Aqa 2455 W SP

GCE
AS and A Level Specification
Physics B:
Physics in Context
AS exams 2009 onwards
A2 exams 2010 onwards
GCE Physics B: Physics in Context Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.2)
Contents
1 Introduction 2
1.1 Why choose AQA? 2
1.2 Why choose GCE Physics B: Physics in Context? 2
1.3 How do I start using this specification? 3
1.4 How can I find out more? 3
2 Specification at a Glance 4
3 Subject Content 5
3.1 Unit 1 PHYB1 Harmony and Structure in the Universe 5
3.2 Unit 2 PHYB2 Physics Keeps Us Going 12
3.3 Unit 3 Investigative and Practical Skills in AS Physics 18
3.4 Unit 4 PHYB4 Physics Inside and Out 20
3.5 Unit 5 PHYB5 Energy Under the Microscope 25
3.6 Unit 6 Investigative and Practical Skills in A2 Physics 30
3.7 How Science Works 32
3.8 Guidance on Centre Assessment 39
3.9 Mathematical Requirements 46
4 Scheme of Assessment 47
4.1 Aims 47
4.2 Assessment Objectives 47
4.3 National Criteria 48
4.4 Prior Learning 48
4.5 Synoptic Assessment and Stretch and Challenge 49
4.6 Access to Assessment for Disabled Students 49
5 Administration 50
5.1 Availability of Assessment Units and Certification 50
5.2 Entries 50
5.3 Private Candidates 50
5.4 Access Arrangements and Special Consideration 51
5.5 Language of Examinations 51
5.6 Qualification Titles 51
5.7 Awarding Grades and Reporting Results 52
5.8 Re-sits and Shelf-life of Unit Results 52
6 Administration of Internally Assessed Units 53

6.1 Supervision and Authentication of Internally Assessed Units 53
6.2 Malpractice 54
6.3 Teacher Standardisation (Route T only) 54
6.4 Internal Standardisation of Marking (Route T only) 54
6.5 Annotation of Centre Assessed Work (Route T only) 55
6.6 Submitting Marks and Sample Work for Moderation (Route T only) 55
6.7 Factors Affecting Individual Candidates 55
6.8 Retaining Evidence and Re-using Marks (Route T only) 55
7 Moderation (Route T only) 56

7.1 Moderation Procedures 56
7.2 Post-moderation Procedures 56
Appendices 57
A Performance Descriptions 57
B Spiritual, Moral, Ethical, Social and other Issues 61
C Overlaps with other Qualifications 62
D Key Skills – Teaching, Developing and Providing Opportunities for 63
Generating Evidence
E Data and Formulae Booklet 65
Vertical black lines indicate a significant change or addition to the previous version of this specification.
1
1 Introduction
1.1 Why choose AQA?

1
It’s a fact that AQA is the UK’s favourite exam • Service
board and more students receive their academic We are committed to providing an efficient and
qualifications from AQA than from any other board. effective service and we are at the end of the
But why does AQA continue to be so popular? phone when you need to speak to a person about
an important issue. We will always try to resolve
• Specifications issues the first time you contact us but, should
Ours are designed to the highest standards, that not be possible, we will always come back
so teachers, students and their parents can to you (by telephone, email or letter) and keep
be confident that an AQA award provides an working with you to find the solution.
accurate measure of a student’s achievements.
And the assessment structures have been • Ethics
designed to achieve a balance between rigour, AQA is a registered charity. We have no
reliability and demands on candidates. shareholders to pay. We exist solely for the good
of education in the UK. Any surplus income is
• Support ploughed back into educational research and our
AQA runs the most extensive programme of service to you, our customers. We don’t profit
support meetings; free of charge in the first years from education, you do.
of a new specification and at a very reasonable
cost thereafter. These support meetings explain If you are an existing customer then we thank you for
the specification and suggest practical teaching your support. If you are thinking of moving to AQA
strategies and approaches that really work. then we look forward to welcoming you.
1.2 Why choose Physics B: Physics in Context?

• Physics B: Physics in Context places the subject – Route T provides continuity in style and
firmly in a range of contemporary contexts. It format from AQA’s GCSE physics assessment
introduces students to new and exciting areas model. This is achieved through assessment
of physics and develops essential knowledge of practical skills (PSA) and an individual skills
and understanding – all through a context and assessment (ISA) in Unit 3 and Unit 6.
applications led approach to capture the interest
– Route X provides a scheme of internal
of students.
assessment through a verification of practical
• The specification is fully supported by resources skills undertaken throughout the course and
from AQA and a range of complementary support an externally marked practical test.
materials produced in conjunction with Nelson
• The specification provides opportunities to
Thornes, to give teachers confidence in delivery.
develop How Science Works by linking the general
• The examination papers will reflect the quality and criteria on the nature of science to specific topics
reliability established for the AQA predecessor throughout the specification. Internal assessment
specifications. gives students a deep awareness of how science
in practice works.
• Internal assessment of practical work is a key
feature of the specification. There are two routes • The specification also provides clear continuity
to the internal assessment. from GCSE and progression to university.
2
1.3 How do I start using this specification?

Already using the existing AQA GCE Not using the AQA specifications 1
Physics specifications? currently?
• Register to receive further information, such as • Almost all centres in England and Wales use AQA
mark schemes, past question papers, details of or have used AQA in the past and are approved
teacher support meetings, etc, at AQA centres. A small minority are not. If your
http://www.aqa.org.uk/rn/askaqa.php. centre is new to AQA, please contact our centre
Information will be available electronically or in approval team at centreapproval@aqa.org.uk
print, for your convenience.
• Tell us that you intend to enter candidates. Then
we can make sure that you receive all the material
you need for the examinations. This is particularly
important where examination material is issued
before the final entry deadline. You can let us
know by completing the appropriate Intention to
Enter and Estimated Entry forms. We will send
copies to your Exams Officer and they are also
available on our website
http://www.aqa.org.uk/admin/p_entries.html
1.4 How can I find out more?

Ask AQA Teacher Support
You have 24-hour access to useful information and Details of the full range of current Teacher Support
answers to the most commonly-asked questions at meetings are available on our website at
http://www.aqa.org.uk/rn/askaqa.php http://www.aqa.org.uk/support/teachers.html
If the answer to your question is not available, you There is also a link to our fast and convenient online
can submit a query for our team. Our target response booking system for Teacher Support meetings at
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If you need to contact the Teacher Support team,
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teachersupport@aqa.org.uk
3
2 Specification at a Glance
AS Examinations AS
Award
Unit 1 – PHYB1 Harmony and structure in the universe
1456
Written Examination – (70 marks/120 UMS), 1 hour 15 minutes
Section A: 5-8 short questions; Section B: 3-5 longer questions.
Assessing the content in Unit 1:
Module 1: The World of Music – Module 2: From Quarks to Quasars
40% of the total AS marks
20% of the total A Level marks Available January and June
2 Unit 2 – PHYB2 Physics keeps us going

Written Examination – (70 marks/120 UMS), 1 hour 15 minutes
Section A: 5-8 short questions; Section B: 3-5 longer questions.
Module 1: Moving People, People Moving – Module 2: Energy and the Environment
Unit 3 Investigative and practical skills in AS Physics

either
PHB3T, Centre Marked Route T – 50 marks
Practical Skills Assignment (PSA – 9 raw marks)
Investigative Skills Assignment (ISA – 41 raw marks)
or
PHB3X, Externally Marked Route X – 55 marks
Practical Skills Verification (PSV – teacher verification)
Externally Marked Practical Assignment (EMPA – 55 raw marks)
10% of the total A Level marks Available June only
A2 Examinations A Level
Award
Unit 4 – PHYB4 Physics inside and out 2456
Written Examination – (100 marks/120 UMS), 5-8 long questions, 1 hour 45 minutes
Module 1: Experiences Out of this World – Module 2: What Goes Around Comes Around
Module 3: Imaging the Invisible
Unit 5 – PHYB5 Energy under the microscope

Written Examination – (100 marks/120 UMS), 5-8 long questions, 1 hour 45 minutes
Module 1: Matter under the Microscope – Module 2: Breaking Matter Down
Module 3: Energy from the Nucleus
Unit 6 Investigative and practical skills in A2 Physics

either
PHB6T, Centre Marked Route T – 50 marks
Practical Skills Assessment (PSA – 9 marks)
Investigative Skills Assignment (ISA – 41 marks)
or
PHB6X, Externally Marked Route X – 55 marks
Practical Skills Verification (PSV – teacher verification)
Externally Marked Practical Assignment (EMPA – 55 raw marks)
10% of the total A Level marks Available June only
AS + A2 = A Level
4
3 B: Physics
New GCE Physics Subject in content
Context specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
3.1 3
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phase differences
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DD
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data
data
data
data
data Electromagnetic
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spectrum:Appreciation
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spectrum:
spectrum:
spectrum: Appreciation
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of electromagnetic
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of
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electromagnetic spectrum: waves
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are
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into
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Candidates will study different methods of electromagnetic waves are grouped into
transmission
transmission
transmission
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transmission
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will of
of
of
ofof
datadata
studydata
data
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regions
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regions
regions
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according
according
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to frequency/wavelength
frequency/wavelength
are grouped into
frequency/wavelength 3
transmission of data between transmitter regions according to frequency/wavelength
and and
and
and and receiver.
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andreceiver.
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regions
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and and
and knowledge
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spectrum: the properties
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how
defines
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defines the their their
their
properties
their
their
their usefulness
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usefulness
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usefulness of in
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in in
inin
Candidates will study different methods of different
electromagnetic regions waves are their grouped usefulness into regions in
transmission
transmission
transmission
different
transmission
transmission
transmission regions paths. paths.
paths.
paths.
paths.
paths.defines their usefulness in
transmission of data between transmitter and transmission
according to paths. frequency/wavelength and knowledge
receiver. transmission
of how
Encoding the a paths.
properties
signal on of to the a different
high frequency regions define
Encoding
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aaaaasignal signal
signal
signal
signal
signal onon onon on
onto to to
to to
toaaaaahigha
highhigh
high high
highfrequency frequency
frequency
frequency
frequency
frequency
their
carrier
carrier
carrier usefulness
wave.
wave. in
Reasons
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for use
use paths. of
of a a carrier
carrier
carrierwave.
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carrier
carrier
carrier wave.
wave.
wave.
wave. a signal Reasons
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for for
forhighuse
use use
use use of
frequency
of of
of ofaaaaacarrier carrier
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wave.wave.
wave.
wave. Modulation
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on of
of ofof amplitude
to
ofamplitude amplitude
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a
amplitude
amplitude
amplitude high
for use ofand and
frequency and
and
and and
a carrier
and
wave. Modulation of
frequency.
frequency.
carrier
frequency.
wave.
frequency.
frequency.
frequency. wave. Reasons
Modulation of amplitude for use ofand a carrier wave.
frequency.
Details
Details
Modulation
Details
frequency.
Details
Details
Details of of
ofofof
of amplitude
amplitude
amplitudeof amplitude
amplitude
amplitude
amplitude and and
and and
and and and frequency
frequency
frequency
frequency
frequency
frequency frequency.
Details of amplitude and frequency
modulation
Details
modulation
modulation
Details
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modulation
modulation
modulation ofofamplitude
amplitude
circuitscircuits
circuits
circuits
circuits
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circuits areareand
and
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not not
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frequency
frequency
not
not
not required. required.
required.
required.
required.
required.
required. modulation
circuits are
modulation circuits are not required. not required.
Time-division
Time-division
Time-division
Time-division
Time-division
Time-division multiplexing
multiplexing
multiplexing
multiplexing
multiplexing
multiplexing technique
technique technique
technique
technique
technique
Time-division multiplexing technique
Time-division
Time-division multiplexing
multiplexing technique.
technique
Candidates
Candidates
Candidates
Candidates
Candidates
Candidates will
willwill
will
will
will learn
learnlearn
learn
learn
learn ray ray
ray
ray
ray
ray optics
optics
optics
optics
optics
optics in in
in in
inin
the the
the
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the Comparison
Comparison
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Comparison
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Comparison of of of
of
ofof advantages
advantages
advantages
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advantages and and
and and
and
and
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Candidates will
will learn
learn ray rayopticsoptics in thein the
context Comparison
Comparison ofof advantages
advantages and
and disadvantages of
context
context
context
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context
context
context of of
of
ofof optical
optical
optical
will
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ofoptical
optical
optical fibre
learn fibre
fibre
fibre
fibre ray technology
technology
technology
optics
technology
fibretechnology
technology
technology in the disadvantages
disadvantages
disadvantages
Comparison
disadvantages
disadvantages
disadvantages of of of of
advantages
of
of fibre
offibre fibre
fibre fibre
fibrefibre optics,optics,
optics,
optics,
optics,
optics, and coppercopper
copper
copper
copper
copper cablecable
cable
cable
cable
cable
context
of opticalof fibre technologyfibre disadvantages
fibre optics, copper of cable optics, and copper
satellites cable
for different
context of optical fibre technology and and
and
and and
disadvantages
and satellites
satellites
satellites
satellites
satellites
satellites for offor
for
for for
for different
fibre different
different
different
different
different optics, applications.
applications.
applications.
applications.
applications.
applications.copper cable
and satellites
applications. for different applications.
and satellites for different applications.
LawLaw
Law
Law Law
Law
Law
Law of
ofof
of
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of reflection
reflection
reflection
reflection
reflection
reflection
reflection
reflection iˆîiîî=îˆ=iˆ====rˆ=rˆrˆrˆrˆrˆrˆ
Refraction: n
nnn1n1n11n1sin sin
sin i i11= r=ˆn= n22sin sin ii2i22ii2i22i22
Law Refraction:
Refraction: of reflection
Refraction:
Refraction:
Refraction:
Refraction:
Refraction: sin
11sin
1sinsin iiˆ1i11ii1=1=1= == nn2n2n22n2sin
2sinsinsin
sin
Refractive
Refractive
Refractive
Refractiveindex
Refraction:
Refractive
Refractive
Refractive index
nindexindex
1 sin of
index
index
index iof 1of
of of
of= of a a a
substance
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sin i2
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by
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Refractive index of substance given by
nn=
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nnnnn= ==
c/c c/c
c/c index of a substance s given by
== = c/c
c/c
c/c
c/c ssssssss
nTotalTotal
=Total
Total
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internal
internal
internalreflection,
internal
sinternal
internal reflection,
reflection,
reflection,
reflection,
reflection,
reflection
Total reflection,
Critical
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Total Critical
Critical
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Critical
Critical angle
internal angle
angle
angle
angle
angle
anglesin sin sin
sin
reflection,
sin
sin
sin
sin θθθcθθccθcθc= cc=
c= === n= nn/n
nn2n2n2/n 22/n
2/n
/n(for
11/n
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11(for
1111(for
(for
(for(for nnn1n1n1n>n
n11>n
1>n
>n
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222)2)22)2)2))
Critical
n =
n===sin
nnnnn== = sin
sin
sin
sin
sin angle
i /
iii/ii//i/sin
/sin
sinsin
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sin sin
rrrrrr c r θ = n 2 1/n (for n 1 >n 2 )
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ofof
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index of
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refractive
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methods index
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is
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not not measurement required.
required.required.
required. of
refractive index isisis not required.
required.
required.
refractive
Communication index is not using required. Optical fibres
Need for cladding and sheath on fibre.
Energy losses in fibre optic transmission:
energy loss due to partial reflection at an interface
and absorption by transmitting medium.
Effect of dispersion.
Qualitative description and explanation of
transmission using graded-index fibre.
7
Candidates will learn about diffraction in the Radio communication

context of transmission of information with and Appreciation that at higher frequencies only line of
without the use of satellites using radio waves sight transmission is possible
and microwaves. Polarised waves and the need for aerial alignment.
Typical range on Earth’s surface
How Science Works
Science has provided the benefit of satellite
Appreciation that long distance communication
communication for interpersonal
can be achieved by diffraction around the Earth’s
communications. The use of tracking vehicles
surface using long wavelengths, and by using
for road pricing may be implemented but there
refraction and reflection of sky waves
is a moral question about the infringement
of human rights by tracking an individual’s
movement. Satellite communication
The use of mobile phones leading to Satellite dish consists of reflector and dipole at
proliferation of radio masts is a public concern, focus.
as is the issue related to the effects of high Frequency ranges used for Earth-satellite
frequency radiation on health. transmission
Advantages, disadvantages
3 Diffraction as an effect that ‘spreads’ beam of
radiation from satellite dish
Half-beam width θ from sin θ = λ/a;
relevance to both satellites and loudspeakers
Concept of satellite footprint; calculation of size
of footprint from knowledge of satellite orbital
distance.
3.1.2 Module 2, From Quarks to Quasars

This unit is concerned with the scale encompassed by physics from fundamental particles to the structure
of the Universe. The unit identifies the common goal and some of the achievements of particle physicists,
studying matter on a small scale, and cosmologists working on the very much larger scale.
The unit demonstrates how early views of matter have proved inaccurate or incomplete and provides a limited
overview of our present understanding and looks at some unanswered questions.
A Smaller and smaller Evidence for existence of atoms.

