark necessary for a Grade A obtains a percentage uniform mark of 80%.
… the minimum mark necessary for a Grade B obtains a percentage uniform mark of 70%.
… the minimum mark necessary for a Grade C obtains a percentage uniform mark of 60%.
… the minimum mark necessary for a Grade D obtains a percentage uniform mark of 50%.
… the minimum mark necessary for a Grade E obtains a percentage uniform mark of 40%.
… no marks receives a percentage uniform mark of 0%.
Candidates whose mark is none of the above receive a percentage mark in between those stated according
to the position of their mark in relation to the grade ‘thresholds’ (i.e. the minimum mark for obtaining a
grade). For example, a candidate whose mark is halfway between the minimum for a Grade C and the
minimum for a Grade D (and whose grade is therefore D) receives a percentage uniform mark of 55%.
The percentage uniform mark is stated at syllabus level only. It is not the same as the ‘raw’ mark obtained
by the candidate, since it depends on the position of the grade thresholds (which may vary from one series
to another and from one subject to another) and it has been turned into a percentage.
Cambridge International AS Level results are shown by one of the grades a, b, c, d or e indicating the
standard achieved, Grade a being the highest and Grade e the lowest. ‘Ungraded’ indicates that the
candidate has failed to reach the standard required for a pass at Cambridge International AS Level.
‘Ungraded’ will be reported on the statement of results but not on the certificate.
For languages other than English, Cambridge will also report separate speaking endorsement grades
(Distinction, Merit and Pass) for candidates who satisfy the conditions stated in the syllabus.
The content and difficulty of a Cambridge International AS Level examination is equivalent to the first half of
a corresponding Cambridge International A Level.
Percentage uniform marks are also provided on each candidate’s statement of results to supplement their
grade for a syllabus. They are determined in this way:
• A candidate who obtains…
… the minimum mark necessary for a Grade a obtains a percentage uniform mark of 80%.
… the minimum mark necessary for a Grade b obtains a percentage uniform mark of 70%.
… the minimum mark necessary for a Grade c obtains a percentage uniform mark of 60%.
… the minimum mark necessary for a Grade d obtains a percentage uniform mark of 50%.
… the minimum mark necessary for a Grade e obtains a percentage uniform mark of 40%.
… no marks receives a percentage uniform mark of 0%.
Candidates whose mark is none of the above receive a percentage mark in between those stated according
to the position of their mark in relation to the grade ‘thresholds’ (i.e. the minimum mark for obtaining a
grade). For example, a candidate whose mark is halfway between the minimum for a Grade c and the
minimum for a Grade d (and whose grade is therefore d) receives a percentage uniform mark of 55%.
The percentage uniform mark is stated at syllabus level only. It is not the same as the ‘raw’ mark obtained
by the candidate, since it depends on the position of the grade thresholds (which may vary from one series
to another and from one subject to another) and it has been turned into a percentage.
7.6 Access
Reasonable adjustments are made for disabled candidates in order to enable them to access the
assessments and to demonstrate what they know and what they can do. For this reason, very few
candidates will have a complete barrier to the assessment. Information on reasonable adjustments is found
in the Cambridge Handbook which can be downloaded from the website www.cie.org.uk
Candidates who are unable to access part of the assessment, even after exploring all possibilities through
reasonable adjustments, may still be able to receive an award based on the parts of the assessment they
have taken.
7.7 Resources
Copies of syllabuses, the most recent question papers and Principal Examiners’ reports for teachers are on
the Syllabus and Support Materials CD-ROM, which we send to all Cambridge International Schools. They
are also on our public website – go to www.cie.org.uk/alevel. Click the Subjects tab and choose your
subject. For resources, click ‘Resource List’.
You can use the ‘Filter by’ list to show all resources or only resources categorised as ‘Endorsed by
Cambridge’. Endorsed resources are written to align closely with the syllabus they support. They have
been through a detailed quality-assurance process. As new resources are published, we review them
against the syllabus and publish their details on the relevant resource list section of the website.
Additional syllabus-specific support is available from our secure Teacher Support website
http://teachers.cie.org.uk which is available to teachers at registered Cambridge schools. It provides past
question papers and examiner reports on previous examinations, as well as any extra resources such as
schemes of work or examples of candidate responses. You can also find a range of subject communities on
the Teacher Support website, where Cambridge teachers can share their own materials and join discussion
groups.
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