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Specification
Physics (4420)
London Examinations IGCSE
Edexcel is one of the leading examining and awarding bodies in the UK and throughout
the world. We provide a wide range of qualifications including academic, vocational,
occupational and specific programmes for employers.
Through a network of UK and overseas offices, Edexcel International centres receive the
support they need to help them deliver their education and training programmes to
learners.
For further information please call our International Customer Relations Unit
Tel +44 (0) 190 884 7750
international@edexcel.org.uk
www.edexcel-international.org
Acknowledgements
This specification has been produced by London Examinations on the basis of
consultation with teachers, examiners, consultants and other interested parties. London
Examinations recognises and values all those who contributed their time and expertise
to the development of IGCSE specifications.
Introduction 1
Key features 1
Availability of external assessment 1
Summary of scheme of assessment 2
Summary of the specification content 3
Specification aims and assessment objectives 4
Aims 4
Assessment objectives 4
Scheme of assessment 6
Tiers of entry 6
Weighting of assessment objectives 6
Relationship of assessment objectives to scheme of assessment 7
Assessment components 7
Mathematical skills 9
Forbidden combinations 9
Awarding and reporting 9
Availability of coursework to international centres 10
Students with particular requirements 10
Specification content 11
Grade descriptions 26
Investigative Skills 28
Textbooks and other resources 35
Support and training 36
Subject-specific requirements 37
Appendices 38
Appendix 1: Formulae for relationships 38
Appendix 2: Electrical circuit symbols 40
Appendix 3: Assessment of practical skills - final mark aggregation sheet 41
Introduction
The London Examinations IGCSE in Physics is designed as a two-year course of study
combining features of London Examinations O level Physics and Edexcel GCSE
Physics.
Key features
• comprehensive and detailed description of subject content
• straightforward linear assessment
• incorporates elements of the UK Key Stage 3 programme of study
• assessment of practical work through coursework (Edexcel-approved
International Teaching Institutions only), or through a written alternative paper
• tiers of entry allow students to be entered at the appropriate level
• a full range of teacher support
• provides a solid basis for Edexcel GCE AS and Advanced Level Physics, or
equivalent qualifications.
Centres are asked to note that the coursework component of this specification is
normally available only to students studying at centres that have been recognised by
Edexcel International as International Teaching Institutions. For full details, see the
section ‘Availability of coursework to international centres’.
OR
OR
Higher Tier students will take Paper 2H and either Paper 03 or Component 4
(coursework).
Aims
• acquire a systematic body of scientific knowledge and the skills needed to apply
this in new and changing situations in many domestic, industrial and
environmental contexts
• select, organise and present information clearly and logically, using appropriate
scientific terms and conventions.
Assessment objectives
This specification requires that all candidates demonstrate the following assessment
objectives in the contexts of the content and skills prescribed.
• select, organise and present relevant information clearly and logically, using
appropriate vocabulary.
• describe, explain and interpret phenomena, effects and ideas in terms of the
principles and concepts of physics, presenting arguments and ideas clearly and
logically
• interpret and translate, from one form to another, data presented as continuous
prose or in tables, diagrams, drawings and graphs
• analyse and interpret data so that they can draw conclusions which are
consistent with the evidence from experimental activities, using knowledge and
understanding of physics to communicate findings using appropriate specialist
vocabulary, relevant calculations and graphs
Tiers of entry
Candidates are entered at either Foundation Tier or Higher Tier.
Questions in the Foundation Tier Paper are targeted at grades in the range C – G. The
highest grade which will be awarded at Foundation Tier is grade C.
Questions in the Higher Tier Paper are targeted at grades in the range A* – D. There is a
‘safety net’ grade E for candidates who narrowly fail to achieve grade D.
Candidates who fail to achieve grade G on Foundation Tier or grade E on Higher Tier
will be awarded ‘Ungraded’.
45 - 55%
AO1 Knowledge and understanding (of which about one third
for recall)
25 - 35%
Application of knowledge and understanding,
AO2 (evenly distributed across
analysis and evaluation
all aspects of the objective)
The percentages are not intended to provide a precise statement of the number of marks
allocated to particular assessment objectives.
Paper 1F
(Foundation) 45 – 55% 25 – 35% 0
OR
Paper 2H
(Higher) 45 – 55%
25 – 35% 0
Paper 03 0 0 20%
OR
Component 4 0 0 20%
(Coursework)
Assessment components
Paper 1F (Foundation Tier, 1 hour 30 minutes)
The Paper carries 100 marks that will be scaled to 80% of the assessment and tests
Assessment Objectives AO1 and AO2.