In this section candidates will study the Early ideas on indivisibility of matter; kinetic theory
historical development of the model for the (basic idea only; no detail required at this stage);
microstructure of matter. Brownian motion, gaseous diffusion; evidence from
New GCE Physics
New GCEB: Physics
PhysicsinB:Context
Physicsspecification
in Context specification
for first teaching
for first
2008:
teaching
version
2008:
0.2, version
draft submitted
0.2, drafttosubmitted
QCA (Julyto2007)
QCA (July 2007)
chemical combination.
B: Physics in Context specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
Evidence for particle properties of electrons from
3.5.3 Energy How
3.5.3 Science
from
Energy Works
the Nucleus
from the Nucleus deflection experiments with electron beams.
from the Nucleus Previously-held theories have been changed
(No mathematical details for bending beams
How bycannew discoveries
matter/energy
How and
can matter/energyour existing
considerations theories
considerations
lead to theleadgeneration
to the generation
required in AS).
of energy of and
energy
how safe and arehow safe are
are equally
an matter/energy considerations
the uses of
the tenuous.
lead
nuclear
uses tomaterials?
of the generation
nuclear materials?of energy
The context The and
this how
forcontext forsafe
module thisisare
module
the peacefulis theuse
peaceful
of both use of both
es of nuclear materials? Thespontaneous
spontaneous context for this
andmodule
and stimulated is the
stimulated
nuclear decaypeaceful
nuclear ause
anddecay of both
consideration
and a consideration
of nuclearoffusion.nuclear fusion.
Evidence for a nuclear atom replacing the ‘plum
neous and stimulated nuclear
Throughout decay
Throughout and
the unit theabenefits
the consideration
unit theand
benefitsof nuclear
risks of
and the fusion.
risks
use of
of the
radioactivity
use of radioactivity
and nuclear andenergy
nuclear energy
pudding model’; Qualitative study of the Rutherford
hout the unit the benefits and
are studied.
arerisks of the use of radioactivity and nuclear
studied. energy
alpha-particle scattering experiment and how such
died.
A Isotopes A Isotopes
in medicine in medicine Reviewexperiments
ofReview
evidence oflead
for to
evidencean estimate
structure
for of of nuclear
structure
nucleus size.
of nucleus
es in medicine The uses The Review
of radioactive
uses of of evidence
radioactive
isotopes inisotopes forinstructure
(from AS) of (from
nucleus AS)
Constituents of the atom; protons, neutrons and
es of radioactive isotopes
diagnosisindiagnosis
and treatment(fromtreatment
and ofAS)
diseases diseasesProton
of in in number
Proton Z number
and nucleon
electrons. Experimental Z and number
nucleonof
discovery A.number
proton and A.
sis and treatment of diseases
medicine. in
medicine. Proton number Z and nucleon number
Familiarity
neutron. A.
Familiarity
with the terms
with the
nuclide
terms and nuclide
isotope.
and isotope.
ne. Familiarity with the terms nuclide and isotope.
− +
NuclearNuclear
stability
Nuclear and
stability
changes instability; ( α,) βand
and instability;
in alpha , βbetaα,(βγ−,) βand
and +
and γ
− +
Nuclear stability and instability; α,
radiations.
betaβradiations.
,(β )and γ
decays.
radiations. Changes in Changes
Z and AininZalpha and Aand in alpha
beta decay.
and beta decay.
Changes in Z and A in alpha and beta decay.
Nuclear changesNuclear in changes
decay. in decay.
Nuclear changes in decay. Nuclear equations.
Nuclear equations.
8 Nuclear equations.
Ionization.Ionization.
Evidencefor
Evidence
Rutherford foraanuclear
alpha nuclear atom
particleatom replacingthe
replacing
scattering the
‘plumpudding
‘plum
experiment pudding model’;
andmodel’;
how such Qualitative
Qualitative
experiments study
study ofofthe
lead the
to Rutherford
Rutherford
GCE Physics B: Physics in Context Specification for AS examsalpha
an estimate alpha
2009 particle
particle
ofonwards
nuclear and A2 scattering
scattering
size.exams 2010 onwards (version 1.2)
experimentand
experiment andhow howsuchsuchexperiments
experimentslead lead
Constituents
totoananestimate
estimate of of
the atom; Protons,
ofnuclear
nuclear size. neutrons
size.
and electrons. Experimental discovery of
Constituents
Constituents
proton ofofthe
and neutron. theatom;
atom;Protons,
Protons,neutronsneutrons
andelectrons.
and electrons. Experimental
Experimentaldiscovery discoveryofof
Nuclear
protonand
proton changes
andneutron. in alpha and beta− and
neutron.
+
beta decays −−
Nuclearchanges
Nuclear changesininalpha alphaand andbeta beta and
and
++
B Wave or particle? beta decays
beta
Ultraviolet decays
catastrophe: Statement of the
B BB Creation
Wave or of a model to explain the wave
particle? problem andcatastrophe:
Ultraviolet how quantum physics provides
Wave
Wave oror particle?
particle? Ultravioletcatastrophe:
Ultraviolet catastrophe:Statement
Statementofofthe the
and particle
Creation phenomena
ofofaofamodel to to exhibited
explain thethe
waveby an explanation
Statement (see
of how
the also black
problem and bodyquantum
how
Creation
Creation amodel
model toexplain
explain thewave
wave problemand
problem and how quantum
quantum physics
physics provides
provides
electromagnetic
and particle phenomenaradiation and matter.
exhibited by by radiation,
physics Section an
provides E; Larger & Larger)
and
and particle
particle phenomena
phenomena exhibited
exhibited by ananexplanation
explanation (seeexplanation
(see alsoblack
also blackbody(see
body also black
electromagnetic
electromagnetic radiation
radiationand matter.
and matter. body radiation,
radiation, Section
radiation, Section Section
E; Larger & Larger)larger).
E; E;
LargerLarger& and
Larger)
electromagnetic radiation and matter. Wave-particle duality:
How Science Works
Photoelectric
Wave-particle
Wave-particle
effect as evidence for the
duality:
duality:
Matter
How
How
How and
Science
Science
Science e-m radiation behaves
Works
Works
Works
Wave-particle duality:
particle nature
Photoelectriceffect
Photoelectric
Photoelectric of electromagnetic
effectas
asasevidence
evidence
evidence for radiation:
for
for the
the
the particle
differently
Matter
Matter
Matter and
andin
and different
e-mradiation
electromagnetic
e-m experiments
radiation behaves
radiation
behaves and
behave
particle
particle
nature nature
nature
of ofof hc radiation:radiation:
electromagnetic
electromagnetic
electromagnetic radiation:
scientists
differently have
inin
differently
differently modified
different
indifferent their
experiments
different views
experiments
experiments and
andandand Photon energy E = hf = ;
developed
scientists the
have quantum
modified theory
their viewsto explain
and λhchc
scientists
scientists have
have modified
modified their
their views
views and
and Photon
Photon
Photon energy
energy
energy EE==hfhf== ; ;equations
this behaviour.
developed the quantum theory to explain this Work function: Photoelectric λλ
developed
developed the
the quantum
quantum theory
theory totoexplain
explain
behaviour.
thisbehaviour.
behaviour. = φ +function:
hfWork
Work
Work Ek(max) Photoelectric
function:
function: Photoelectric
Photoelectric equations
equations
equations
this
hfhf==φ φ++EE
Candidates should be able to interpret data in
k(max)
k(max)
tabular
Candidates or graphical
Candidates
Candidates shouldbe
should
should form.
bebeable
able
able toto
to interpret
interpret
interpret data
data
data in inin
Recall
tabular
tabular
tabularoforexperiments
orgraphical
or graphicalform.
graphical to measure φ or h are
form.
form.
not required.
Recall
Recall
Recall ofofexperiments
of experiments
experiments to measure
toto measure
measure φ φorφorhorhare not
are
hare
required.
not
not required.
required.
Electron diffraction as evidence for the wave
nature of particles:
Electron
Electron
Electron diffraction
diffraction
diffraction Qualitative
as
as
as evidence
evidence
evidence knowledge
for
for
for the
the
the ofnature
wave
wave
wave
demonstration
nature
nature ofof particles:
particles: Qualitative
Qualitative knowledge
knowledge ofof 3
of particles: Qualitative knowledge of demonstration
demonstration
demonstration h
dedeBroglie wavelength λ =
Brogliewavelength
mvhh
C The particle picture deBroglie
de Brogliewavelength
Qualitative wavelength
treatment λ==
ofλ Big Bang theory.
mvmv
In this section the role of particle physics is Cosmic microwave background radiation as
examined. evidence for the Big Bang.
C The particle
During picture
the unit students study theories Qualitative treatment of the Big Bang theory.
Inabout
this section the role of particle physics
the range of particles that are is Cosmic microwave
Appreciation of the background
processes that radiation
are as
examined.
thought to make up the universe. They evidencetofor
thought the Big
have Bang. immediately
occurred
During the unit some
will examine students study theories
theories about
that particle following the ‘Big Bang’;
the range of believe
physicists particlesdescribe
that are thought to
the earliest Appreciation of the processes that are thought to
make up the universe. They will examine
moments following the big bang and the have occurred
Timeline for theimmediately
creation offollowing the BigasBang;
the Universe
some theories that particle physicists
universe as we know it. They will learn believe we know it.
describe
about somethe earliest
of the moments
questionsfollowing the
that remain Timelinetemperature
Falling for the creation of thetoUniverse
leading as we
Heavy particle,
big bang and the
unanswered and universe as we know
how physicists areit.trying Light
knowparticle,
it. Radiation and Matter ‘eras’
They will learn about some of the questions Falling temperature leading to Heavy particle, Light
to resolve these questions with Possible fates of the Universe.
that remain unanswered and how physicists particle, Radiation and Matter ‘eras’.
experiments using the large hadron
are trying to resolve these questions with Possible fates of the Universe.
collider.
experiments using the large hadron collider.
The questions to resolve: What is mass The creation of matter from radiation and
andquestions
The why are tosome particles
resolve: What so much more
is mass radiation fromofmatter.
The creation Pairradiation
matter from production:
and radiation
massive than others? (the search
and why are some particles so much more for the Photons, particles, antiparticles.
from matter. Pair production: Photons, particles,
Higgs particle);
massive Why
than others? is search
(the there afor
matter
the Higgs Annihilation
antiparticles.of a particle and its antiparticle.
universe?
particle); WhyWhat is dark
is there matter?
a matter Do What
universe? Appreciation
Annihilation ofofa equivalence ofantiparticle.
particle and its mass and
isgravitons exist?
dark matter? Do gravitons exist? energy.
Appreciation of equivalence of mass and energy.
(NB
(NB Use of E = mc2 is
Use of not required
is not requireduntil
untilA2.)
A2).
Appreciation of
Appreciation of the
theproblem
problemraised
raisedbyby
thethe
existence
of our matter
existence universe.
of our matter universe.
How Science Works Classification ofparticles:
Classification of particles;
How Science
In the search Works
for a unifying theory Hadrons: Baryons (neutrons, protons) and
Inscientists
the searchare
formaking
a unifying theory,
new scientists
discoveries Hadrons: Baryons (neutrons, protons) and
mesons (pion, kaon).
are
based on theoretical predictionson
making new discoveries based and mesons (pion, kaon).
theoretical predictions and continue to work to
continue to work to confirm the discoveries Knowledge that: hadrons
hadrons are
are subject
subject to
confirm the discoveries of others. Knowledge to strong
strong
of others. nuclear force.
that: nuclear force.
protons are the only stable
baryons.are the only stable
protons
other baryons eventually decay
baryons.
into protons.
other baryons eventually
decay into protons.
In particular, the decay of a free neutron
should be known.
9
Quarks and leptons; the building blocks of all
In particular, the decay of a free neutron should be

known.
Quarks and leptons; the building blocks of all

matter.
Leptons: electron, muon, tau; their neutrinos and

their antiparticles.
Knowledge that leptons are subject to the weak
interaction.
Theoretical evidence, based on energy

considerations, for the existence of neutrino leading
to its discovery.
Quarks and anti-quarks:

Discovery of Quarks: evidence for the existence
of an internal structure of protons and neutrons;
3 qualitative study of deep inelastic scattering;
comparison with Rutherford’s scattering experiment.
Up (u) down (d) and strange (s) quarks only.

Properties of quarks: charge, baryon number and
strangeness.
Strangeness as property that leads to particles with

unusually long lifetimes.
Application of conservation laws for charge, lepton

number, baryon number and strangeness to
interactions.
Knowledge of the change of quark character in
beta+ and beta– decay.
(Baryon and lepton numbers will be provided in a
data sheet or be given in questions.)
Appreciation that theory predicts a Higgs particle

that is responsible for mass.
D Forces of nature Concept of exchange particles to explain forces

This is a brief section that serves to highlight between particles.
the continuing search for a unifying theory of
matter and examines some of the four forces Knowledge of the strong force, the electromagnetic
of nature. force, the weak nuclear force and the gravitational
force.
Photons as exchange particles for electromagnetic

forces between charged particles.
W and Z particles as exchange particles for the

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10
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11
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13
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3.2.2 Module 2, Energy and the Environment
All nations are faced with the problem of satisfying increasing energy demands and the effect this has on the
fate of the planet and future generations. Where does our energy come from? What are the options for the
future? What are the consequences of our use of energy? How do we use energy and why do we need so
much? How can we use energy more efficiently? These questions will be tackled in this unit. Electrical energy
is a particularly convenient form on which much of our practical technologies are based. The unit focuses on
some of the rules associated with our use of electricity.
14
A Where does our energy come from and Ability to compare critically, data from the UK and
where does it go? other countries.
Study of the common sources of energy
generated and how it is used in the United Knowledge of the relative amounts of energy
Kingdom and internationally. The work available from non-renewable sources at a national
includes a study of the use of solar, carbon- and international level.
based and nuclear resources and is made
quantitative through the use and interpretation Appreciation that solar energy may be used directly
of Sankey diagrams. or from secondary sources such as wind and tides
(see also Section D – Sources of renewable energy).
Knowledge of the relative amounts of energy

currently generated by different sources in the UK.
Knowledge of how energy is used at an individual,

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national and international level.
Imbalance in the use of energy between
individuals and nations is an ethical issue.
Use and interpretation of Sankey diagrams
Manufacturing material goods requires the use
representing energy changes.
of energy and leads to a relationship between
economic growth and energy use. 3
B Impact of energy conversion Factors that affect the rate at which the temperature
Study of the on-going debate that centres of the Earth rises.
around global warming and its effects.
The study builds on the GCSE experience, Knowledge of the major regions of the
developing an understanding of some of electromagnetic spectrum: their approximate
the physics principles that are involved in wavelengths and frequencies and, where
explaining the cause of global warming and its appropriate, an appreciation of their possible effects
effects. on humans.
Understanding of the ‘greenhouse’ effect and that

this is affected by CO2 levels in the atmosphere.
Knowledge of the need for balance between energy

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inflow from the Sun and energy re-radiation from
New GCEScience, through
Physics B: Physicsthe exploitation
in Context of its for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
specification the Earth (links to next Section).
application during the industrial revolution
Recognition that ‘global warming’ implies a lack of
and subsequently, has contributed to global
balance
2008:and that0.2,
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New GCE Physics
New GCEwarming. B: Physics
Physics B:Scientists in Context
Physics in explain specification
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global for first teaching 2008: version
version draft submitted
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to (July
(July 2007)
2007)
temperature.
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GCE Physics B: Physics in Context Specification for AS exams 2009 onwards tidelevel
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thermistors.
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the total resistance of circuits with series and/or
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parallel components in
ininseries
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and andparallel;
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of
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the
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QCA (July 2007)
with
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resistors.
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providing high magnetic strengths Terminal potential difference A
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difference
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high potential of transmitting
difference
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energy and
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and low energy
current. using low resistance
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national ac transformers. (No calculations are
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in transmission of electrical energy atac atransformers.
required)
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calculations current.
and how this is reduced in the national grid. Appreciation
required) of the role of ac transformers.
D Sources of renewable energy (No calculations
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one advantage and
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D Study of renewable energy
of the wide range of renewable Knowledge
one disadvantage for each of at least one advantageof the following and
16 Study of the wide range of renewable
energy sources. The study will include a one disadvantage
sources; solar power, wind- wave for each of the following
energy sources.
general understandingThe study will include
of some of the a sources; solar
conversions, power,
tides, HEP, windpumped wave storage,
general understanding of some of the conversions, tides, HEP, pumped storage,
instruments
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magnetic field strengths the relative amplitudes of A A
these Superconductivity
frequencies;
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providing highhigh magnetic
magnetic field
field strengths
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strengths temperature Properties would
superconductors of waves: speed, frequency,
and andlow lowlosslossconductors.
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conductors. Physicsdiscovery
The discovery of ofappreciation
in Context Specification for AS examsof
Superconductivity 2009
wavelength
how sounds
onwards and A2 are synthesised
exams 2010 onwards (version 1.2)
and low
Candidates loss conductors.
will consider The result
discovery
the processwould in
of further
of benefits.
Superconductivity
electronically.
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highhightemperature
temperature superconductors
superconductors would amplitude, intensity, phase
high
sound temperature
production superconductors
and which frequencies would transmitting electrical energy using low
result
result in further
in further benefits.
benefits. Energy fλ,electrical
distribution:
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= of thethe
calculations desirability of of
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need further or transmittedEnergy
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transmission
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distribution: of the
the desirability
resistance
frequency
desirability of cable at a high potential diffe
energy and how transmitting
this is reduced
transmitting electrical in
electrical the energy
energy usingusing low low
reproduction
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in in the original
transmission sound.
of of
electrical relationships
transmitting between
electrical notes
energy in a
and
usingmusical
low
low current. Appreciation of the ro
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in transmission electrical
of national
electrical resistance
grid. scale. resistance cable
Knowledgecable at at a of
high
a an
high potential
experiment
potential difference
to measure the
difference
energy and how this is is
reduced in inthe resistance cable at a high ac
potential transformers.
difference (No calculations are
energy
energy and andhow how thisthis reduced
is reduced in thethe andand low lowcurrent.
speed
current. ofAppreciation
sound
Appreciation in air of of thethe role of of
role
national grid. and low current. Appreciation required)
of the role of
national
national grid.
grid. acac transformers.
transformers.
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of(No calculations
sound calculations m−2
in Wtransverseare; are P
;
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(No and
calculations are I=
D Sources of renewable required)
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required) 2
Study of the wide range intensity
examples of
of renewable
sound ∝as amplitude
longitudinal onewave disadvantage
and for each of the follow
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energy energy sources. Knowledge
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electromagnetic will
of
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least
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as one a
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the advantage
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advantage
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dB
transverse scale and
and
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and
solar
onetopower, wind- wave
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Study of the
of of
thethe wide
widewide range
range
range ofof renewable
of renewable oneone disadvantage
disadvantage forfor each each of following
thethe
of following
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renewable energyunderstanding
onedisadvantage someforofeach
ofinterpreting
disadvantage the
for each
data of the
on conversions,
ofsound
the following sources;
levels; tides, HEP, pumped stora
the
energy
energy sources.
sources. The The study
study willwill
include
include a a sources; sources; solarsolar power,
power, wind- wave
sources.
energy The
sources. study The will include
study willatechniques
general
include a available solarfor
sources;
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energy
solar wind-
significance
of waves: power, wave
conversion of awind-
wind-
speed, wavewave
conversions,
and
3 frequency,
dB change; wind tides, dBHEP,conversions.
turbine
0
general
general
understanding understanding
understanding
of some ofthe
of some
of some of of
techniques thethe conversions,
conversions,
pumped tides,
storage, tides, HEP,
and HEP, windpumped
pumped
turbine storage,
storage,
conversions.
general understanding of some andof theinvolve quantitativeconversions,
wavelength analysis tides,
equivalent of some
HEP,
to pumped
threshold of storage,
hearing P
techniques
techniques
available foravailable
available
energy forfor
energy
conversion energyand conversionand
conversion
involve and windwind turbine
turbine
−12 conversions.
−2conversions. Intensity of power from the Sun I =
techniques available for energy sources
conversion and
amplitude,wind 10
turbine Wm
intensity, conversions.
phase A
and andinvolve
involve
quantitative quantitative
quantitative
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analysis
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and involve quantitative analysis of some Intensity
=Intensity Interpretation
of power
ofof
fλ, calculations
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power from
from
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the
thecurves
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Sun Iof=Iequal
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sources
sources of power from the Sun I = AA
sources A a point P
Candidates will consider that the quality Inverse
Inverse Appreciation
of squaresquare law
law for
for that
aa pointenergysource
source from I =the 22 source(links to Unit 2)
Inverse
Knowledge
Inverse square
squareof an law
experiment
law for fora a point
point to measure
music heard also depends on the (links to isUnit
spread
P 2) over a surface area = 4πr 4πr leading
condition of the listener’s ears and that speed
sourcethisofII sound
=to P 2Pin air to Unit 2)law for the variation of
(links
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Intensity to ofintensity
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4 πr 4 2r2
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distance. P of sun in producing power from w
;
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conversion r 2 tides.
cells.
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How
How Science
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of sun in producing power from wind
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Science Works
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intensity ofof
∝sun
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amplitudeinin
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producing power
power
power from from
Estimation
from windwind
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energy
energy available
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from different sources
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deciding
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individual
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devices
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should beshould Estimation
be produced
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interpreting of of
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energy
on insound in aa wave
future. a wave
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levels; PE (links
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the to
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of a 3 dB to change; in
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how how energy
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use PE ↔KE conversions and power considered
future. PE ↔ KE conversions
conversions andand power
power considered
considered in systems
how energy
science togroups should
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their produced
cause, promote
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PE ↔
equivalent extracting
KE conversions
to threshold those and
of power
hearing pumped considered storage
Pressure
Pressure groups maymay useuse science
science to to in−12
relation totidal
tidal barrages, hydroelectric and
Pressure
those parts
promote
groups
theirthat may
support
cause,
use
theirscience
extracting
parts
view tothat support
whilst
those
10in in relation
relation
their
W
relation −2to
mview to totidal tidal
whilst barrages,barrages,
ignoring
barrages, hydroelectric
hydroelectric
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hydroelectric andand and of
pumped
derivation
and
promote their cause, extracting those pumped
storage
pumped storage
systems.
storage systems
systems
promote their cause, extractingother those parts Interpretation
pumped storage of curves systems of equal loudness 1 2 3
from wind = π3
ignoring other parts.
New GCEpartsparts
Physics
parts
that
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B: support
support
Physics
support intheir
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their
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whilst
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first teaching
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2008:
and
derivation
derivation
derivation
version
derivation 0.2,of ofof submitted
draft
of Energy to QCA available
(July 2007) r ρv
other
Candidates parts will consider that the quality of Appreciation that energy from a 1point source 2
other
other parts
parts Energy available from wind = 1 π1r2π22 rρv2 ρ33 v 3
music heard also depends on the Energy
isEnergy
Poweravailable
spread available
over
available a surfacefrom from wind
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area ====24πr πr leading
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2
condition of the listener’s ears and that this to the inverse-square law for the2 variation of
can be affected by continuous exposure to intensity with distance.
E Efficient use of energy Use of rechargeable cells.
loud noise/music
A study of energy use in the home and
how energy can be conserved. The study Efficiency including the calculation of overall
E Efficient use of energy Use of rechargeable cells.
includes the storage of energy, home efficiency of a multistage process.
A study of energy use in the home and how
insulation
energy canand double glazing,
be conserved. The study and includes Efficiency including the calculation of overall
comparisons
the storage of between energy, home conventional
insulation and Efficiency
efficiencyofofenergy a multistage conversion process. in the
filament lamps and modern
double glazing, and comparisons between energy- electrical generators, lamps and motors.
efficient fluorescent types.
conventional filament lamps and modern Efficiency of energy conversion in the electrical
energy-efficient
How Science Works fluorescent types. generators, of
Comparison lamps efficiencyand motors. for a filament lamp
Science predicts and explains ways in and an energy-efficient lamp.
Comparison of efficiency for a filament lamp and an
whichScience
How energyWorks
is wasted and that science
energy-efficient lamp.
informs predicts
Science decisionand
making on house
explains ways indesign
which Energy lost by natural and forced convection:
and modifications
energy is wasted andthat reduce
that energy
science informs Newton’s law of cooling under forced
Energy lost by natural and forced convection:
decision-making
needs. on house design and convection; concept of half-cooling time
Newton’s law of cooling under forced convection;
modifications that reduce energy needs. (qualitative links to GCSE knowledge
concept of half-cooling time (qualitativeoflinks to
radioactive decay model).
GCSE knowledge of radioactive decay model).
Factors
Factorsaffecting
affectingthermal
thermal energy transferbyby
energy transfer
conduction and radiation.
conduction and radiation.
Temperature
Temperaturegradient,
gradient, conductivity ofmaterial,
conductivity of
material, cross-sectional
cross-sectional area. area.
U-values;
U-values;Range
Range ofof U-values ofcommon
U-values of commonbuilding
building materials;
materials.
Rate
Rateofofenergy transfer = UA∆θ
energytransfer
Use
Usetotocalculate
calculatetotal
total heat
heat loss for parallel
loss for parallelsurfaces
only. only.
surfaces
17
3.3 Unit 3 Investigative and Practical Skills in AS Physics

Candidates should carry out experimental and investigative activities in order to develop their practical skills.
Experimental and investigative activities should be set in contexts appropriate to, and reflect the demand of,
the AS content. These activities should allow candidates to use their knowledge and understanding of Physics
in planning, carrying out, analysing and evaluating their work.
The specifications for Units 1 and 2 provide a range of different practical topics which may be used for
experimental and investigative skills. The experience of dealing with such activities will develop the skills
required for the assessment of these skills in the Unit. Examples of suitable experiments that could be
considered throughout the course will be provided in the Teachers’ Resource Bank.
The investigative and practical skills will be internally assessed through two routes.
• Route T – Investigative and Practical skills (Teacher assessed)
• Route X – Investigative and Practical skills (Externally Marked)
Route T – Investigative and Practical skills (Teacher assessed)

The assessment in this route is through two methods.
3
• Practical Skills Assessment (PSA)
• Investigative Skills Assignment (ISA)
The PSA will be based around a centre assessment throughout the AS course of the candidate’s ability to
follow and undertake certain standard practical activities.
The ISA will require candidates to undertake practical work, collect and process data and use it to answer
questions in a written test (ISA test). See Section 3.8 for PSA and ISA details.
It is expected that candidates will be able to use and be familiar with ‘standard’ laboratory equipment which is
deemed suitable at AS level, throughout their experiences of carrying out their practical activities.
This equipment might include:
Electric meters (analogue or digital), metre rule, set squares, protractors, vernier callipers, micrometer
screwgauge (zero errors), an electronic balance, stopclock or stopwatch, thermometer (digital or liquid-in-
glass), newtonmeters.
Candidates will not be expected to recall details of experiments they have undertaken in the written units 1 and
2. However, questions in the ISA may be set in experimental contexts based on the units, in which case full
details of the context will be given.
Route X – Investigative and Practical skills (Externally Marked)

The assessment in this route is through a one off opportunity of a practical activity.
The first element of this route is that candidates should undertake five short AQA set practical exercises
throughout the course, to be timed at the discretion of the centre. Details of the five exercises will be supplied
by AQA at the start of the course. The purpose of these set exercises is to ensure that candidates have some
competency in using the standard equipment which is deemed suitable at this level. No assessment will be
made but centres will have to verify that these exercises will be completed.
The formal assessment will be through a longer practical activity. Details of this activity will be provided every
March. The activity will require candidates to undertake practical work, collect and process data and use it to
answer questions in a written test. The activity will be made up of two tasks, followed by a written test. Only
one activity will be provided every year.
Across both routes, it is also expected that in their course of study, candidates will develop their ability to use
IT skills in data capture, data processing and when writing reports. When using data capture packages, they
should appreciate the limitations of the packages that are used. Candidates should be encouraged to use
graphics calculators, spreadsheets or other IT packages for data analysis and again be aware of any limitations
of the hardware and software. However, they will not be required to use any such software in their assessments
through either route.
The skills developed in course of their practical activities are elaborated further in the How Science Works
section of this specification (see section 3.7).
18
In the course of their experimental work candidates should learn to:

• demonstrate and describe ethical, safe and skilful practical techniques
• process and select appropriate qualitative and quantitative methods
• make, record and communicate reliable and valid observations
• make measurements with appropriate precision and accuracy
• analyse, interpret, explain and evaluate the methodology, results and impact of their own and others’
experimental and investigative activities in a variety of ways.
19
CE Physics B: Physics in Context specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
New GCE
New Physics B: Physics
GCE Physics in Context
B: Physics specification
in Context for for
specification firstfirst
teaching 2008:
teaching version
2008: version0.2,
0.2,draft
draftsubmitted
submitted to
to QCA (July 2007)
QCA (July 2007)
3.4 Unit
New 4 PhysicsPhysics
GCE B: Physics inInside
Context Out
specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007)
3.4
ModuleUnit
Unit 43.2.1 Physics 4 Out
Inside
1, PHYB4
Experiences out Physics
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3.4 Unit 4 Physics Inside Out
Module 1, 3.4Experiences
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This
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3.4.2
3.4.2 Module
What
3.4.2What
3.4.2 What Goes
Goes Goes2,Around
What
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3.4.2
3.4.2
Theme What What
parks Goes
Goes
continue Around
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to excite Comes
Comesboth Around
Around
youngteenagers
and old with theyoungthrills and
of freefall, looping the loop or simply
Theme
Theme parks
parks continue
continue totoexcite
exciteteenagers
teenagersboth both
bothyoung youngand and old old with
old with the thrills
the thrills of freefall,
spinningTheme
round parks
and continue
round. In thistomodule
excite energy and momentum conservation with are
the thrills of
considered of freefall,
freefall,
in relation to
looping
Theme
looping the
parks loop or simply
continue spinning
totoexcite
excite round
teenagers and bothround.youngIn this
and unit
old energy
with and of
thethrills
thrills momentum
offreefall,
freefall,
Theme
looping
theme park rides.thethe
parks loop loopor or
continue simply
simply spinning
spinning teenagersroundand
round and
both round.
young
round. In
and
In this
this old unit
unitwithenergy
the
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and momentum
momentum
conservation
looping theloop
conservation and
loopand are
orsimplyconsidered
simply
are spinning
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round to
and theme
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this unitenergy
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considered ininroundrelation
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theme
theme park
park rides.
unit
rides.
conservationand
conservation andare areconsidered
consideredininrelation relationtototheme themepark parkrides. rides.
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Forth andand Up and Down Simple harmonic motion
Back
A AA Back and
and Forth
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and UpUpUp and
and
andDown
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harmonic
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motion
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and simple
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a==- -(2πf)
(2πf) x
harmonic. motion
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ridesrides and
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using
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and
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simple
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harmonic motion a Simple
– x2x..
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2 motion
motion
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motion exemplified
rides
exemplified by
using the swing
simple boat,
harmonic xxa === AA- cos
(2πf)
2π
cos 22πft
2πft x .
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motion
exemplified rides
exemplified
by using
theother
swingbyby the the
simple
boat, swing
swing harmonic
pirate boat,
ship and xaMaximum
boat, = -A(2πf)
cos 2πft x.
pirate
motion ship and
exemplified bybypendulum
theswing
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acceleration
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pirate
motion
pirate
other ship ship
exemplified
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or pendulum
the
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pirate
pirate ship
vertically oscillated
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other
oscillated rides such
pendulum
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asor the Maximumacceleration
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or the
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or
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vertically oscillated
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as the the
ortrack Graphical Graphicaltreatment treatment with with velocity as
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seat). (catapult
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reverse
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reverse seat).
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seat).
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or toto of
of the
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velocity
graph
with velocity and
and as gradient
as gradient
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of seat).
sinusoidal Roller
profile. coaster limited of the
displacement–time graph
and and
acceleration as the
track
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trackof of
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ofthe as
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as the gradient
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of velocity-time
and
ejector
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graph.
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velocity-time
graph.
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graph.
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graph. speed
speed =
== 2πfA
2π
2πfA
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system 2πfA
= =2πfA
with T==2π 2π √(m/k)
(k/m)
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system with T
with T = 2π √√(k/m) (k/m)
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= √2π √2π √
(l/g) (k/m)
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√(k/m)
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pendulum with T = 2π √
= 2π √ (l/g)and
with Tmaximum (l/g)
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Discuss how we balance the enjoyment minimum
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andwith potential energy energy
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graphical treatment. Variations
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position. and resonance.
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resonance.
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resonance.
B BRound Round andand Round
Round Requirement
Requirement of
of centripetalforce
centripetal force – provided
B Round and Round Requirement of centripetal force –– provided
provided
B Rides
Round
Round
B Rides Rides involving
and
involving
and Round uniform
Round uniform circular motion
circularmotion motion by normal
Requirement
bynormal reaction,
normalreaction,
Requirement of
reaction, weight,
centripetal
weight, force
of centripetal tension or
force– –provided
tension orprovided
involving uniform circular by weight, tension or
exemplified
Rides involving
exemplified by: the rotor
uniform (‘gravitron’)
circular motion ferris components
by normal of these
reaction, forces.
weight,
forces.tension oror
tension
Rides involving
exemplified by:by:the the
uniform rotor
rotor (‘gravitron’)
circular
(‘gravitron’) motion ferris bycomponents
ferris componentsnormal reaction, of these
of these weight,
forces.
wheel
wheel
exemplified(big
exemplified (bigwheel),
by: the
wheel), chair-o-planes
chair-o-planes
by: thechair-o-planes
rotor (‘gravitron’) (‘swing
(‘swingferris
ferris components
components of these forces. of these forces.
wheel (big wheel), (‘swing 21
carousel’)
wheel (big
carousel’)
wheel (big orbiterorbiter
wheel),
orbiter
wheel),etc. etc. chair-o-planes
etc.
chair-o-planes (‘swing (‘swing mv 22
carousel’) m ω 2 mv
or mv
2
carousel’)orbiter
carousel’) orbiteretc. etc. Use
Useof
Use ofFFF===m
of mω ω22rrr2 or
or mv 2
2
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Maximum
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system
speed
speed = 2πfA
==2πfAwith TT =
with
2πfA = 2π2π √√(k/m)
(k/m)
Simple
Simple pendulum
pendulum
Mass-spring system
Mass-springsystem
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with
systemwithwithT
T =
=
T =2π
2π
withTT==2π √
√
2π (l/g)
(l/g)
√(k/m)
2π√√(k/m)
(k/m)
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Energy considerations,
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with
with T
T
T =
==
considerations, maximum 2π
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Discuss how we balance the enjoyment minimum kinetic and potential energy
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and
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safe. position.
position.
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resonance.
B Round and
B Round and Round
Round Damping
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Requirement
Requirement and resonance.
resonance.
and resonance.
of centripetal
of centripetal force
force –– provided
provided
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BBB Round
Round
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involving
andRound
and Round
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uniform circular motion
motion by
by normal reaction,
normal
Requirement
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of
of weight,
weight,
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centripetal
ofcentripetal
centripetal tension
tension
force
force
force––– or
or
provided by
provided
provided
B Round and Round Requirement of force – provided
exemplified
exemplified
Rides
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involving
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by: the
the
uniform
uniform
involvinguniform rotor
(‘gravitron’)
circular motion
circular
uniformcircular motion
circularmotion
motion ferris
ferris bycomponents
components
normal
normal
bynormal of
of
reaction,
reaction,
normalreaction, these
these forces.
forces.
weight, tension
weight,
reaction,weight, or
tension
weight,tension components
tensionoror
or of
Rides by
exemplified
wheel
wheel (big
(big
exemplified by:
exemplifiedby: the
wheel),
wheel),
by: the
by:the rotor (‘gravitron’)
chair-o-planes
chair-o-planes
rotor
therotor ferris
(‘gravitron’)
rotor(‘gravitron’) (‘swing
(‘swing
ferris
(‘gravitron’)ferris
ferris these forces.
components
componentsof of these
ofthese forces.
theseforces.
forces.
exemplified
wheel (big wheel), chair-o-planes (‘swing components
carousel’)
carousel’)
wheel
wheel (big orbiter
orbiter
wheel),
(bigwheel),
wheel), etc.
etc.
chair-o-planes (‘swing
chair-o-planes(‘swing
(‘swing mv22
mv
wheel (big
carousel’) orbiter etc. chair-o-planes Use of
Use of FF ==m mω ω22rr oror 22
carousel’)
carousel’) orbiter
carousel’)orbiter etc.
orbiteretc.
etc. mv
mvrr2
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Use of
of FF===mm
m ωω rrror
22
or
or
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F
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Section
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Section D) C) D)rr
r
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C Spinning faster and
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with
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C momentum == IIω
Angular momentum
Angular ω
Rides for
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CCC Spinning
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which
which
faster
faster the
the
andand
and moment
moment
faster
faster
faster of inertia
of inertia is is Angular
Angular
Angular
Angular momentum ==IIωω= ½
kinetic
kinetic
momentum
momentum
Angularmomentum energy
energy= I ω = ½ IIω ω22 
Spinning faster and faster
C Rides Angular
for
significant
Rides forwhich
significant the
such
such
which as
themoment
as the
the
moment of inertia
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of is
looping
looping
inertia isis
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whichthe themoment
momentof ofinertia
inertiais Angular
Angular
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Angularkinetic
kinetic energy
kinetic energy
energy
energy== ==½ ½ ωω222 
½IIIω
significant
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rides with
with
significant such
suchas asthe
asymmetrical
asymmetrical
the Waltzer, looping
distribution
distribution
Waltzer, looping rides
of
of The effect
The effect of of torque
torque on on angular
angular momentum. momentum.
significantsuch
significant suchas asthe
theWaltzer,
Waltzer,looping
looping
with
ridesasymmetrical
mass.
mass. withAccelerating
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asymmetrical the of mass.
thedistribution
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rides to their
to their
of Moment
Moment ofof
of inertia
inertia defined
defined as ratio
as ratio of torque
of torque to to
rides
rides with
with asymmetrical
asymmetrical distribution
distribution of
of The
The
The effect
effect
Theeffect
effect ofof torque
torque
of torque on
on
torque on angular angular
angular
angularmomentum. momentum.
momentum.
momentum.
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maximum
maximum the ridesspeeds.
angular
angular to their maximum
speeds. angular
angular acceleration
acceleration II == T/α
T/α ;; Moment
Moment of
of
mass.
mass. Accelerating
mass. Accelerating
Acceleratingthe the rides
therides
ridestoto their
totheir
their Moment
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of inertia
inertia
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inertia defined
defined as
asratio
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ratioofof
ratio of
of torque
torque
torque
torque to
to
toto
angular speeds. inertia dependent
inertia dependent on mass
on mass and massof
maximum
maximumangular
maximum angular speeds.
angularspeeds.
speeds. angular
angular
angular acceleration III=
acceleration
acceleration
angularacceleration = =T/αT/α;;;and
T/α Moment
Moment
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moment
mass
of
ofofinertia
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inertia
inertia dependent
dependent on
onandmass
mass and
and mass
mass
inertia dependent
dependent on mass on mass massand mass
distribution.
distribution.
distribution.
distribution.
Angular
Angular accelerationdefined
acceleration
Angular acceleration defined
defined asas as the
thetheraterate
rate of
of
of change
3 change
change
Angular
of angular of
of angular
angular
acceleration
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accelerationdefined
velocity velocity
velocity
defined
=D w /Dt
definedas αα ==
as
asthe ω/∆t.
ω/∆t.
the rate
therate
rateof of
of
Angular
change
changeof
change of angular
ofangular
angularvelocityvelocity
velocityα αα= ω/∆t.
==ω/∆t. ω/∆t.
Conservation of
Conservation of angular
angular momentummomentum and and
Conservation of angular momentum and equations
equations
equations
Conservation
Conservation ofof motion
motion
of angular
ofangular
angular for
for uniform
uniform
momentum
momentum angular
angularand
andtreated
Conservation
of motion for uniformof angularmomentum acceleration and
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teaching draft submitted angular
to QCA
to QCA (July 2007)
motion.
(July 2007)
uniformly
uniformly
acceleration accelerated
accelerated
accelerationtreated treated
treatedby by linear
linear
analogy
byanalogy motion.
motion.
analogywith with
with
acceleration
uniformly accelerated
uniformlyaccelerated
uniformly acceleratedlinear linear motion.
linearmotion.motion.
3.4.3
3.4.3 Imaging
3.4.3 Imaging
Imagingthe the Invisible
3.4.3 Module the3,Invisible
Invisible
Imaging the Invisible
This
This
This module unit
Thisunit
isunit is
about about
isisabout
how how
about how
physics physics
howphysicsphysics
is used isisused
is used
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to
investigateinvestigate
investigate
things that things
things
things
cannotthat
that cannot
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thatbe seen be
cannot be seen
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directly directly
directly
with directly
the eye. The
with
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withthe are eye.
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study The
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offirst
the sections
sections
sectionsare
firsttechniques are
are a study
a astudy
available study of the techniques
toofgeophysicists
ofthethetechniques
techniques available
andavailable to geophysicists
availabletotogeophysicists
archaeologists geophysicists
in the search for
and
and
new mineral archaeologists
andarchaeologists
resources
archaeologists ininthe
in
and buried the search
search
searchfor
theremains. for
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fornew
the
new mineral
mineral
final section
mineral resources
resources
the techniques
resources and
and buried
andburied
available
buried remains.
remains.
to doctors
remains. InInthe
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for
theimaging
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inside section
finalsection
sectionthe
the body the techniques
thetechniques
are techniquesavailable
studied. available to doctors
availabletotodoctors doctorsfor for imaging
forimaging
imagingorgansorgans inside
organsinsideinsidethethe body
thebody bodyare are
are
studied.
studied.
studied.
A Gravity
AAA Gravity
Gravity
Gravity surveys
surveys
surveys
surveys Definition
Definition
Definitionof
Definition ofofgravitational
ofgravitational
gravitationalfield
gravitational field
field
fieldstrength
strength
strength
strength
A study
AAstudy
study
studyof of
ofof how
how
howhow variations
variations
variations
variations of gravitational
ofofgravitational
ofgravitational
gravitational F
F F
field
field strength
strength isused
isis used tofind
find new ore gg g===m
field
fieldstrength
strength isused
used toto tofindnew
find new oreore
new bodies
ore mm
bodies
containing
bodies containing
bodiescontaining
containing useful
useful minerals.
useful minerals.
usefulminerals.
minerals. GMm
Newton’s
Newton’s
Newton’s gravitational
gravitational
Newton’sgravitational
gravitationallaw law
law
lawF FF===−−−GMm GMm.
2 . .
rr 2r 2
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Factors affecting local variations in g; typical
g; typical
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local variations
variations inining; g; typical
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sourcesand and the
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variations. Use
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local
magnitude of variations. Use of local variations to
need
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need
needfor for recycling
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of findingof
forrecycling new mineral
sources,
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mineral resources
and the in
resources
resources variations
inin variations
variations totoidentify
to identify ores.
identifyores.
ores.
need for recycling, of mineral resources in identify ores.
the
the light
light of
of dwindling
dwindling natural
natural
the light of dwindling natural supplies with supplies
supplies with
with
the light of dwindling
increasing demands. natural supplies with Measurement techniques; using pendulums
increasing
increasingdemands. demands. Measurement
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techniques; using
using pendulums
pendulums
pendulums and
increasing demands. and mass spring systems.
and
and mass
mass spring
spring
mass spring systems. systems.
systems.
−2
The
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gal=
gal 0.01
===0.01
0.01m mmss−2s−2
B Magnetic
BB Magnetic
Magneticsurveys surveys
surveys Definition
Definition
Definitionof ofofmagnetic
magnetic
magneticflux flux density
fluxdensity
densityusing using
using
A study
AAstudy of
studyofofthe the how
thehow magnetic
howmagnetic
magneticfield field strength
fieldstrength
strength F = BIL F
F =
= BIL
BIL
variations
variations
variationsare are used
areused usedto totodetect
detect buried
detectburied
buried Factors
Factors affecting
Factorsaffecting
affectingfluxflux density
fluxdensity produced
densityproduced
producedby byby
objects
objects
objectsand and the
andthe techniques
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techniquesused. used.
used. current
current
currentin ininwires
wires
wiresandand coils.
andcoils.
coils.
(Knowledge
(Knowledge
(Knowledgeof ofofformulae
formulae
formulaeis not
isisnot required).
notrequired).
required).
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ofofflux
flux ==BA
BA and
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andflux linkage
fluxlinkage
linkage
Φ = NBA
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NBA
Faraday’s
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Faraday’sand Lenz’s
andLenz’s laws
Lenz’slaws
laws
∆Φ
∆Φ∆Φ
Magnitude
Magnitude ofofinduced
Magnitudeof induced
inducedemf emfεε ε=== ∆t
emf
∆t∆t
Eddy
Eddy currents.
Eddycurrents.
currents.
22 Measurement ofofflux
flux density using induced
Measurement
Measurementof fluxdensity
densityusing
usinginduced
induced
emf.
emf.
emf.
B Magnetic surveys Definition of magnetic flux density using