Candidates may be required to perform calculations, draw graphs and describe, explain
and interpret physics phenomena.
Approximately 45 of the 100 marks available will be common with Paper 2H (see next
page).
The Paper carries a total mark of 120 that will be scaled to 80% of the assessment and
tests Assessment Objectives AO1 and AO2.
Candidates may be required to perform calculations, draw graphs and describe, explain
and interpret physics phenomena.
Approximately 45 of the 120 marks available will be common with Paper 1F (see
previous page).
The four skill areas (P, O, A and E) that will be assessed are described later under
‘Investigative Skills’. Candidates will be required to show the ability to: plan experimental
procedures (P), describe practical techniques and take measurements (O), analyse
evidence and draw conclusions communicating findings using calculations, tables and
graphs (A), and evaluate evidence (E).
The paper carries a total of 50 marks that will be scaled to 20% of the assessment.
Candidates are required to submit coursework that will be assessed by the teacher and
moderated by Edexcel International. Candidates will be required to show the ability to:
plan experimental procedures (P), obtain evidence (O), analyse this evidence and draw
conclusions (A), and evaluate evidence (E). These four skill areas (P, O, A and E) are
described later under ‘Investigative Skills’.
Forbidden combinations
Candidates entering for this specification may not, in the same series of examinations,
enter for Edexcel International’s IGCSE in Double Award Science, specification code
4437 (first examination May 2006).
Assessment of this specification will be available in English only. All written work for
examination must be submitted in English.
Private Centres may not undertake school-based assessment without the written
approval of Edexcel International. This will only be given to centres that satisfy Edexcel
International requirements concerning resources/facilities and moderation. Teachers at
these centres will be required to undertake special training in assessment before
entering candidates. Edexcel International offers centres in-service training in the form of
courses and distance learning materials. Private centres that would like to receive more
information on school-based assessment should, in the first instance, contact the
International Customer Relations Unit
international@edexcel.org.uk
Some of the content is designated for the Higher Tier candidates only. This content is
printed in bold.
Higher Tier candidates will be required to know the content of both tiers.
• Units
• Movement and position
• Forces, movement and shape
Units
1.1 use the following units: kilogram (kg), metre (m), metre/second (m/s), metre/second2
(m/s2), newton (N), second (s)
1.3 recall and use the relationship between average speed, distance moved and time
distance moved
average speed =
time taken
1.4 recall and use the relationship between acceleration, velocity and time
change in velocity
acceleration =
time taken
(v − u )
a=
t
1.6 determine acceleration from the gradient of a velocity - time graph and the distance
travelled from the area between the graph and the time axis
1.13 recall and use the relationship between unbalanced force, mass and acceleration
force = mass × acceleration
F=m×a
1.14 recall and use the relationship between weight, mass and g :
weight = mass × g
W=m×g
1.15 describe the forces acting on falling objects and explain why falling objects reach a
terminal velocity
1.16 describe the factors affecting vehicle stopping distance including speed, mass, road
condition and reaction time
1.17 recall and use the relationship between the moment of a force and its distance from the
pivot:
moment = force × perpendicular distance from pivot
1.18 recall that the weight of a body acts through its centre of gravity
1.19 recall and use the principle of moments for a simple system of parallel forces acting in
one plane
1.20 understand that the upward forces on a light beam supported at its ends vary with the
position of a heavy object placed on the beam
1.21 describe how extension varies with applied force for helical springs, metal wires and
rubber bands
1.22 recall that the initial linear region of a force - extension graph is associated with
Hooke’s law
• Units
• Mains electricity
• Energy and potential difference in circuits
• Electric charge
Units
2.1 use the following units: ampere (A), coulomb (C), joule (J), ohm (Ω), second (s), volt
(V), watt (W)
Mains electricity
2.2 recall the hazards of electricity including frayed cables, long cables, damaged plugs,
water around sockets, and pushing metal objects into sockets
2.3 describe the uses of insulation, double insulation, earthing, fuses and circuit breakers in
a range of domestic appliances
2.4 know some of the different ways in which electrical heating is used in a variety of
domestic contexts
2.5 understand that a current in a resistor results in the electrical transfer of energy and an
increase in temperature
2.7 use the relationship between energy transferred, current, voltage and time:
energy transferred = current × voltage × time
E=I×V×t
2.8 recall that mains electricity is alternating current (a.c.) and understand the difference
between this and the direct current (d.c.) supplied by a cell or battery