A study of the how magnetic field strength F = BIl
variations are used to detect buried objects Factors affecting flux density produced by current in
and the techniques used. wires and coils.
(Knowledge of formulae is not required.)
Concept of flux and flux linkage
Faraday’s and Lenz’s laws
Magnitude of induced emf
Eddy currents.
Measurement of flux density using induced emf.
Factors affecting local variations in magnetic flux

density; typical magnitude of variations. Use of local
variations to identify buried objects. 3
Principles of operation of proton magnetometer
(see also MRI scanner Section 3.4.3D).
Principle of operation of a metal detector.
C Resistivity and seismic surveys Geophone operation – schematic diagram and

In this section electrical and wave explanation of the production of induced emf used
topics studied in AS and principles of to trigger timers in seismic surveys.
electromagnetism are applied in geophysics
and archaeology.
Review of how concepts in waves and electricity

How Science Works
learned in AS are used in mineral exploration.
Discuss how the techniques used for such
surveys are also used to predict and warn of
earthquakes and possible tsunami incidents.
23
C
C Resistivity
Resistivity and and seismic
seismic surveys
surveys
C Resistivity
In
In this
this section
section and seismic
electrical
electrical and
andsurveys
wave
wave topics
topics Geophone
Geophone operation operation – – schematic
schematic diagram diagram
In this
studied
studied section
in AS
in AS electrical
and and
principles
principlesforof
and Specification wave
of topics
GCE Physics B: Physics in Context Geophone
and
AS exams 2009 onwards A2 examsoperation
andexplanation 2010 of the
onwards
and explanation of the production – schematic
production
(version 1.2) diagram
of
of induced
induced
studied in
electromagnetism AS and principles
are
electromagnetism are applied in applied of
in
and
emf explanation of the production
emf used to trigger timers in seismic surveys.
used to trigger timers in seismic of induced
surveys.
electromagnetism
geophysics and are applied
archaeology.
geophysics and archaeology. in
emf used to trigger timers in seismic surveys.
geophysics and archaeology.
How
How Science
Science Works Works Review
Review of of how
how concepts
concepts in in waves
waves and and
How
Discuss
Discuss Science
how
how the Works
the techniques
techniques used used forfor such
such electricity
Discuss
surveys how
are the
also techniques
used to used
predict and for such
warn electricity learned in AS are waves
Review of how
learned concepts
in AS arein used
used in inandmineral
mineral
surveys are also used to predict and warn exploration. electricity learned in AS are used in mineral
surveys
of are
earthquakes alsoandused to predict
possible and
tsunami warn exploration.
of earthquakes and possible tsunami exploration.
of earthquakes and possible tsunami
incidents.
incidents.
incidents.
D Medical
DD Medical diagnosis
Medical diagnosis
diagnosiswithout without surgery
withoutsurgery
surgery Principles
Principlesof
Principles ofofX rays.
XX-rays.
rays.
D A AMedical
study
study of
ofdiagnosis
the
the techniques
techniques without
A study of the techniques of X-ray. ofof surgery
X-ray.
X-ray, ultrasound, Principles
Production:
Production: of
Production: continuous X rays. and
continuous
continuous and line
and spectrum.
line spectrum.
line spectrum.
A study
ultrasound
MRI scanners
ultrasound of the
MRI
MRI techniques
andscanners
endoscopy.
scanners of
and X-ray.
endoscopy
and endoscopy Production: continuous and line spectrum.
ultrasound MRI scanners and endoscopy Properties
Propertiesof
Properties ofofelectron
electron beams.
electron beams.
beams.
Properties
Energy
Energy gainedof
gained
Energy gained by electronelectron
byby electronbeams.
electron = eV
= eV;;
Energy gained by electron =1 eV; 2
1
Electron
Electrongun
Electron gun equation eV
gunequation
equation eV = = 1mv mv 2 ;;
Electron gun equation eV = 22 mv 2 ;
Maximum
Maximum photon photon energyenergy hf hf ==2 eVeV
Maximum
Maximumphoton photon energyenergy hf = eV
How
How Science
Science Works Works Properties
Properties of of X-rays
X-rays and and usesuses in in diagnosis.
diagnosis.
How
The
The Science
benefits
benefits Works
and
and risks
risks of
of exposure
exposure to
to Properties
Use
Use of
Properties
of of
contrast
contrast X-rays
medium
of X-rays
medium and
and and uses
and inindiagnosis.
image
usesimage diagnosis.
intensifier
intensifier
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benefits
radiation and Works
and
strong risks of
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fields to Use
Safety of contrast
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radiation and strong magnetic fields Use
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precautions. medium and image intensifier.
The
should benefits
radiation be and and risks during
strong
discussed of exposure
magnetic this to radiation Safety precautions.
fields
section.
should be discussed during this section. Safety
Principles precautions.
and
shouldstrong
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discussedfields should
during this be
section. Principles of of Ultrasound.
Ultrasound.
discussed during this section. Principles
Echoes.
Echoes. of Ultrasound.
Principles
Echoes.
Typical of ultrasound.ultrasound and how
wavelengths
Typical
Echoes. wavelengths of of ultrasound and how
Typical
this
this affects
affectswavelengths
resolution
resolutionof of
of ultrasound
the
the images.
ofultrasound
images. and how
Typical
this
Image affectswavelengths
types. resolution of the images. and how this
Image
affects types.
resolution of the images.
Image types.
3 Comparison
Comparison of
Image types. of advantages
advantages and and
Comparison
disadvantages
disadvantages of ofadvantages
of ultrasound
ultrasoundand and
and X-
X- rays.
anddisadvantages
rays.
Comparison of advantages
disadvantages of ultrasound and X- rays. of
ultrasound
Principle and X-rays.
Principle of of the
the MRIMRI scanner:
scanner:
Principle
Calculation
Calculation of the
of
ofthe MRI scanner:
magnetic
magnetic flux
flux density
density in in aa coil.
coil.
Principle
Calculation of of MRI
magnetic scanner:
flux density in a coil.
Use
Use of superconducting magnets.
useofofsuperconducting
superconducting magnets. magnets.
Use of superconducting
Alignment
Alignment of spinning protons magnets. in the field,
Alignmentofofspinning spinning protons
protons in in the
thefield,
field,
Alignment
precession.
precession. of spinning protons in the field,
precession.
precession.
Use
Use of 'gradient' field coils to cause resonant
Useofof'gradient'
‘gradient’field fieldcoils
coils to to cause resonant
cause resonant
Use
change
change of 'gradient'
of
changeofofspin spin field
state
spinstate
statein incoils
a to
small
in aa small
cause
region.
region.
small region.
resonant
change
Detection
Detection ofofspin
Detectionofofrelaxation state
relaxation
relaxation andin a
and small
computer region.
computerbuild
and computer build
buildup up
upof
Detection
of final
offinal image.
finalimage.
image.of relaxation and computer build up
of final
Advantages
Advantages image. and
and disadvantages
disadvantages
Advantages and disadvantages of MRI of
of MRI
MRI compared
Advantages
compared
with X-rays
compared with
with and
and X disadvantages
rays and
X ultrasound.
rays and ultrasound.
ultrasound. of MRI
compared with X rays and ultrasound.
Principles
Principlesof
Principles ofofendoscope:
endoscope:
endoscope:
Recall fromofAS:
Principles
Recall
recall from
from endoscope:
AS:
AS: refraction
refractionofof
refraction light
oflight
lightandand
and total
total
totalinternal
Recall
internal from
reflection; AS:
reflection;
Snell’s refraction
Snell’s
law.
internal reflection; Snell’s law. of
law. light and total
internal
Fibre
Fibreoptic
Fibre reflection;
optic
optic cable:
cable:use
cable: Snell’s
use
use of
of non
of law. coherent
non-coherent
non coherent bundle bundle
bundlefor
for illumination and coherent bundle forbundle
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for optic
illumination
illumination cable:
and and use of
coherent
coherent non
bundle coherent
bundlefor for
imaging.
for illumination and coherent bundle for
imaging.
imaging.
imaging.
Explanation of image production using a digital
Explanation
camera. of
Explanation of image
image production
production using using a a
Explanation
(Charged
digital camera.
digital camera. of
coupled image production
devices) using a
digital camera.
(Charged
(Charged coupled
coupled devices).
devices).
(Charged coupled devices).
24
New
NewNew
GCEGCE
GCE Physics
Physics
Physics B: Physics
B: Physics
Context
in Context
in specification
for first
specification for first teaching
teaching 2008:
2008:
teaching version
version
2008: 0.2,
0.2,0.2,
version draft
draftdraft submitted
submitted to QCA
to QCA
submitted to QCA (July
(July 2007)
2007)
(July 2007)
3.5 Unit 5 Energy Under the Microscope
3.5.1 Module 1, Matter under the Microscope
New
New GCENew GCE
Physics
GCE Physics
B:Physics
PhysicsB:B:
in Physics
Context
Physics in Context
inspecification
in Context specification for
for first teaching
first teaching
2008:
teaching 2008:
version
2008:0.2,version 0.2, draft
draft submitted
version 0.2, draft tosubmitted
QCA (July
submitted to to QCA
2007)
QCA (July
(July 2007)
2007)
3.5
New
New GCE
GCE Unit 5
Physics
Physics B:B: Physics
Physics inContext Energy Under the Microscope
specification for
for first
first teaching
teaching 2008:
2008: version
version 0.2,
0.2, draft
draft submitted
submitted toto QCA
QCA (July
(July 2007)
2007)
3.53.5 3.5
3.5 How
Unit 5 Unit
can
Unit
Unit 5macroscopic
5 5 Energy
Energy PHYB5
Energy quantities
Under Under
Under Energy
thethe thesuch Under
as
Microscope
Microscope
Microscope temperature the Microscope and pressure be explained by the
3.5.1 3.5
Module
molecular Unit 5
1,
model Matter of under
matter? the
The
Energy Under the Microscope
Microscope
context for study in this module is the heat engine
3.5.1
3.5.1 Module
Module
exemplified 1, 1,
Matter
by Matter
steam
3.5.1 Module 1, Matter under the Microscope under under
and the the Microscope
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internal combustion engines.
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3.5 How
3.5.1
3.5.1
3.5
3.5 5 Unit can5Energy
Module
Unit
Module
Unit
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macroscopic
555 1,1, Matter
Energy
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Matter Energy
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under quantities
under
Under
Under
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Under Microscope
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the
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such
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as temperature and pressure be explained by the
Microscope
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How
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26
New
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3.5.3Physics
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28
E Fusion - energy for the future? Descriptions of fusion processes.

A look at how imitating the fusion Calculations of energy available for fusion
E Fusion – energy for the future? Descriptions of fusion processes.
processes in the stars could provide the reactions.
A look at how imitating the fusion processes Calculations of energy available for fusion reactions.
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out problems
energy problems
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problems involved in maintaining fusion reactions
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fusion.
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rational judgment of acceptable risk.
29
3.6 Unit 6 Investigative and Practical Skills in A2 Physics

Candidates should carry out experimental and investigative activities in order to develop their practical skills.
Experimental and investigative activities should be set in contexts appropriate to, and reflect the demand of,
the A2 content. These activities should allow candidates to use their knowledge and understanding of Physics
in planning, carrying out, analysing and evaluating their work.
The specifications for Units 4 and 5 provide a range of different practical topics which may be used for
experimental and investigative skills. The experience of dealing with such activities will develop the skills
required for the assessment of these skills in the Unit. Examples of suitable experiments that could be
considered throughout the course will be provided in the Teachers’ Resource Bank.
The investigative and practical skills will be internally assessed through two routes.
• Route T – Investigative and Practical skills (Teacher assessed)
• Route X – Investigative and Practical skills (Externally Marked)
Route T – Investigative and Practical skills (Teacher assessed)

The investigative and practical skills will be centre assessed through two methods.
3
• Investigative Skills Assignment (ISA).
The PSA will be based around a centre assessment throughout the A2 course of the candidate’s ability to
follow and undertake certain standard practical activities.
The ISA will require candidates to undertake practical work, collect and process data and use it to answer
questions in a written test (ISA test). See Section 3.8 for PSA and ISA details.
It is expected that candidates will be able to use and be familiar with more ‘complex’ laboratory equipment or
techniques which is deemed suitable at A2 level, throughout their experiences of carrying out their practical
activities.
Reference made to more complex equipment/techniques might include:
Oscilloscope, travelling microscope, other vernier scales, spectrometer, data logger, variety of sensors,
light gates for timing, ratemeter or scaler with GM tube, avoiding parallax errors, timing techniques (multiple
oscillations).
Candidates will not be expected to recall details of experiments they have undertaken in the written units 4 and
5. However, questions in the ISA may be set in experimental contexts based on the units, in which case full
details of the context will be given.
Route X – Investigative and Practical skills (Externally Marked)

The assessment in this route is through a one off opportunity of a practical activity.
The first element of this route is that candidates should undertake five short AQA set practical exercises
throughout the course, to be timed at the discretion of the centre. Details of the five exercises will be supplied
by AQA at the start of the course. The purpose of these set exercises is to ensure that candidates have some
competency in using the standard equipment which is deemed suitable at this level. No assessment will be
made but centres will have to verify that these exercises will be completed.
The formal assessment will be through a longer practical activity. Details of this activity will be provided every
March. The activity will require candidates to undertake practical work, collect and process data and use it to
answer questions in a written test. The activity will be made up of two tasks, followed by a written test. Only
one activity will be provided every year.
Across both routes, it is also expected that in their course of study, candidates will develop their ability to use
IT skills in data capture, data processing and when writing reports. When using data capture packages, they
should appreciate the limitations of the packages that are used. Candidates should be encouraged to use
graphics calculators, spreadsheets or other IT packages for data analysis and again be aware of any limitations
of the hardware and software. However, they will not be required to use any such software in their assessments
through either route.
The skills developed in course of their practical activities are elaborated further in the How Science Works
section of this specification (see section 3.7).
30
In the course of their experimental work candidates should learn to:

• demonstrate and describe ethical, safe and skilful practical techniques
• process and select appropriate qualitative and quantitative methods
• make, record and communicate reliable and valid observations
• make measurements with appropriate precision and accuracy
• analyse, interpret, explain and evaluate the methodology, results and impact of their own and others’
experimental and investigative activities in a variety of ways.
31
3.7 How Science Works

How Science Works is an underpinning set of concepts and is the means whereby students come to
understand how scientists investigate scientific phenomena in their attempts to explain the world about us.
Moreover, How Science Works recognises the contribution scientists have made to their own disciplines and to
the wider world.
Further, it recognises that scientists may be influenced by their own beliefs and that these can affect the way
in which they approach their work. Also, it acknowledges that scientists can and must contribute to debates
about the uses to which their work is put and how their work influences decision-making in society.
In general terms, it can be used to promote students' skills in solving scientific problems by developing an
understanding of:
• the concepts, principles and theories that form the subject content
• the procedures associated with the valid testing of ideas and, in particular, the collection, interpretation and
validation of evidence
• the role of the scientific community in validating evidence and also in resolving conflicting evidence.
3 As students become proficient in these aspects of How Science Works, they can also engage with the place
and contribution of science in the wider world. In particular, students will begin to recognise:
• the contribution that scientists, as scientists, can make to decision-making and the formulation of policy
• the need for regulation of scientific enquiry and how this can be achieved
• how scientists can contribute legitimately in debates about those claims which are made in the name of
science.
An understanding of How Science Works is a requirement for this specification and is set out in the following
points which are taken directly from the GCE AS and A Level subject criteria for science subjects. Each point is
expanded in the context of Physics. The specification references given illustrate where the example is relevant
and could be incorporated.
32
Use theories, models and ideas to develop and modify scientific explanations
Scientists use theories and models to attempt to explain observations. These theories or
models can form the basis for scientific experimental work.
Scientific progress is made when validated evidence is found that supports a new theory or
model.
Candidates should use historical examples of the way scientific theories and models have
developed and how this changes our knowledge and understanding of the physical world.
A Examples in this specification include:

• Unit 1, Module 2: From Quarks to Quasars (Section A – Smaller and smaller)
In this section candidates study the historical development of the model for the
microstructure of matter. Candidates will consider how previously held theories have been
changed by new discoveries and whether our existing theories are equally tenuous.
• Unit 5, Module 1: Matter Under the Microscope (Section A – Power from engines)
Candidates will learn that scientists explain macroscopic phenomena using microscopic
models. Mathematical rules or laws are then developed to describe phenomena. These
rules and laws are then used to predict effects of changes. 3
Use knowledge and understanding to pose scientific questions, define scientific
problems, present scientific arguments and scientific ideas
Scientists use their knowledge and understanding when observing objects and events, in
defining a scientific problem and when questioning their own explanations or those of other
scientists.
Scientific progress is made when scientists contribute to the development of new ideas,
materials and theories.
Candidates will learn that:
• a hypothesis is an untested idea or theory based on observations
B
• predictions from a hypothesis or a theory need to be tested by experiment
• if a reliable experiment does not support a hypothesis or theory, the hypothesis or theory
must be changed.
Examples in this specification include:
• Unit 3, Investigative and Practical skills
There are many opportunities permeating throughout this unit.
33
Use appropriate methodology, including ICT, to answer scientific questions and solve
scientific problems
Observations ultimately lead to explanations in the form of hypotheses. In turn, these
hypotheses lead to predictions that can be tested experimentally. Observations are one of the
key links between the 'real world' and the abstract ideas of science.
Once an experimental method has been validated, it becomes a protocol that is used by other
scientists.
ICT can be used to speed up, collect, record and analyse experimental data.
Candidates will know how to:
• plan or follow a given plan to carry out an investigation on topics relevant to the
specification
C
• identify the dependent and independent variables in an investigation and the control
variables
• select appropriate apparatus and methods, including ICT, to carry out reliable experiments
relevant to topics in the specification
3
• choose measuring instruments according to their sensitivity and precision.
Carry out experimental and investigative activities, including appropriate risk
management, in a range of contexts
Scientists perform a range of experimental skills that include manual and data skills (tabulation,
graphical skills etc).
Scientists should select and use equipment that is appropriate when making accurate
measurements and should record these measurements methodically.
Scientists carry out experimental work in such a way as to minimise the risk to themselves, to
others and to the materials, including organisms, used.
Candidates will be able to:
D • follow appropriate experimental procedures in a sensible order
• use appropriate apparatus and methods to make accurate and reliable measurements
• identify and minimise significant sources of experimental error
• identify and take account of risks in carrying out practical work.
34
Analyse and interpret data to provide evidence, recognising correlations and causal
relationships
Scientists look for patterns and trends in data as a first step in providing explanations of
phenomena. The degree of uncertainty in any data will affect whether alternative explanations
can be given for the data.
Anomalous data are those measurements that fall outside the normal, or expected, range
of measured values. Decisions on how to treat anomalous data should be made only after
examination of the event.
In searching for causal links between factors, scientists propose predictive theoretical models
that can be tested experimentally. When experimental data confirm predictions from these
theoretical models, scientists become confident that a causal relationship exists.
E Candidates will know how to:
• tabulate and process measurement data
• use equations and carry out appropriate calculations
• plot and use appropriate graphs to establish or verify relationships between variables
3
• relate the gradient and the intercepts of straight line graphs to appropriate linear equations.
Evaluate methodology, evidence and data, and resolve conflicting evidence
The validity of new evidence, and the robustness of conclusions that stem from them, is
constantly questioned by scientists.
Experimental methods must be designed adequately to test predictions.
Solutions to scientific problems are often developed when different research teams produce
conflicting evidence. Such evidence is a stimulus for further scientific investigation, which
involves refinements of experimental technique or development of new hypotheses.
Candidates will be able to:
• distinguish between systematic and random errors
F
• make reasonable estimates of the errors in all measurements
• use data, graphs and other evidence from experiments to draw conclusions
• use the most significant error estimates to assess the reliability of conclusions drawn.
35
Appreciate the tentative nature of scientific knowledge

Scientific explanations are those that are based on experimental evidence which is supported
by the scientific community.
Scientific knowledge changes when new evidence provides a better explanation of scientific
observations.
Candidates will be able to understand that scientific knowledge is founded on experimental
evidence and that such evidence must be shown to be reliable and reproducible. If such
evidence does not support a theory the theory must be modified or replaced with a different
theory. Just as previous scientific theories have been proved inadequate or incorrect, our
present theories may also be flawed.
G
• Unit 1, Module 2: From Quarks to Quasars (Section A – Smaller and smaller)
How the “plum pudding” model of the atom has evolved through experimentation to give
scientists their current understanding of the constituents of an atom.
• Unit 5, Module 2: Breaking Matter Down (Section D – Accelerators and VDU)
3 Candidates should be aware that, during experimentation when events occur which can
not be explained using current scientific theories, scientists modify existing theories, or
produce new theories to explain their findings. An example of this would be when classical
physics breaks down at speeds approaching the speed of light necessitating modification
given by relativistic mechanics.
Communicate information and ideas in appropriate ways using appropriate
terminology
By sharing the findings of their research, scientists provide the scientific community with
opportunities to replicate and further test their work, thus either confirming new explanations or
refuting them.
Scientific terminology avoids confusion amongst the scientific community, enabling better
understanding and testing of scientific explanations.
Candidates will be able to provide explanations using correct scientific terms, and support
H arguments with equations, diagrams and clear sketch graphs when appropriate. The
need for answers to be expressed in such a way pervades the written papers and the ISA.
Furthermore, questions requiring extended writing will be set in which marks may be reserved
for demonstrating this skill.
• Many opportunities exist through the assessment of the written examinations at both
AS and A2. Candidates will be using extended prose in many of these externally assessed
units.
36
Consider applications and implications of science and appreciate their associated

benefits and risks
Scientific advances have greatly improved the quality of life for the majority of people.
Developments in technology, medicine and materials continue to further these improvements at
an increasing rate.
Scientists can predict and report on some of the beneficial applications of their experimental
findings.
Scientists evaluate, and report on, the risks associated with the techniques they develop and
the applications of their findings.
Candidates will be able to study how science has been applied to develop technologies that
improve our lives, but will also appreciate that the technologies themselves pose significant
I risks that have to be balanced against the benefits.
• Unit 2, Module 2: Energy and the Environment (Section B – Impact of energy conversion)
The exploitation of science and its application throughout the Industrial Revolution has
contributed directly to global warming. Candidates should be made aware of the impact 3
this has had on the environment and how scientists are using their current findings to inform
decision-makers of the consequence of global warming and advise them how to minimise
its effects.
• Unit 4, Module 3: Imaging the Invisible (Section D – Medical diagnosis without surgery)
In this section candidates should be made aware of a range of techniques which can
be used in diagnosis. They should consider the benefits whilst appreciating the risks of
exposure to radiation and strong magnetic fields.
Consider ethical issues in the treatment of humans, other organisms and the
environment
Scientific research is funded by society, either through public funding or through private
companies that obtain their income from commercial activities. Scientists have a duty to
consider ethical issues associated with their findings.
Individual scientists have ethical codes that are often based on humanistic, moral and religious
beliefs.
Scientists are self-regulating and contribute to decision-making about what investigations and
methodologies should be permitted.
Candidates will be able to appreciate how science and society interact. They should examine
how science has provided solutions to problems but recognise that the solutions require
J society to form judgements as to whether the solution is acceptable in view of moral issues
that result. Issues such as the effects on the planet, and the economic and physical well-being
of the living things on it should be considered.
• Unit 1, Module 1: The World of Music (Section C – Storage and playback)
Candidates should be made aware that as technology progresses the ability to reproduce
music to a high standard is readily available to all. A discussion of the ethics of copyright
infringement could be considered here.
• Unit 5, Module 3: Energy from the Nucleus (Section F – Perceptions of risk)
The problems of public safety and how the dangers are balanced against benefits is a
theme which can be used throughout this module.
37
Appreciate the role of the scientific community in validating new knowledge and
ensuring integrity
The findings of scientists are subject to peer review before being accepted for publication in a
reputable scientific journal.
The interests of the organisations that fund scientific research can influence the direction of
research. In some cases the validity of those claims may also be influenced.
Candidates will understand that scientists need a common set of values and responsibilities.
They should know that scientists undertake a peer review of the work of others. They
should know that scientists work with a common aim to progress scientific knowledge and
understanding in a valid way and that accurate reporting of findings takes precedence over
K recognition of success of an individual. Similarly, the value of findings should be based on their
intrinsic value and the credibility of the research.
• Unit 1, Module 2: From Quarks to Quasars (Section C – The particle picture)
In the search for a unifying theory, scientists are making new discoveries based on
theoretical predications and continue to work to confirm the discovery of others.
3
• Unit 5, Module 3: Energy from the Nucleus (Section E – Fusion – energy for the future)
In their discussions of nuclear fusion, teachers could introduce the ideas behind cold fusion.
Candidates could be made aware of the fact that scientists were unable to successfully
reproduce the initial findings and subsequently the discovery of cold fusion was rejected.
Appreciate the ways in which society uses science to inform decision-making
Scientific findings and technologies enable advances to be made that have potential benefit for
humans.
In practice, the scientific evidence available to decision-makers may be incomplete.
Decision-makers are influenced in many ways, including by their prior beliefs, their vested
interests, special interest groups, public opinion and the media, as well as by expert scientific
evidence.
Candidates will be able to appreciate that scientific evidence should be considered as a whole.
They should realise that new scientific developments inform new technology. They should
realise the media and pressure groups often select parts of scientific evidence that support
a particular viewpoint and that this can influence public opinion which in turn may influence
decision-makers. Consequently, decision-makers may make socially and politically acceptable
decisions based on incomplete evidence.
L
• Unit 1, Module 1: The World of Music (Section B – Analogue or digital)
Teachers could consider the effects of improved communication that digital electronics
brings to society and the range of information made available to decision-makers in
industry, services and government. On a wider issue teachers may wish to explore
the effect of rapidly changing and quickly redundant technology on the use of material
resources
• Unit 4, Module 1: Experiences Out of this World (Section B – Leaving the Earth)
This section, along with Sections A and C from this module, could be used as the basis
for discussion of the technology associated with space travel and how this technology
has filtered down and now has wider benefits for society. Discussions centred around the
contribution of space travel to global warming could also be considered along with ways in
which the technology and findings could be used for the wider benefit of humankind.
38
3.8 Guidance on Internal Assessment
Introduction
The GCE Sciences share a common approach to centre assessment. This is based on the belief that
assessment should encourage practical activity in science, and that practical activity should encompass a
broad range of activities. This section must be read in conjunction with information in the Teacher Resource
Bank.
Practical and Investigative Skills are assessed in the centre assessed units, Unit 3 and Unit 6 worth,
respectively, 20% of the AS award (and 10% of the Advanced Level Award) and 10% of the full Advanced level
award.
There are two routes for the assessment of Practical and Investigative Skills
Either
Route T: Practical Skills Assessment (PSA) + Investigative Skills Assignment (ISA) – Teacher-marked
Or
Route X: Practical Skills Verification (PSV) + Externally Marked Practical Assignment (EMPA) – AQA-marked. 3
Both routes to assessment are available at AS and A2.
Centres can not make entries for the same candidate for both assessment routes [T and X] in the
same examination series.
3.8.1 Centre Assessed Route T (PSA/ISA)

Each centre assessed unit comprises:
• Investigative Skills Assignment (ISA).
The PSA consists of the centre’s assessment of the candidate’s ability to demonstrate practical skills
throughout the course; thus, candidates should be encouraged to carry out practical and investigative work
throughout the course of their study. This work should cover the skills and knowledge of How Science Works
(Section 3.7) and in Sections 3.3 and 3.6.
The ISA has two stages where candidates:
• undertake practical work, collect and process of data
• complete a written ISA test.
Each stage must be carried out under controlled conditions but may be scheduled at a time convenient to the
centre. The written test must be completed in a single, uninterrupted session.
The ISA is set externally by AQA, but internally marked, with marking guidelines provided by AQA. In a given
academic year two ISAs at each of AS and A2 level will be provided.
Practical Skills Assessment (PSA)

Candidates are assessed throughout the course on practical skills, using a scale from 0-9. The mark submitted
for practical skills should be judged by the teacher. Teachers may wish to use this section for formative
assessment and should keep an ongoing record of each candidate’s performance but the mark submitted
should represent the candidate’s practical abilities over the whole course. Please refer to section 3.8.3 for
marking guidance and criteria.
The nature of the assessment

Since the skills in this section involve implementation they must be assessed while the candidate is carrying
out practical work. Practical activities are not intended to be undertaken as formal tests and supervisors
can provide the usual level of guidance that would normally be given during teaching. In order to provide
appropriate opportunities to demonstrate the necessary skills, instructions provided must not be too
prescriptive but should allow candidates to make decisions for themselves, particularly concerning the conduct
of practical work, their organisation and the manner in which equipment is used.
39
The tasks
There are no specific tasks set by AQA in relation to the PSA. Centres should set up tasks in order for the
candidates to be provided opportunities to use the equipment deemed appropriate at the given level. Further
guidance can be provided by the Assessment Adviser attached to the centre. Details of the appropriateness of
the equipment and techniques are provided in Unit 3 and Unit 6 (Section 3.3 and 3.6).
The assessment criteria

In the context of material specified in the relevant AS or A2 specification candidates will be assessed on the
following skills:
• Following instructions
• Selecting and using equipment
• Organisation and safety
Detailed descriptors for these three skills are provided in Section 3.8.3.
AQA may wish to ask for further supporting evidence from centres in relation to the marks awarded for the
PSA. Centres should therefore keep records of their candidates’ performances in their practical activities
3 throughout the course. (For example, a laboratory diary, log or tick sheet.)
Further guidance for awarding of marks for the PSA will be provided in the Teacher Resource Bank.
Use of ICT during PSA

Candidates are encouraged to use ICT where appropriate in the course of developing practical skills, for
example in collecting and analysing data.
Investigative Skills Assignment (ISA)

The Investigative Skills Assignment carries 41 marks and has two stages.
Stage 1: Collection and Processing of data

Candidates carry out practical work following an AQA task sheet. Centres may use the task sheet, as
described, or may make minor suitable modifications to materials or equipment following AQA guidelines. Any
modifications made to the task sheet must be agreed in writing with the AQA Assessment Adviser. The task
may be conducted in a normal timetabled lesson but must be under controlled conditions.
Candidates will be asked to collect data and represent it in a table of their own design. They will be instructed
to process the data and draw an appropriate graph. The teacher must not instruct the candidates on the
presentation of the data or on the choice of graph/chart. All the completed work must be handed to the
teacher at the end of the session. The teacher assesses the candidates’ work to AQA marking guidelines.
There is no specified time limit for this stage.
Stage 2: The ISA written test

The ISA test should be taken as soon as convenient after completion of Stage 1 and under controlled
conditions. Each candidate is provided with an ISA test and the candidate’s completed material from Stage 1.
The teacher uses the AQA marking guidelines to assess the ISA test.
The ISA test is in two Sections:
a) Section A
This consists of a number of questions relating to the candidate’s own data.
b) Section B
This section will provide a further set of data related to the original experiment. A number of questions relating
to analysis and evaluation of the data then follow.
The number of marks allocated to each section may vary slightly with each ISA test.
Use of ICT during ISA

ICT may be used during the ISA Stages 1 and 2 but teachers should note any restrictions in the ISA marking
guidelines. Use of the internet is not permitted.
40
Candidates absent for the practical work

A candidate absent for the practical work (Stage 1) should be given an opportunity to carry out the
practical work before they sit the ISA test. This may be with another group or at a different time. In extreme
circumstances when such arrangements are not possible, the teacher can supply a candidate with class data.
In this case, candidates cannot be awarded marks for Stage 1, but can still be awarded marks for Stage 2 of
the assessment.
Material from AQA

For each ISA, AQA will provide:
• Teachers’ Notes
• Task sheet
• ISA written test
• Marking guidelines
When received, this material must be kept under secure conditions within the centre. If it is to be used on more
than one session, then the centre must ensure security between sessions.
Further details regarding this material will be provided. 3
Security of assignments
All ISA materials including marked ISAs should be treated like examination papers and kept under secure
conditions until the publication of results.
General Information
Route T
Administration
In any year a candidate may attempt either or both of the two ISAs.
For each candidate, the teacher should submit to AQA a total mark comprising:
• The PSA mark
• The better ISA mark (if two have been attempted).
The ISA component of this mark must come from one ISA only, i.e. the marks awarded for individual stages of
different ISAs cannot be combined.
The total mark must be submitted to AQA by the due date in the academic year for which the ISA was published.
Candidates may make only one attempt at an ISA and redrafting is not permitted at any stage during the ISA.
Work to be submitted
For each candidate in the sample the following materials must be submitted to the moderator by the deadline
issued by AQA:
• the candidate’s data from Stage 1
• the ISA written test, and
• a Candidate Record Form showing the marks for the ISA and the PSA.
In addition each centre must provide:
• a Centre Declaration Sheet
• details of any agreed amendments to the task sheet, with information supporting the changes from the AQA
Assessment Adviser.
Working in groups
For the PSA candidates may work in groups provided that any skills being assessed are the work of individual
candidates. For the ISA further guidance will be provided in the Teacher Notes.
41
Other information
Section 6 of this specification outlines further guidance on the supervision and authentication of centre
assessed units.
Section 6 also provides information in relation to the internal standardisation of marking for these units. Please
note that the marking of both of the PSA and the ISA must be internally standardised (see Section 6.4).
Further support
AQA supports the centre assessed units in a number of ways:
• AQA holds annual standardising meetings on a regional basis for all internally assessed components.
Section 6 of this specification provides further details about these meetings
• a Teacher Resource Bank which includes information and guidance
• Assessment Advisers are appointed by AQA to provide advice on centre assessed units. Every centre is
allocated an Adviser. Details are sent to the Head of Department.
The assessment advisers can provide guidance on:
– issues relating to the carrying out of assignments for assessment
3
– application of the marking guidelines.
Any amendments to the ISA task sheet must be discussed with the AQA Assessment Adviser and confirmation
of the amendments made must be submitted to the AQA Moderator.
3.8.2 Externally Marked Route X (PSV/EMPA)

The practical and investigative skills will be assessed through:
• Practical Skills Verification (PSV) and
• Externally Marked Practical Assignment (EMPA).
The PSV requires teachers to verify their candidates’ ability to demonstrate safe and skilful practical techniques
and make valid and reliable observations.
The EMPA has two stages where candidates:
• Undertake a practical activity
• Complete a written EMPA test.
Each stage must be carried out under controlled conditions but may be at a time convenient to the centre. The
written test must be completed in a single uninterrupted session.
The EMPA is set and marked by AQA. Only one EMPA at each of AS and will be provided in a given academic
year. AQA will stipulate a period of time during which the EMPA (Tasks and written test) must be completed.
Practical Skills Verification

Candidates following this route must undertake specific practical exercises. They will be required to work
individually and carry out 5 short practical exercises under supervision in the laboratory during normal class
time. The exercises will be set by AQA and may be undertaken at any stage during the course at the centre’s
discretion either as individual exercises or by organising more than one exercise to be taken at a said time.
The candidates should be supervised during the practical work. They will not be expected to spend more than
3 hours in total of laboratory time in completing these exercises. The exercises will be typical of the normal
practical work that would be expected to be covered as part of any AS or A2 physics course and should not
add any additional burden to centres.
The teacher will confirm on the Candidate Record Form, for each candidate that this requirement has been met.
Failure to complete the tick box will lead to a mark of zero being awarded to the candidate for the whole of this
unit. Knowledge and understanding of the skills shown in the tasks may be assessed of the EMPA written tests.
ICT
Candidates may use ICT where appropriate in the course of developing practical skills, for example in collecting
and analysing data.
42
Externally Marked Practical Assignment (EMPA)

The Externally Marked Practical Assignment carries 55 marks and has two stages.
Stage 1: Collection and Processing of data

Candidates carry out practical work following AQA instructions. These will be laid out in Section A EMPA test
answer booklet. The activity may be conducted in a normal timetabled lesson and at a time convenient to the
centre. Candidates collect raw data and represent it in a table of their own design or make observations. The
candidates’ work must be handed to the teacher at the end of each session.
The activity will be made up of two tasks, centred around a particular area of physics. The tasks will assess the
skills stipulated in the assessment objective AO3 (see section 4.2).
Centres will be guided how to set up the EMPA task by Teachers Notes which may be used, as described,
or centres may make minor suitable modifications to materials or equipment following AQA guidelines. Any
modifications made to the tasks must be indicated with the material sent to the examiner.
Candidates should work individually and be supervised throughout. The task will provide them with sufficient
information to obtain reliable measurements which they will be required to identify, record, and process and
eliminate possible anomalies and minimise measurement errors. They will be expected to then further analyse
and evaluate their measurements in Stage 2. The questions in Section B of the EMPA will focus on both tasks. 3
There is no specified time limit for this stage.
Stage 2: The EMPA written test

The EMPA test should be taken as soon as convenient after completion of Stage 1 and under controlled
conditions. Each candidate is provided with a test paper (Section B of the EMPA) and the candidate’s
completed material written from Stage 1.
The test will be a duration of 1 hour 15 minutes.
Candidates will be required:
• to use their results and graph from Stage 1 to perform further analysis in order to arrive at a quantifiable
outcome or conclusion
• to assess elements of the practical activity, such as the overall accuracy of the outcomes
Use of ICT during the EMPA

ICT may be used during the EMPA Stages 1 and 2 but teachers should note any restrictions in the Teachers’
Notes. Use of the internet is not permitted.
Candidates absent for the practical work

A candidate absent for the practical work (Stage 1) should be given an opportunity to carry out the practical
work before they sit the EMPA written test. This may be with another group or at a different time. In extreme
circumstances, when such arrangements are not possible, the teacher can supply a candidate with class data.
This must be noted on the Candidate Record Form. In this case, the candidate cannot be awarded marks for
Stage 1 but can still be awarded marks for Stage 2 of the assessment.
Material from AQA

For each EMPA, AQA will provide:
• Teachers’ Notes
• Section A and Section B papers of the EMPA test (Stage 1 and Stage 2 documentation)
When received, this material must be kept under secure conditions. If it is to be used in more than one session,
then the centre must ensure security of material between sessions. Further details regarding this material will be
provided.
Security of assignments
Completed EMPAs should be treated like examination papers and kept under secure conditions until sent to
the AQA examiner. All other EMPA materials should be kept under secure conditions until publication of results.
43
General Information
Route X
Administration
Only one EMPA will be available in any year at AS and at A2. AQA will stipulate a period of time during which
the EMPA (task and test) must be completed.
Candidates may make only one attempt at a particular EMPA and redrafting is not permitted at any stage
during the EMPA.
Work to be submitted
The material to be submitted to the examiner for each candidate consists of:
• the candidate’s data in the Section A test papers (Stage 1 of the EMPA)
• the candidate’s completed Section B test paper (Stage 2 of the EMPA)
• a Candidate Record Form including the PSV verification of the 5 practical exercises.
3 In addition each centre must provide:
• a Centre Declaration Sheet
• details of any agreed amendments to the tasks, with information supporting the changes from the
Assessment Adviser.
Working in groups
For the PSV candidates may work in groups provided that any skills being assessed are the work of individual
candidates. For the EMPA further guidance will be provided but the opportunity for group work will not be a
common feature.
Other information
Section 6 of this specification outlines further guidance on the supervision and authentication of Internally
assessed units.
Further support
AQA supports centres in a number of ways:
• A Teacher Resource Bank which includes further information and guidance
• Assessment Advisers are appointed by AQA to provide advice on internally assessed units. Every centre is
allocated an Assessment Adviser.
The Assessment Advisers can provide guidance on issues relating to the carrying out of tasks for assessment.
Any amendments to the EMPA task sheet must be discussed with the AQA Assessment Adviser and
confirmation of the amendments made must be submitted to the AQA Examiner.
44
3.8.3 General Marking Guidance for each PSA

Centres should use the following marking grids in relation to the PSA assessment.
Each skill has a descriptor with a three point scale (0, 1, 2 or 3 marks). The descriptors are hierarchical and
different for Unit 3 and Unit 6 to reflect the differing demand of the Units.
Candidates should be awarded marks which reflect their level of performance over the whole course.
Unit 3
Following instructions and
Selecting and using equipment Organisation and safety
group work
1A 1B 1C
Follows instructions in standard Uses standard laboratory Works in a safe and organised
procedures but sometimes needs equipment with some guidance manner following guidance
guidance. as to the appropriate instrument/ provided but needs reminders
range.
2A 2B 2C
Follows instructions for standard Uses standard laboratory Works in an organised manner 3
procedures without guidance. equipment selecting the appropriate with due regard to safety with
Works with others making some range. only occasional guidance or
contribution. reminders
3A 3B 3C
Follows instructions on complex Selects and uses standard Works safely without
tasks without guidance. laboratory equipment with supervision and guidance. (Will
Works with others making some appropriate precision and have effectively carried out own
contribution. recognises when it is appropriate to risk assessment.)
repeat measurements.
Total 3 marks Total 3 marks Total 3 marks
Unit 6
Following instructions and
Selecting and using equipment Organisation and safety
group work
4A 4B 4C
Plans and works with some Selects and uses suitable Demonstrates safe working
guidance, selecting appropriate equipment, practices in using a range of
techniques and following including at least two complex equipment appropriate to the A2
instructions. instruments or techniques course
appropriate to the A2 course
5A 5B 5C
Plans and works without guidance, Selects and uses suitable Demonstrates safe working
selecting appropriate techniques equipment, including more than practices in some of the
and following instructions. two complex instruments and more complex procedures
Participates in group work. techniques appropriate to the A2 encountered on the A2 course
course.
6A 6B 6C
Plans and works without guidance, Selects and uses suitable Consistently demonstrates
selecting appropriate techniques equipment with due regard to safe working practices in the
and following complex instructions. precision, including a wide range of more complex procedures
Participates in group work. at least 6 complex instruments and encountered on the A2 course.
techniques appropriate to the A2
course.
Total 3 marks Total 3 marks Total 3 marks
45
CE Physics A specification for first New
teaching
GCE2008: version
Physics 0.2, draft submitted
A specification to QCA 2008:
for first teaching (July 2007)
version 0.2, draft submitted to QCA (July 2007)
Mathematical Requirements
3.9 Mathematical Requirements
er to develop their skills, knowledge

In order and understanding
to develop in science,
their skills, knowledge candidates needs to in science, candidates needs to
and understanding
GCE taught
been Physics and
A specification for first teaching
to have acquired 2008: version
competence in, 0.2, appropriate
the draft submittedareas
to QCAof(July 2007)
mathematics
have been taught and to have acquired competence in, the appropriate areas of mathematics
nt to the subject as ser out below;relevant to the subject as ser out below;
3.9 Mathematical Requirements
Mathematical Requirements
Candidates should be able to: Candidates should be able to:
In order to develop their skills, knowledge and understanding in science, candidates need to have been taught,
order to develop
metic their
• recognise
and skills,
to have and knowledge
Arithmetic
acquired and understanding
use competence
expressions •in,inthedecimal inand
and
appropriate
recognise science,
standard
areas
use candidates
form
of mathematics
expressions inneeds
relevant to to
decimalthe and
subject as set out
standard form
e been taught and
below.to have acquired
and competence in, the appropriate areas of mathematics
utationto the• subject
evant use ratios,
as serfractions
out and percentages
below;
computation • use ratios, fractions and percentages
• use calculators to find and use•Candidates
x n, use
1/x, √ x,should
log10x, be
calculators
x able to:
eto, log e xand use x , 1/x, √ x, log10x, e , loge x
find n x
Candidates should be able to:
• Arithmetic
use and computation
calculators to handle sin x,••
cosrecognise and use
x, tancalculators
x when x expressions
is expressed in decimal and standard form
in cos x,
use to handle sin x, tan x when x is expressed in
hmetic • degrees
recognise and
or radians.use expressions
• use in decimal and
ratios, fractions standard form
and percentages
degrees or radians.
d
ng
mputation • • useusean ratios, fractions
appropriate and percentages
number • use calculators to find and use
of •significant
Handling use anfigures
appropriate number of significant figures
• finduse data
calculators n
to find and use x , 1/x, √ x, log10x, e x, loge x
• arithmetic means. • find arithmetic means.
• use calculators to handle sin x, cos x, tan x when x is expressed in
• • makeuseorder
calculators to handle sin x, cos x, tan
of magnitude calculations. x when x is expressed in
• degrees
make order of magnitude calculations.
or radians.
degrees or radians.
ra 3 • Handling data
understand and use the symbols:• use an<<,
=, <, appropriate
>>,>,and number of significant figures
∝, ~.
Algebra • understand use the symbols: =, <, <<, >>, >, ∝, ~.
ndling • use an appropriate number of • significant
find arithmetic figures
means
a • change the subject of an equation •• makeby manipulation
change order the subjectof the
of magnitude
terms,
ofcalculations.
an equation by manipulation of the terms,
• including
find arithmetic
positive,means.
negative, integerincluding
and fractional indices
Algebra
positive, negative, integer and fractional indices
• understand and use the symbols: =, <, <<, >>, >, ∝, ~.
• • substitute
make order of magnitude
numerical calculations.
values into
•• algebraic
substitute
change equations
the numerical
subject using
of an appropriate
values
equation into algebraic equations
by manipulation of the terms,using appropriate
ebra units for physical quantities units
including for
• understand and use the symbols: =, <, <<, >>, >, ∝, ~. physical
positive, quantities
negative, integer and fractional indices
• • solve simple • substitute numerical values into algebraic equations using appropriate
change thealgebraic equations
subject of • units
solve
an equation byforsimple
physicalalgebraic
manipulation equations
of the
quantities terms,
s including positive,
• translate information negative, integer
Graphsbetween •graphical, and fractional
numerical indices
translate
• solve simple algebraicand
information algebraicgraphical,
between
equations. forms numerical and algebraic forms
• • plot
substitute
Graphs numerical
two variables values into
from experimental algebraic
• translate
• plotortwo
equations
information
other data between
variables
using appropriate
graphical, numerical and algebraic forms
from experimental or other data
units for physical quantities • plot two variables from experimental or other data
• understand that y = mx + c represents a linear that
• understand relationship
y = mx + c represents a linear relationship
• solve simple algebraic equations • understand that y = mx + c represents a linear relationship
• determine the slope and intercept of a linear
•• determine
determine thegraph
the
slope slope and intercept
and intercept of agraph
of a linear linear graph
aphs • translate information between graphical, numerical and algebraic forms
• draw and use the slope of a tangent
• • drawtoand
draw aand
curve
useusetheasthe a measure
slope of aoftangent
of a tangent
slope rate of to a
to a curve ascurve
a measure
as aofmeasure
rate of of rate of
• change
plot two variables from experimentalchangeor other data
change
• understand
y = mxphysical
+ c represents the possible physical significance of the area between
• • understand
understand thethat
possible • significance
a linear
curve and theof
aunderstand the
relationship
x the area
possible
-axis and bebetween
physical asignificance
able to calculate of theit area
it or measure by between a
curve and the x -axis and be able to calculate
curve
counting and the
squares
• determine the slope and intercept of a linear graph it or
x
as measure
-axis and
appropriate it
bebyable to calculate it or measure it by
counting squares as appropriate counting squares as appropriate
• use logarithmic plots to test exponential and power law variations
• draw and use the slope of a tangent to a curve as a measure of rate of
• usechange
logarithmic plots to test exponential
•• sketch and power
use logarithmic
simple functions lawincluding
plots variations
to test exponential and power law variations
• sketch simple functions including
• understand–kthe • ysketch
possible physical
= kx 2,functions
k/x, ysimple
=significance y = k/x 2, yincluding
of
= sin x, 2 2
the area betweenya= k/x, y = kx , y = k/x , y = sin x,
x
y = cos x, y = e . y =tocos –k x
x, y = e it .or measure it by
curve and the x -axis and be able calculate
etry counting
• calculate squares
areas as appropriate
of triangles,
Geometry circumferences andof areas of circumferences
circles,
Geometry and trigonometry •• calculate
calculate areas
areas of triangles,
triangles, circumferences
and areasand areas of circles,
of circles,
surface areas and
and volumes of rectangular
• use logarithmic plots to test exponential
surface blocks,
areas
surface areas and cylinders
volumes
and volumes
and power
of and
rectangular
of rectangular blocks,and
law variations
blocks, cylinders cylinders and
ometry spheres trigonometry spheres
spheres
2
• sketch simple functions including • use yPythagoras'
= k/x, y = kxtheorem, /x 2,the
, y = kand y =angle
sin xsum
, of a triangle
• usey Pythagoras’
= cos x, y = e . theorem,
–k x and the angle sum of a triangle
• use Pythagoras’ theorem, and the angle sum of a triangle
• use sines, cosines and tangents in physical problems
ometry • • usecalculate
sines, cosines and tangents
areas of triangles, • • inunderstand
physical
use
circumferences problems
sines,thecosines
and areas andbetween
relationship tangents
of circles, in physical
degrees problems
and radians and
d • surface areas
understand and volumes
the relationship between
translate fromblocks,
of rectangular
degrees and
one to the other. and
cylinders
radians andbetween
translatedegrees and radians and translate
• understand the relationship
onometry spheres
from one to the other. from one to the other.
• use Pythagoras’ theorem, and the angle sum of a triangle
• use sines, cosines and tangents in physical problems
46
• understand the relationship between degrees and radians and translate
4 Scheme of Assessment
4.1 Aims
AS and A Level courses based on this specification c) develop and demonstrate a deeper appreciation
should encourage candidates to: of the skills, knowledge and understanding of
How Science Works
a) develop their interest in, and enthusiasm for the
subject, including developing an interest in further d) develop essential knowledge and understanding
study and careers in the subject of different areas of the subject and how they
relate to each other.
b) appreciate how society makes decisions about
scientific issues and how the sciences contribute
to the success of the economy and society
4.2 Assessment Objectives (AOs)

The Assessment Objectives are common to AS AO3: How Science Works – Physics
and A Level. The assessment units will assess the Candidates should be able to:
following Assessment Objectives in the context of
the content and skills set out in Section 3 (Subject a) demonstrate and describe ethical, safe and skilful
Content). practical techniques and processes, selecting
appropriate qualitative and quantitative methods
These assessment objectives are the same for AS
and A Level. They apply to the whole specification. b) make, record and communicate reliable and valid
In the context of these assessment objectives, the observations and measurements with appropriate
following definitions apply: precision and accuracy
c) analyse, interpret, explain and evaluate the
4
• Knowledge: includes facts, specialist vocabulary,
principles, concepts, theories, models, practical methodology, results and impact of their own and
techniques, studies and methods others' experimental and investigative activities in
a variety of ways.
• Issues: include ethical, social, economic,
environmental, cultural, political and technological Quality of Written Communication (QWC)
• Processes: include collecting evidence, explaining, In GCE specifications which require candidates to
theorising, modelling, validating, interpreting, produce written material in English, candidates must:
planning to test an idea, peer reviewing.
• ensure that text is legible and that spelling,
AO1: Knowledge and understanding of science and punctuation and grammar are accurate so that
of How Science Works meaning is clear
Candidates should be able to: • select and use a form and style of writing
a) recognise, recall and show understanding of appropriate to purpose and to complex subject
scientific knowledge matter
b) select, organise and communicate relevant • organise information clearly and coherently, using
information in a variety of forms. specialist vocabulary when appropriate.
In this specification QWC will be assessed in all
AO2: Application of knowledge and understanding externally assessed units.
of science and of How Science Works
Candidates should be able to:
a) analyse and evaluate scientific knowledge and
processes
b) apply scientific knowledge and processes to
unfamiliar situations including those related to
issues
c) assess the validity, reliability and credibility of
scientific information.
47
Weighting of Assessment Objectives for AS