2.9 explain why a series or parallel circuit is more appropriate for particular applications,
including domestic lighting
2.11 describe how current varies with voltage in wires, resistors, metal filament lamps and
diodes, and how this can be investigated experimentally
2.12 describe the qualitative effect of changing resistance on the current in a circuit
2.13 describe the qualitative variation of resistance of LDRs with illumination and of
thermistors with temperature
2.14 recall and use the relationship between voltage, current and resistance:
voltage = current × resistance
V=I×R
2.16 recall and use the relationship between charge, current and time :
charge = current × time
Q=I×t
2.17 recall that electric current in solid metallic conductors is a flow of negatively
charged electrons
Electric charge
2.19 identify common materials which are electrical conductors or insulators, including
metals and plastics
2.21 explain that positive and negative electrostatic charges are produced on materials by the
loss and gain of electrons
2.22 recall that there are forces of attraction between unlike charges and forces of repulsion
between like charges
2.24 recall the potential dangers of electrostatic charges, e.g. when fuelling aircraft and
tankers
2.25 recall some uses of electrostatic charges, e.g. in photocopiers and inkjet printers
• Units
• Properties of waves
• The electromagnetic spectrum
• Light and sound
Units
3.1 use the following units: degree (o), hertz (Hz), metre (m), metre/second (m/s), second (s)
Properties of waves
3.2 describe longitudinal and transverse waves in ropes, springs and water where
appropriate
3.3 state the meaning of amplitude, frequency, wavelength and period of a wave
3.4 recall that waves transfer energy and information without transferring matter
3.5 recall and use the relationship between the speed, frequency and wavelength of a wave:
wave speed = frequency × wavelength
v=f×λ
1
frequency =
time period
1
f =
T
3.7 use the above relationships in different contexts including sound waves and
electromagnetic waves
3.8 understand that waves can be diffracted through gaps or when they pass an edge, and
that the extent of diffraction depends on the wavelength and the physical dimension of
the gap
3.9 understand that light is part of a continuous electromagnetic spectrum which includes
radio, microwave, infra-red, visible, ultraviolet, X-ray and gamma ray radiations and
that all these waves travel at the same speed in free space
3.10 recall the order of the electromagnetic spectrum in decreasing wavelength and
increasing frequency, including the colours of the visible spectrum
3.12 recall the detrimental effects of excessive exposure of the human body to
electromagnetic waves, including
3.13 recall that light waves are transverse waves which can be reflected, refracted and
diffracted
3.14 recall that the angle of incidence equals the angle of reflection
3.15 construct ray diagrams to illustrate the formation of a virtual image in a plane mirror
3.16 describe experiments to investigate the refraction of light, using rectangular blocks,
semicircular blocks and triangular prisms
3.17 recall and use the relationship between refractive index, angle of incidence and
angle of refraction
sin i
n=
sin r
3.19 describe the role of total internal reflection in transmitting information along optical
fibres and in prisms
3.21 recall and use the relationship between critical angle and refractive index
1
sin c =
n
3.23 recall that sound waves are longitudinal waves which can be reflected, refracted and
diffracted
3.24 recall that the frequency range for human hearing is 20 Hz – 20 000 Hz
3.25 describe how to measure the speed of sound in air by a simple direct method
3.26 understand how an oscilloscope and microphone can be used to display a sound
wave
3.27 use an oscilloscope to determine the frequency of a sound wave and appreciate
that the pitch of a sound depends on the frequency of vibration
3.28 appreciate that the pitch of a sound depends on the frequency of vibration of the
source
3.29 appreciate that the loudness of a sound depends on the amplitude of vibration
• Units
• Energy transfer
• Work and power
• Energy resources and electricity generation
Units
4.1 use the following units: kilogram (kg), joule (J), metre (m), metre/second (m/s),
metre/second2 (m/s2), newton (N), second (s), watt (W)
Energy transfer
4.2 describe energy transfers involving the following forms of energy: thermal (heat), light,
electrical, sound, kinetic, chemical, nuclear and potential (elastic and gravitational)
4.5 describe a variety of everyday and scientific devices and situations, explaining the fate
of the input energy in terms of the above relationship, including their representation by
flow diagrams
4.6 recall that energy transfer may take place by conduction, convection and radiation
4.8 describe how insulation is used to reduce energy transfers from buildings and the
human body
4.9 recall and use the relationship between work, force and distance moved in the direction
of the force
4.12 understand how conservation of energy produces a link between potential energy,
kinetic energy and work
4.13 describe power as the rate of transfer of energy or the rate of doing work
4.14 use the relationship between power, work done (energy transferred) and time taken
work done
power =
time taken
W
P=
t
• Units
• Density and pressure
• Change of state
• Ideal gas molecules
Units
5.1 use the following units : degrees Celsius (oC), kelvin (K), joule (J), kilogram (kg),
kilogram/metre 3 (kg/m3), metre (m), metre2 (m2 ), metre3 (m3), metre/second (m/s),
metre/second2 (m/s2 ), newton (N), pascal (Pa)
5.2 recall and use the relationship between density, mass and volume
mass
density =
volume
m
ρ=
V
5.3 describe how to determine density using direct measurements of mass and volume
5.4 recall and use the relationship between pressure, force and area:
force
pressure =
area
F
p=
A
5.5 understand that the pressure at a point in a gas or liquid which is at rest acts equally in
all directions
5.7 understand that a substance can change state from solid to liquid by the process of
melting
5.8 understand that a substance can change state from liquid to gas by the process of
evaporation or boiling
5.9 recall that particles in a liquid have a random motion within a close-packed structure
5.10 recall that particles in a solid vibrate about fixed positions within a close-packed
regular structure
5.12 recall that molecules in a gas have a random motion and that they exert a force and
hence a pressure on the walls of the container
5.14 describe the kelvin scale of temperature and be able to convert between the kelvin and
Celsius scales
5.15 understand that an increase in temperature results in an increase in the speed of gas
molecules
5.16 understand that the kelvin temperature of the gas is proportional to the average
kinetic energy of its molecules
5.17 describe the qualitative relationship between pressure and kelvin temperature for a gas
in a sealed container
5.18 use the relationship between the pressure and kelvin temperature of a fixed mass
of gas at constant volume:
p1 p2
=
T1 T2
5.19 use the relationship between pressure and volume of a fixed mass of gas at
constant temperature
p1V1 = p2V2
• Units
• Magnetism
• Electromagnetism
• Electromagnetic induction
Units
6.1 use the following units: ampere (A), volt (V), watt (W)
Magnetism
6.2 recall that magnets repel and attract other magnets, and attract magnetic substances
6.5 understand that magnetism is induced in some materials when they are placed in a
magnetic field )
6.6 sketch and recognise the magnetic field pattern for a permanent bar magnet and that
between two bar magnets
6.7 know how to use two permanent magnets to produce a uniform magnetic field pattern
Electromagnetism
6.8 recall that an electric current in a conductor produces a magnetic field round it
6.10 sketch and recognise magnetic field patterns for a straight wire, a flat circular coil and a
solenoid when each is carrying a current
6.11 appreciate that there is a force on a charged particle when it moves in a magnetic field
as long as its motion is not parallel to the field
6.12 recall that a force is exerted on a current-carrying wire in a magnetic field, and, how
this effect is applied in simple d.c. electric motors and loudspeakers
6.14 recall that the force on a current-carrying conductor in a magnetic field increases
with the strength of the field and with the current
Electromagnetic induction
6.15 recall that a voltage is induced in a conductor when it moves through a magnetic field
or when a magnetic field changes through a coil; also recall the factors which affect the
size of the induced voltage
6.16 describe the generation of electricity by the rotation of a magnet within a coil of wire
and of a coil of wire within a magnetic field; also describe the factors which affect the
size of the induced voltage
6.17 recall the structure of a transformer, and understand that a transformer changes the size
of an alternating voltage by having different numbers of turns on the input and output
sides
6.18 explain the use of step-up and step-down transformers in the large-scale generation and
transmission of electrical energy
6.19 recall and use the relationship between input (primary) and output (secondary) voltages
and the turns ratio for a transformer
Vp np
=
Vs ns
• Units
• Radioactivity
• Particles
Units
7.1 use the following units: becquerel (Bq), centimetre (cm), hour (h), minute (min),
second (s)
Radioactivity
7.2 describe the structure of an atom in terms of protons, neutrons and electrons and use
symbols such as 146 C to describe particular nuclei
7.3 understand the terms atomic (proton) number, mass (nucleon) number and isotope
7.4 understand that alpha and beta particles and gamma rays are ionising radiations emitted
from unstable nuclei in a random process
7.5 describe the nature of alpha and beta particles and gamma rays and recall that they may
be distinguished in terms of penetrating power
7.6 describe the effects on the atomic and mass numbers of a nucleus of the emission
of each of the three main types of radiation
7.8 understand that ionising radiations can be detected using a photographic film or a
Geiger-Muller detector
7.10 understand that the activity of a radioactive source decreases over a period of time and
is measured in becquerels
7.11 recall the term ‘half-life’ and understand that it is different for different radioactive
isotopes
7.12 use the concept of half-life to carry out simple calculations on activity
7.13 describe the uses of radioactivity in medical and non-medical tracers, in radiotherapy
and in the radioactive dating of archaeological specimens and rocks