The table below shows the approximate weighting of each of the Assessment Objectives in the AS units.
Assessment Objectives Unit Weightings (%) Overall weighting of AOs (%)
Unit 1 Unit 2 Unit 3

AO1 16 16 2 34
AO2 17 17 2 36
AO3 7 7 16 30
Overall weighting of units (%) 40 40 20 100
Weighting of Assessment Objectives for A Level

The table below shows the approximate weighting of each of the Assessment Objectives in the AS and A2 units.
Assessment Objectives Unit Weightings (%) Overall weighting of AOs (%)
Unit Unit Unit Unit Unit Unit

1 2 3 4 5 6
AO1 8 8 1 6 6 1 30
AO2 8.5 8.5 1 10.5 10.5 1 40
4 AO3 3.5 3.5 8 3.5 3.5 8 30
Overall weighting of units (%) 20 20 10 20 20 10 100
4.3 National Criteria

This specification complies with the following: • The GCE AS and A Level Qualification Criteria
• The Subject Criteria for Science • The Arrangements for the Statutory Regulation
of External Qualifications in England, Wales and
• The Code of Practice for GCE
Northern Ireland: Common Criteria.
4.4 Prior Learning

There are no prior learning requirements. We However, any requirements set for entry to a course
recommend that candidates should have acquired following this specification are at the discretion of
the skills and knowledge associated with a GCSE centres.
Science (Additional) course or equivalent.
48
4.5 Synoptic Assessment and Stretch and Challenge

The definition of synoptic assessment in the context The requirement that Stretch and Challenge is
of science is as follows. included at A2 will be met in the externally assessed
Synoptic assessment requires candidates to make units by:
and use connections within and between different • using a variety of stems in questions to avoid
areas of science, for example, by: a formulaic approach through the use of such
• applying knowledge and understanding of more words as: analyse, evaluate, compare, discuss
than one area to a particular situation or context • avoiding assessments being too atomistic,
• using knowledge and understanding of principles connections between areas of content being used
and concepts in experimental and investigative where possible and appropriate
work and in the analysis and evaluation of data • having some requirement for extended writing
• bringing together scientific knowledge and • using a range of question types to address
understanding from different areas of the subject different skills i.e. not just short answer/structured
and applying them. questions
There is a requirement to formally assess synopticity • asking candidates to bring to bear knowledge and
at A2. Synoptic assessment in Physics Specification the other prescribed skills in answering questions
B is assessed in all the A2 units through both rather than simply demonstrating a range of
the written papers (Unit 4 and Unit 5) and the content coverage.
Investigative and Practical Skills Unit (Unit 6).
4.6 Access to Assessment for Disabled Students 4
AS/A Levels often require assessment of a broader Reasonable adjustments are made for disabled
range of competences. This is because they candidates in order to enable them to access the
are general qualifications and, as such, prepare assessments. For this reason, very few candidates
candidates for a wide range of occupations and will have a complete barrier to any part of the
higher level courses. assessment.
The revised AS/A Level qualification and subject Candidates who are still unable to access a significant
criteria were reviewed to identify whether any of the part of the assessment, even after exploring all
competences required by the subject presented a possibilities through reasonable adjustments, may still
potential barrier to any disabled candidates. If this be able to receive an award. They would be given a
were the case, the situation was reviewed again to grade on the parts of the assessment they have taken
ensure that such competences were included only and there would be an indication on their certificate
where essential to the subject. The findings of this that not all the competences had been addressed.
process were discussed with disability groups and This will be kept under review and may be amended
with disabled people. in the future.
49
5 Administration
5.1 Availability of Assessment Units and Certification

Examinations and certification for this specification are available as follows:
Availability of units Availability of certification
AS A2 AS A Level
January 2010 1, 2 4, 5 4
June 2010 1, 2, 3 4, 5, 6 4 4
January 2011 onwards 1, 2 4, 5 4 4
June 2011 onwards 1, 2, 3 4, 5, 6 4 4
5.2 Entries
Please refer to the current version of Entry Procedures Unit 1 – PHYB1
and Codes for up-to-date entry procedures. You Unit 2 – PHYB2
should use the following entry codes for the units and
for certification. Unit 3 – either PHB3T or PHB3X
Unit 4 – PHYB4
Unit 5 – PHYB5
Unit 6 – either PHB6T or PHB6X
Centres can not make entries for the same
candidate for both assessment routes [T and X]
in either Unit 3 or Unit 6 in the same examination
series.
AS certification – 1456
A Level certification – 2456
5
5.3 Private Candidates

This specification is available to private candidates • supervising the practical components of the PSA/
under certain conditions. Because of the nature of the ISA or PSV/EMPA
assessment of the practical skills, candidates must
• supervising the written component of the ISA or
be attending an AQA centre which will supervise and
EMPA
assess the work. Private candidates should write to
AQA for a copy of Supplementary Guidance for Private • prime marking the centre assessed work.
Candidates. Candidates wishing to repeat or complete the
Entries from private candidates can only be accepted AS and/or A2 components may only register as
where the candidate is registered with an AQA private candidates if they already have a previously
registered centre that will accept responsibility for: moderated mark for Units 3 and 6, respectively, or if
they can find a centre that will comply with the above
requirements.
50
5.4 Access Arrangements and Special Consideration

We have taken note of equality and discrimination Access Arrangements
legislation and the interests of minority groups in
We can make arrangements so that candidates
developing and administering this specification.
with disabilities can access the assessment. These
We follow the guidelines in the Joint Council arrangements must be made before the examination.
for Qualifications (JCQ) document: Access For example, we can produce a Braille paper for a
Arrangements, Reasonable Adjustments and candidate with a visual impairment.
Special Consideration: General and Vocational
Qualifications. This is published on the JCQ website
(http://www.jcq.org.uk) or you can follow the link
Special Consideration
from our website (http://www.aqa.org.uk). We can give special consideration to candidates who
have had a temporary illness, injury or indisposition
Section 8.4 of the above JCQ document states
at the time of the examination. Where we do this, it is
that "a practical assistant is not permitted to carry
given after the examination.
out tasks which are the focus of the assessment".
Accordingly, only candidates who can carry out the Applications for access arrangements and special
tasks themselves can access marks for the Practical consideration should be submitted to AQA by the
Skills Assessment (PSA) in Unit 3 and Unit 6. Examinations Officer at the centre.
However, so that candidates may obtain experimental
results that can be used in the Investigative Skills
Assignment (ISA), practical assistants may be used
to carry out the manipulation under the candidate's
instructions. In these circumstances, as stated in
section 2.4 of the JCQ document, marks cannot be
gained for demonstrating techniques. The candidates
will be able to access the marks available for the
other skills, for example handling and evaluating data
collected, and drawing conclusions in AO3.
The use of word processors will not be allowed for
drawing graphs for the Investigative Skills Assignment
(ISA) element of the Centre Assessed Units and thus
only candidates who can draw the graph by hand will
be able to access the marks available. 5
5.5 Language of Examinations

We will provide units in English only.
5.6 Qualification Titles

Qualifications based on this specification are:
• AQA Advanced Subsidiary GCE in Physics B: Physics in Context, and
• AQA Advanced Level GCE in Physics B: Physics in Context.
51
5.7 Awarding Grades and Reporting Results

The AS qualification will be graded on a five-point For AS and A Level, candidates who fail to reach
grade scale: A, B, C, D and E. The full A Level the minimum standard for grade E will be recorded
qualification will be graded on a six-point scale: A*, as U (unclassified) and will not receive a qualification
A, B, C, D and E. To be awarded an A*, candidates certificate. Individual assessment unit results will be
will need to achieve a grade A on the full A Level certificated.
qualification and an A* on the aggregate of the
A2 units.
5.8 Re-sits and Shelf-life of Unit Results

Unit results remain available to count towards so by re-taking one or more units. The appropriate
certification, whether or not they have already been subject award entry, as well as the unit entry/entries,
used, as long as the specification is still valid. must be submitted in order to be awarded a new
Candidates may re-sit a unit any number of times subject grade.
within the shelf-life of the specification. The best result Candidates will be graded on the basis of the work
for each unit will count towards the final qualification. submitted for assessment.
Candidates who wish to repeat a qualification may do
52
6 Administration of Internally Assessed

Units: Route T and Route X
The Head of Centre is responsible to AQA for ensuring that Internally Assessed work is conducted in
accordance with AQA’s instructions and JCQ instructions.
Centres can not make entries for the same candidate for both assessment routes [T and X] in either
Unit 3 or Unit 6 in the same examination series.
6.1 Supervision and Authentication of the Centre Assessed Units

The Code of Practice for GCE requires: Material to submit to moderator
For each candidate in the sample, the following
• candidates to sign the Candidate Record Form
material must be submitted to the moderator by the
(CRF) to confirm that the work submitted is their
deadline issued by AQA:
own, and
• the candidate’s data from Stage 1
• teachers/assessors to confirm on the CRF that
the work submitted is solely that of the candidate • the ISA written test
concerned and was conducted under the
• a Candidate Record Form showing the marks for
conditions laid down by the specification.
the ISA and the PSA.
The completed CRF for each candidate must
be attached to his/her work. Failure to sign the In addition each centre must provide:
authentication statement may delay the processing of • a Centre Declaration Sheet
the candidates’ results.
• details of any amendments to the task sheet with
In all cases, direct supervision is necessary to the information supporting the changes from the
ensure that the work submitted can be confidently Assessment Adviser, if there are any significant
authenticated as the candidate’s own. changes
If teachers/assessors have reservations about signing
the authentication statements, the following points of Route X
guidance should be followed. The practical work for the PSV and Stage 1 of
• If it is believed that a candidate has received the EMPA should be carried out in normal lesson
additional assistance and this is acceptable within time with a degree of supervision appropriate for
the guidelines for the relevant specification, the candidates working in a laboratory. The processing of
teacher/assessor should award a mark which raw data and the EMPA written test should be taken
represents the candidate’s unaided achievement. in normal lesson time under controlled conditions.
The authentication statement should be signed Redrafting of answers to any stage of the EMPA is
and information given on the relevant form. not permitted. Candidates must not take their work
• If the teacher/assessor is unable to sign the away from the class.
authentication statement for a particular Material to submit to examiner
candidate, then the candidate’s work cannot be For each candidate, the following material must be
accepted for assessment. submitted to the examiner by the deadline issued 6
by AQA:
• If malpractice is suspected, the Examinations
Officer should be consulted about the procedure • the candidate’s data from Stage 1 Section A
to be followed. (Task 1 and Task 2)
• the EMPA written test (Section B)
Route T
All teachers who have assessed the work of any • a Candidate Record Form including the PSV
candidate entered for each unit must sign the verification of safe and skilful practical techniques
declaration of authentication. and reliable and valid observations.
The practical work for the PSA and for the ISA should In addition each centre must provide:
be carried out in normal lesson time with a degree of • a Centre Declaration Sheet
supervision appropriate for candidates working in a
laboratory. The processing of raw data and the ISA • details of any amendments to the task sheet with
written test should be taken in normal lesson time the information supporting the changes from the
under controlled conditions. Assessment Adviser, if there are any significant
changes.
Redrafting of answers to any stage of the ISA is not
permitted. Candidates must not take their work away
from the laboratory.
53
6.2 Malpractice
Teachers should inform candidates of the AQA Malpractice in centre assessed work discovered
Regulations concerning malpractice. prior to the candidate signing the declaration of
Candidates must not: authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
• submit work which is not their own internal procedures. AQA would expect centres to
• lend work to other candidates treat such cases very seriously. Details of any work
which is not the candidate’s own must be recorded
• submit work typed or word-processed by a third on the Candidate Record Form or other appropriate
person without acknowledgement. place.
These actions constitute malpractice, for which a
penalty (e.g. disqualification from the examination) will Route X
be applied. If the teacher administering the EMPA believes that
a student is involved in malpractice, he/she should
Route T contact AQA.
Where suspected malpractice in centre assessed If the examiner suspects malpractice with the
work is identified by a centre after the candidate has EMPA, at any stage, he/she will raise the matter
signed the declaration of authentication, the Head of with the Irregularities Office at AQA. An investigation
Centre must submit full details of the case to AQA at will be undertaken, in line with the JCQ’s policies
the earliest opportunity. The form JCQ/M1 should be on Suspected Malpractice in Examinations and
used. Copies of the form can be found on the JCQ Assessments.
website (http://www.icq.orq.uk/).
6.3 Teacher Standardisation (Route T only)

We will hold annual standardising meetings for We will also contact centres if:
teachers, usually in the autumn term, for the centre
• the moderation of coursework from the previous
assessed units. At these meetings we will provide
year has identified a serious misinterpretation of
support in developing appropriate coursework tasks
the coursework requirements
and using the marking criteria.
If your centre is new to this specification, you must • inappropriate tasks have been set, or
send a representative to one of the meetings. If • a significant adjustment has been made to a
you have told us you are a new centre, either by centre’s marks.
submitting an estimate of entry or by contacting the
In these cases, centres will be expected to send a
subject team, we will contact you to invite you to a
representative to one of the meetings. For all other
meeting.
centres, attendance is optional. If you are unable to
6 attend and would like a copy of the materials used
at the meeting, please contact the subject team at
physics-gce@aqa.org.uk.
6.4 Internal Standardisation of Marking (Route T only)

Centres must standardise marking within the centre • discussing any differences in marking at a
to make sure that all candidates at the centre have training meeting for all teachers involved in the
been marked to the same standard. One person assessment
must be responsible for internal standardisation. This
• referring to reference and archive material such
person should sign the Centre Declaration Sheet to
as previous work or examples from AQA’s teacher
confirm that internal standardisation has taken place.
standardising meetings.
Internal standardisation involves:
• all teachers marking some trial pieces of work and
identifying differences in marking standards
54
6.5 Annotation of Centre Assessed Work (Route T only)

The Code of Practice for GCE states that the Work could be annotated by the following method:
awarding body must require internal assessors to
• key pieces of evidence flagged throughout the
show clearly how the marks have been awarded
work by annotation either in the margin or in the
in relation to the marking criteria defined in the
text
specification and that the awarding body must
provide guidance on how this is to be done. • summative comments on the work, referencing
The annotation will help the moderator to see as precise sections in the work.
precisely as possible where the teacher considers
that the candidates have met the criteria in the
specification.
6.6 Submitting Marks and Sample Work for Moderation

(Route T only)
The total mark for each candidate must be submitted the specified date. Centres will be informed which
to AQA and the moderator on the mark forms candidates’ work is required in the samples to be
provided or by Electronic Data Interchange (EDI) by submitted to the moderator.
6.7 Factors Affecting Individual Candidates

Teachers should be able to accommodate the Candidates who move from one centre to another
occasional absence of candidates by ensuring that during the course sometimes present a problem for a
the opportunity is given for them to make up missed scheme of internal assessment. Possible courses of
assessments. action depend on the stage at which the move takes
If work is lost, AQA should be notified immediately of place. If the move occurs early in the course the new
the date of the loss, how it occurred, and who was centre should take responsibility for assessment.
responsible for the loss. Centres should use the JCQ If it occurs late in the course it may be possible to
form JCQ/LCW to inform AQA Candidate Services of arrange for the moderator to assess the work through
the circumstances. the ‘Educated Elsewhere’ procedure. Centres should
contact AQA at the earliest possible stage for advice
Where special help which goes beyond normal about appropriate arrangements in individual cases.
learning support is given, AQA must be informed
through comments on the CRF so that such help can
be taken into account when moderation takes place 6
(see Section 6.1).
6.8 Retaining Evidence and Re-using Marks (Route T only)

The centre must retain the work of all candidates, to candidates after the deadline for enquiries about
with CRFs attached, under secure conditions, from results. If an enquiry about a result has been made,
the time it is assessed, to allow for the possibility of the work must remain under secure conditions in
an enquiry about results. The work may be returned case it is required by AQA.
55
7 Moderation (Route T only)
7.1 Moderation Procedures

Moderation of the centre assessed work is by needed in order to bring the centre’s assessments
inspection of a sample of candidates’ work, sent into line with standards generally. In some cases it
by post or electronically from the centre to a may be necessary for the moderator to call for the
moderator appointed by AQA. The centre marks work of other candidates in the centre. In order to
must be submitted to AQA and to the moderator meet this possible request, centres must retain under
by the specified deadline (http://www.aqa.org. secure conditions and have available the centre
uk/deadlines.php). We will let centres know which assessed work and the CRF of every candidate
candidates’ work will be required in the sample to be entered for the examination and be prepared to
submitted for moderation. submit it on demand. Mark adjustments will normally
Following the re-marking of the sample work, the preserve the centre’s order of merit but, where major
moderator’s marks are compared with the centre discrepancies are found, we reserve the right to alter
marks to determine whether any adjustment is the order of merit.
7.2 Post-moderation Procedures

On publication of the AS/A Level results, we will of published results, giving feedback on the
provide centres with details of the final marks for the appropriateness of the tasks set, the accuracy of
centre assessed unit. the assessments made, and the reasons for any
The candidates’ work will be returned to the centre adjustments to the marks.
after moderation has taken place. The centre will We reserve the right to retain some candidates’ work
receive a report with, or soon after, the despatch for archive or standardising purposes.
56
Appendices
A Performance Descriptions
These performance descriptions show the level of The grade awarded will depend in practice upon
attainment characteristic of the grade boundaries at the extent to which the candidate has met the
A Level. They give a general indication of the required Assessment Objectives (see Section 4) overall.
learning outcomes at the A/B and E/U boundaries at Shortcomings in some aspects of the examination
AS and A2. The descriptions should be interpreted may be balanced by better performances in others.
in relation to the content outlined in the specification;
they are not designed to define that content.
57
AS Performance Descriptions for Physics
Assessment Assessment Assessment

Objective 1 Objective 2 Objective 3
Assessment Knowledge and Application of knowledge and How Science Works