Particles
7.15 describe the results of Geiger and Marsden’s experiments with gold foil and alpha
particles
7.16 describe Rutherford’s nuclear model of the atom and how it accounts for the
results of Geiger and Marsden’s experiment and understand the factors (charge
and speed) which affect the deflection of alpha particles by a nucleus
7.17 understand that a nucleus of U-235 can be split (the process of fission) by collision
with a neutron, and that this process releases energy in the form of kinetic energy
of the fission products
7.18 recall that the fission of U-235 produces two daughter nuclei and a small number
of neutrons
7.19 understand that a chain reaction can be set up if the neutrons produced by one
fission strike other U-235 nuclei
7.20 understand the role played by the control rods and moderator when the fission
process is used as an energy source to generate electricity
Grade F
Candidates can
• recall a limited range of information, e.g. suggest ways in which insulation is used
in domestic contexts
• use and apply knowledge and understanding in some specific everyday contexts,
e.g. explain that fuels are energy resources
• make some use of scientific and technical vocabulary and make simple
generalisations from information
• devise fair tests in contexts which involve only a few factors; they can recall or
use simple apparatus to make measurements appropriate to the task, and record
observations and measurements in tables and graphs. They can obtain
information from simple tables, charts and graphs and identify simple patterns;
they offer explanations consistent with the evidence obtained.
Grade C
Candidates can
• recall a range of scientific information from all areas of the specification, including
units
• use and apply scientific knowledge and understanding in some general contexts,
e.g. use quantitative relationships between physical quantities to perform
calculations
Candidates can
• use scientific knowledge and understanding to identify and explain patterns and
draw conclusions from the evidence by combining data of more than one kind or
from more than one source. They identify shortcomings in evidence, use
scientific knowledge and understanding to draw conclusions from their evidence
and suggest improvements to methods used that would enable them to collect
more reliable evidence.
It would be helpful for candidates preparing for the examination to carry out experimental
work and investigations as described below for coursework. Candidates should be
encouraged to become familiar with the criteria used to assess the coursework, as the
examination questions will reward skills in a similar way.
The specimen paper and mark scheme (available from September 2003) will illustrate
the type of questions and the way in which they will be marked. The paper carries a total
of 50 marks that will be scaled to 20% of the final assessment.
Coursework (Component 4)
The coursework option is normally available only to candidates studying at centres that
have been recognised by Edexcel International as International Teaching Institutions.
See full details under section ‘Availability of coursework to international centres’.
Candidates who submit coursework are required to produce evidence in the four skill
areas P, O, A and E, described in the next section. The coursework will be assessed by
the school or college according to the principles described below and will be moderated
by Edexcel International.
Coursework carries a total of 30 marks that will be scaled to 20% of the assessment.
• The term ‘evidence’ is used throughout the assessment scheme to mean data,
observations or measurements.
• An activity can take the form of experimental work or an investigation. Experimental
work may be used to assess one, two or three skill areas.
• An investigation consists of work that covers each of the four skill areas, although not
all of these need to be used for assessment.
Mark scale
Plan experimental procedures (P) 0–8
Obtain evidence (O) 0–8
Analyse this evidence and draw conclusions (A) 0–8
Evaluate evidence (E) 0–6
Safe practice
Attention is drawn to the need for safe practice when candidates carry out laboratory
investigations or observe demonstrations. Particular attention is drawn to the possible
hazards associated with electrical equipment, the handling of micro-organisms, and
ionising radiations. Strict aseptic conditions should be used when undertaking practical
work. Reference must be made to local health and safety regulations, and widely
accepted publications such as
COSHH; Guidance for Schools (HSC ,1989) (HMSO) ISBN 011 885 5115
Topics in Safety – 3rd Edition, Association for Science Education (ASE, 2001)
ISBN 086 357 3169
Skill Area P
Candidates should be encouraged to
a use scientific knowledge and understanding to turn ideas into a form that can be
investigated, and to plan an appropriate strategy
b decide whether to use evidence from first-hand experience or secondary sources
c carry out preliminary work and make predictions, where appropriate
d consider key factors that need to be taken into account when collecting evidence,
and how evidence can be collected in contexts in which the variables cannot
readily be controlled
e decide the extent and range of data to be collected, and the techniques, equipment
and materials to use.
Skill Area O
Candidates should be encouraged to
f use a wide range of equipment and materials appropriately, and manage their
working environment to ensure the safety of themselves and others
g make observations and measurements, to a degree of precision appropriate to the
context
h make sufficient observations and measurements to reduce error and obtain reliable
evidence
i judge the level of uncertainty in observations and measurements
j represent and communicate qualitative and quantitative data using diagrams, tables,
charts and graphs.
Skill Area A
Candidates should be encouraged to
k use diagrams, tables, charts and graphs, and identify and explain patterns or
relationships in data
l present the results of calculations to an appropriate degree of accuracy
m use observations, measurements or other data to draw conclusions
n explain to what extent these conclusions support any predictions made, and enable
further predictions to be made
o use scientific knowledge and understanding to explain and interpret observations,
measurements or other data, and conclusions.
Skill Area E
Candidates should be encouraged to
p consider anomalous data, giving reasons for rejecting or accepting them, and
consider the reliability of data in terms of uncertainty of measurements and
observations
q consider whether the evidence collected is sufficient to support any conclusions or
interpretations made
r suggest improvements to the methods used
s suggest further investigations.
Particularly recommended
Longman Physics for IGCSE – S Woolley, P Johnson and B Arnold (Longman 2004)
ISBN: 1405 80213 8
Also recommended
Physics for You, Student’s Book – K Johnson (Nelson Thornes, 1996)
ISBN: 0 7487 6236 1
Physics for You, Teacher’s Support Pack – K Johnson (Nelson Thornes, 1996)
ISBN: 0 7487 2755 8
Wellcome Trust
210 Euston Road
London
NW1 2BE
UK
Training
A programme of INSET courses covering various aspects of the specifications and
assessment will be arranged by Edexcel International on a regular basis. Full details
may be obtained from
International Customer Relations Unit
Edexcel International
190 High Holborn
London
WC1V 7BE
UK
Edexcel publications
Support materials and further copies of this specification can be obtained from
Edexcel Publications
Adamsway
Mansfield
Notts NG18 4LN
UK
Tel: +44 (0) 1623 450 781
Fax: +44 (0) 1623 450 481
E-mail: intpublications@linneydirect.com
Signs, Symbols and Systematics, The ASE Companion to 16 – 19 Science, 1st Edition
(Association of Science Education (ASE), 2000)
www.ase.org.uk
(vi) the relationship between mass, weight and gravitational field strength:
weight = mass × gravitational field strength
(vii) the relationship between an applied force, the area over which it acts and the
resulting pressure:
force
pressure =
area
(ix) the relationships between charge, current, voltage, resistance and electrical
power:
charge = current × time
voltage = current × resistance
electrical power = voltage × current
(xi) the relationship between the voltage across the coils in a transformer and the
number of turns in them:
input (primary) voltage primary turns
=
output (seconday) voltage secondary turns
(xii) The relationship between refractive index, angle of incidence and angle of
refraction:
sin i
n=
sin r
1
sin c =
n
Junction of thermistor
conductors
Cell lamp
Ammeter A
earth or ground
Milliammeter mA
motor M
Voltmeter generator G
V
Variable resistor
Specification code:
Centre: Candidate name:
Teaching group:
Centre number: Candidate number:
Marks should be reported for each of the skill areas P, O, A and E.
One mark is required for each skill area. Thus a total of four marks must be added together to
give a mark not exceeding a maximum of 30. These marks should be drawn from not more than
two pieces of work. At least one mark must be from a practically-based whole investigation.
Activity title(s) P O A E
Please indicate whether the reported mark(s) are taken from an investigation by putting
an asterisk next to the appropriate mark(s).
The skill area marks are reported in the appropriate Centre Mark boxes in the table
below and then aggregated to give a total reported mark.
Total Max
Skill area P Skill area O Skill area A Skill area E
mark mark
Centre mark 30
Moderator
Mark
Team leader
Mark
Declaration of Authentication
I declare that the work submitted for assessment has been carried out without
assistance other than that which is acceptable under the scheme of assessment.