Objectives understanding of science understanding of science and of Candidates should be able to:
and of How Science How Science Works • demonstrate and describe
Works Candidates should be able to: ethical, safe and skilful
Candidates should be able to: • analyse and evaluate scientific practical techniques and
• recognise, recall and show knowledge and processes processes, selecting
understanding of scientific • apply scientific knowledge and appropriate qualitative and
knowledge processes to unfamiliar situations quantitative methods
• select, organise and including those related to issues • make, record and
communicate relevant • assess the validity, reliability communicate reliable
information in a variety of and credibility of scientific and valid observations
forms. information. and measurements with
appropriate precision and
accuracy
• analyse, interpret, explain
and evaluate the
methodology, results and
impact of their own and
others’ experimental and
investigative activities in a
variety of ways.
A/B Candidates characteristically: Candidates characteristically: Candidates characteristically:
boundary a) demonstrate knowledge of a) apply principles and concepts a) devise and plan
performance most principles, concepts in familiar and new contexts experimental and
descriptions and facts from the AS involving only a few steps in the investigative activities,
specification argument selecting appropriate
b) show understanding of b) describe significant trends techniques
most principles, concepts and patterns shown by data b) demonstrate safe and
and facts from the AS presented in tabular or graphical skilful practical techniques
specification form and interpret phenomena c) make observations and
c) select relevant information with few errors and present measurements with
from the AS specification arguments and evaluations appropriate precision and
clearly record these methodically
d) organise and present
information clearly in c) explain and interpret d) interpret, explain, evaluate
appropriate forms using phenomena with few errors and communicate the
scientific terminology. and present arguments and results of their own and
evaluations clearly others’ experimental and
d) carry out structured calculations investigative activities, in
with few errors and demonstrate appropriate contexts.
good understanding of the
underlying relationships between
physical quantities.
E/U Candidates characteristically: Candidates characteristically: Candidates characteristically:
boundary a) demonstrate knowledge of a) apply a given principle to a) devise and plan some
performance some principles and facts material presented in familiar or aspects of experimental
descriptions from the AS specification closely related contexts involving and investigative activities
b) show understanding of only a few steps in the argument b) demonstrate safe practical
some principles and facts b) describe some trends or techniques
from the AS specification patterns shown by data c) make observations and
c) select some relevant presented in tabular or graphical measurements, and
information from the AS form record them
specification c) provide basic explanations d) interpret, explain and
d) present information using and interpretations of some communicate some
basic terminology from the phenomena, presenting very aspects of the results
AS specification. limited evaluations of their own and others’
A d) carry out some steps within experimental and
calculations. investigative activities, in
appropriate contexts.
58
A2 Performance Descriptions for Physics

Assessment Knowledge and Application of knowledge How Science Works

Objectives understanding of science and understanding of science Candidates should be able to:
and of How Science Works and of How Science Works • demonstrate and describe
Candidates should be able to: Candidates should be able to: ethical, safe and skilful
• recognise, recall and show • analyse and evaluate practical techniques and
understanding of scientific scientific knowledge and processes, selecting
knowledge processes appropriate qualitative and
• select, organise and • apply scientific knowledge quantitative methods
communicate relevant and processes to unfamiliar • make, record and
information in a variety of situations including those communicate reliable
forms. related to issues and valid observations
• assess the validity, reliability and measurements with
and credibility of scientific appropriate precision and
information. accuracy
• analyse, interpret, explain
and evaluate the
methodology, results and
impact of their own and
others’ experimental and
investigative activities in a
variety of ways.
A/B Candidates characteristically: Candidates characteristically: Candidates characteristically:
boundary a) demonstrate detailed a) apply principles and a) devise and plan experimental
performance knowledge of most concepts in familiar and new and investigative activities,
descriptions principles, concepts contexts involving several selecting appropriate
and facts from the A2 steps in the argument techniques
specification b) describe significant trends b) demonstrate safe and skilful
b) show understanding of and patterns shown by practical techniques
most principles, concepts complex data presented in c) make observations and
and facts from the A2 tabular or graphical form, measurements with
specification interpret phenomena with appropriate precision and
c) select relevant information few errors, and present record these methodically
from the A2 specification arguments and evaluations
clearly and logically d) interpret, explain, evaluate
d) organise and present and communicate the
information clearly in c) explain and interpret results of their own and
appropriate forms using phenomena effectively, others’ experimental and
scientific terminology. presenting arguments and investigative activities, in
evaluations appropriate contexts.
d) carry out extended
calculations, with little or no
guidance, and demonstrate
good understanding of the
underlying relationships
between physical quantities.
e) select a wide range of facts,
principles and concepts
from both AS and A2
specifications
f) link together appropriate
facts, principles and
concepts from different
areas of the specification.
59

E/U Candidates characteristically: Candidates characteristically: Candidates characteristically:

boundary a) demonstrate knowledge of a) apply given principles or a) devise and plan some
performance some principles and facts concepts in familiar and new aspects of experimental and
descriptions from the A2 specification contexts involving a few investigative activities
b) show understanding of steps in the argument b) demonstrate safe practical
some principles and facts b) describe, and provide a techniques
from the A2 specification limited explanation of, c) make observations and
c) select some relevant trends or patterns shown by measurements, and record
information from the A2 complex data presented in them
specification tabular or graphical form
d) interpret, explain and
d) present information using c) provide basic explanations communicate some aspects
basic terminology from the and interpretations of some of the results of their own
A2 specification. phenomena, presenting and others’ experimental
very limited arguments and and investigative activities, in
evaluations appropriate contexts.
d) carry out routine
calculations, where
guidance is given
e) select some facts, principles
and concepts from both AS
and A2 specifications
f) put together some facts,
principles and concepts
from different areas of the
specification.
60
B Spiritual, Moral, Ethical, Social and other Issues

Moral, Ethical, Social and Cultural Issues Avoidance of Bias
It is clear that Physics plays a major part in the AQA has taken great care in the preparation of this
development of the modern world. This specification specification and specimen units to avoid bias of any
is keenly aware of the implications of this kind.
development. The general philosophy of the subject
is rooted in How Science Works (see Section 3.7). Health and Safety
This section of the specification makes full references
to the moral, ethical, social and cultural issues that AQA recognises the need for safe practice in
permeate Physics and science in general at this level. laboratories and tries to ensure that experimental
work required for this specification and associated
practical work complies with up-to-date safety
European Dimension recommendations.
AQA has taken account of the 1988 Resolution of Nevertheless, centres are primarily responsible for the
the Council of the European Community in preparing safety of candidates and teachers should carry out
this specification and associated specimen units. their own risk assessment.
The specification is designed to improve candidates'
knowledge and understanding of the international Candidates should make every effort to make
debates surrounding developments in Physics and to themselves aware of any safety hazards involved in
foster responsible attitudes towards them. their work. As part of their coursework they will be
expected to undertake risk assessments to ensure
the safety of themselves, associated workers, the
Environmental Education components and test equipment.
AQA has taken account of the 1988 Resolution of
the Council of the European Community and the
Report "Environmental Responsibility: An Agenda for
Further and Higher Education" 1993 in preparing this
specification and associated specimen units. The
study of Physics as described in this specification
can encourage a responsible attitude towards the
environment.
61
C Overlaps with other Qualifications

The AQA GCE Physics Specification B: Physics The overlap with GCE Mathematics rests only on the
in Context overlaps with many of the Science use and application of the formulae and equations
specifications. The nature of Physics and Electronics given in Section 3.9.
means that there are significant overlaps with the
AS content in Unit 1 and 2 and the AQA GCE
Electronics. There is more marginal overlap with
GCE specifications in Chemistry and Biology, as well
as AQA GCE Science in Society and Environmental
Studies.
62
D Key Skills – Teaching, Developing and Providing

Opportunities for Generating Evidence
Introduction Areas of study and learning that can be used to
encourage the acquisition and use of Key Skills, and
The Key Skills Qualification requires candidates to
to provide opportunities to generate evidence for
demonstrate levels of achievement in the Key Skills
Part B of the units, are signposted on the next page.
of Communication, Application of Number and
Information Technology. The above information is given in the context of the
knowledge that Key Skills at level 3 will be available
The units for the ‘wider’ Key Skills of Improving own
until 2010 with last certification in 2012.
Learning and Performance, Working with Others and
Problem Solving are also available. The acquisition Key Skills Qualifications of Communication,
and demonstration of ability in these ‘wider’ Key Skills Application of Number and Information and
is deemed highly desirable for all candidates, but they Communication Technology will be phased out and
do not form part of the Key Skills Qualification. replaced by Functional Skills qualifications in English,
Mathematics and ICT from September 2010 onwards.
The units for each Key Skill comprise three sections:
For further information see the AQA website:
• What you need to know http://web.aqa.org.uk/qual/keyskills/com04.php.
• What you must do
• Guidance.
Candidates following a course of study based on this
specification for Physics can be offered opportunities
to develop and generate evidence of attainment in
aspects of the Key Skills of:
• Communication
• Application of Number
• Information Technology
• Working with Others
• Improving own Learning and Performance
• Problem Solving.
63
Key Skills Opportunities in Physics B

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Communication
C3.1a 4 4 4 4 4 4
C3.1b 4 4 4 4 4 4
C3.2 4 4 4 4 4 4
C3.3 4 4 4 4 4 4
Application of Number
N3.1 4 4 4 4 4 4
N3.2 4 4 4 4 4 4
N3.3 4 4 4 4 4 4
Information Technology
ICT3.1 4 4 4 4 4 4
ICT3.2 4 4 4 4 4 4
ICT3.3 4 4
Working With Others
WO3.1 4 4
WO3.2 4 4
WO3.3 4 4
Improving Own Learning and
Performance
LP3.1 4 4
LP3.2 4 4
LP3.3 4 4
Problem Solving
PS3.1 4 4
PS3.2 4 4
PS3.3 4 4
64
theStefan
the Stefanconstant
constant σσ 5.56××10
5.56 10-8
-23-23
WW
-1
mm-2-1 K K-4
-1
thetheBoltzmann
molar gas
Boltzmann constant
constant constant Rk k 1.388.31
1.38× ×1010 J K J K
mol
J K -1
theWein
the Weinconstant
constant αα 2009 onwards 2.90
GCE Physics B: Physics in Context Specification for AS exams
2.90××10
and A2 exams
10-3-3 mm KK 1.2)
-23-8 -82010 onwards (version
-1 -2 -4 -4
-2
the Boltzmann
thethe
Stefan constant
constant
Stefan constant kσ σ 1.38
5.56 × ×1010
5.56 × 10 WJWmKm KK
electronrest
electron restmass
mass -31
σαmm kg
-31
the
the Stefan
Wein constant 9.11
9.11 ×10
×××101010
-8-3
W mm-2kg KK -4
(equivalent
the Wein
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constant αe
e 5.56
2.90
2.90 × 10-3 mK
-3 1111
electron
the rest mass
Wein constant α 2.90 × ×10 mCCKkg
kg-1-1
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charge/mass ratio
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mass and ratio
Formulae Booklet e/e/m 1.76 × 10 77 CC
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ratio me/pm
emm
pp 9.58
9.58 ××10 10-27
1.67(3)× ×1010-27
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FUNDAMENTAL CONSTANTS AND
OTHER QualityNUMERICAL
OTHER Symbol
NUMERICAL
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1.661 × GEOMETRICAL EQUATIONS kg
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NUMERICALDATA MeV) DATA GEOMETRICAL
GEOMETRICAL
GEOMETRICAL
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circle EQUATIONS 2πrrθr
Quality
speed of
Quantity ASTRONOMICAL
ASTRONOMICAL
Quality
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vacuo Symbol DATA
c
Value Value
3.00 108
×Units m s-1 circumference
Units EQUATIONS arc length
EQUATIONS ==2π
Quality Symbol Value 8 Units –34
8−-11 -1 arc arc length
EQUATIONS
GEOMETRICALlength EQUATIONS = =rθrθ2 2
speed of light
speedin vacuo
Planck ofconstant
lightMass/kg
in vacuo c ch ×radius/m
3.00 6.63 × m
108 3.00 10s m Js s area arcarea length arc lengthofrcircle
circumference
ofofcircle
circle θ ππr2rθrπ r
speed of light Body
Bodyin vacuoMass/kg c Mean
Mean
3.00 radius/m
× 10–34 m−s34-1 2arc arc length
circumference
- length of circle rθ ===2π
Planck ASTRONOMICAL
Planck constant constant
ASTRONOMICAL h3030 DATA
hDATA
6.63 × 10−−34 6.63
34 × 10 J s 11 circumference
N J
m s kg circumference
circumference
of circle of circle
of2 π
circle
r = rθ
= 2
2π πr r
Planck constant
gravitational
Sun
Sun 1.99
1.99 constant
××10 h
10 G
6.63
6.96
6.96 ×× 10
×10 8
1086.67 × 10J 2s− - circumference - surfacearea
22 surface area
of ofofof
circle
area cylinder
cylinder2π r ==2π
circle 2π πrhrrh2
N m kg –2 N m kg area 2 22
circumferenceofofcircle
ofcircle
areaofofcircle
–
Body
gravitational
gravitational
constant
Body Mass/kg
ASTRONOMICAL
constant
Mass/kg G2424 Mean
DATA
G ×
6.67
Mean radius/m
10−−11
11
11
6.67 ×N10
radius/m
2
m−2 kg11 -
2 area area circle circleπ r ==2π
2
=π π r rr
gravitationalgravitational
constant5.98
Earth
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××10 G
10 6.67
6.37
6.37 ×× 10
×10 106 6 9.81 2 area volume
-1volume of circle cylinder π r2 ==ππr2rh2h 2
ofofcylinder
g N kg surface surface
area area of sphere 24 π r
area of circle areaofofcylinder
30 30 8 8
Body
gravitationalSunfield 1.99
strength
gravitational
Sun Mass/kg
× ×1010
field
1.99 Mean6.96radius/m
× 10 surface cylinder 2 ==π=2π r2πrh2rh2
g6.96
9.81× 10 9.81
–1
gravitational field g N kg-1 -1 kg-1 area
Nsurface area
area ofof
surface
of sphere
sphere
sphere 4 π r2 ==4π
area of sphere 44π πr r
strength Sunstrength
acceleration due 30g
to 9.81 N kg surface -2volume areaarea of sphere 4 π r ==2π 42h2 3
strength EarthEarth 1.99 5.98 ××10
5.98 ×10
24
1024 6.37
6.96
6.37
g ×× 10
10
×
86 6
10 9.81 surface
m s volume volume of cylinder
of
volumeof cylinder
cylinder of sphere =π πr
rh rπhr
acceleration gravity
acceleration
due to due to24 –2
-2 -2
volumeof ofsphere
sphere 4 3 4234 2 3 3
acceleration
gravity Earth
due to
gravity 5.98 × 10 g
g g 9.81
6.37 × 10 6 9.81m s-2 m volume
s volume
area areaof ofofvolume
sphere
ofofsphere
cylinder
sphere 4
of sphere ==
π r3 ==π=4π r4π hr πr2r
π
gravity
9.81 m s 31 volume sphere
surface area3 of πr 33 r
electron rest mass me 9.11 × 10 − kg volume of sphere 3 2π rh
– 31 area
surface of area
volume sphere
surface
ofofsphere area of = 4π4 r42 3 3
cylinder
electron rest mass rest mass me
electron me × 10−−31
9.11 9.11 × 10kg
31
−31
4 kg surface area of 2 π rh = 2
= π π rhπr2 r
electron rest mass me me× 10 5.5 × 10kg
9.11 − u
volume cylinder ofvolume cylinder
sphere of cylinder
2π rh 33r h
–
4 4 cylinder 2 4 2
electron charge me me× 10− 5.5
5.5 u1.60 × 10 − −u
× 10 19
volume
C of volume
cylinderof cylinder π r2h = π r 3h
me 5.5 e× 10−4−–19 u
19 19 volume of cylinder πr h 3
electron charge
electron
proton rest
electron charge mass ee
charge emp× 10−19
– 1.60
1.60
1.60 × 10×C
× 10 1.67(3)
−
C 10−27 C kg a
mass rest mass mp
proton restproton mmp
1.67(3) × 10
–27
27
1.67(3) × kg
10 −27 kg sin θ =
−
a a
× 10−1.00728kg u sin θ = a sin θ = c
27
proton rest mass mp 1.67(3)
p
m m
1.00728 u 1.00728 u 27 c sin θ = c c
neutron rest massmp p mn
p
1.00728 u 1.67(5) × 10− kg c b
– 27
27 27 c c ab cos θ =
mass rest mass mn
neutron restneutron mn
1.67(5) × 10 1.67(5)
− × 10 kg− kg c b
m 1.00867 u θ a= b cos θ = c
27
neutron rest mass mn 1.67(5)
n × 10 − kg aθ cos
m m
1.00867 u 1.00867 u θ θa cos θ= c c
permeability of free mnn n
1.00867 u 12 -1θ b c a
permeabilitypermeability
of free of free εo 8.85 × 10 − Fm tan θ =
b b a a
permeabilityspace
ofoffree
freespace tan θ = a tan θ = b
– – 1
permittivity εo εo × 10−−12
8.85 12
8.85 × 10 Fm −12 -1
F m-1 b
space space εo 8.85
R × 10 12 8.31F m-1 J K-1 mol-1 tan θ = b 2 2b 2
space molar gas constant
–1 23 -1
-1 –1 -1 -1 -1 2 2
b 2 c2 = a2 + b2
molar gas constant
molar
Boltzmanngas constant
constant R R8.31
k 1.388.31
JK× 10mol −
-1J K J molK = a + bc = a + b
Unitc2Conversions
molar gas constant R 8.31 −–23 23 J K-1 −mol –1
-1
23 -1 c = a2 + b2
constant constantk
BoltzmannBoltzmann k
1.38 × 10−23 1.38 × 10 J K J K Unit Conversions
1 atomicUnit Conversions
mass
constant constantk
Boltzmann Avogadro NA× 10 6.02 × J10K−-123
1.38 mol-1 Unit Conversions 1.661 × 10−27 kg
2323 –1
-1 1 atomic
-1 1 atomicunit
mass mass (u) −27 –27
Avogadro constantNA
Avogadro constant NA × 10−23
6.02 − 6.02 × 10 mol−-13
− 23
1 atomic mass 1.661 × 101.661
mol kg × 10−27 kg
Wein constant NA
Avogadro constant α × 10 2.90 ×mol
6.02 10 m K unit (u) 11.661 unit
year(u) × 10−275.15
(y) kg × 107 s
– 3
3 3 unit (u) 7 7
16
Wien constant
Wein Wein constant α α × 10−2.90 × 10
2.90 m −K m K 1 year (y) 1 year
1 parsec 5.15 (y)× 10 5.15
(pc) s × 10 sm
3.08
Wein constant α 2.90 × 10−3 mK 1 year (y) 5.15 × 10167 s 16
Particle Properties 1 parsec (pc) 1 parsec 13.08
parsec
(pc)
× 10163.08 m 3.26
× 10ly m
1 parsec (pc) 3.08 × 10 m
Properties
Particle of quarks
Properties
Particle antiquarks
Properties have opposite signs 1 parsec 1 light1year parsec (ly) ly 9.45
3.26 × 10
3.26 ly 15 m
Particle Properties 1 parsec 3.26 ly15
PropertiesProperties
oftype
quarks of quarks antiquarks
antiquarks
charge have opposite
Baryon havesigns
number opposite signs 1 light year1 (ly)
strangeness light year 9.45(ly) × 10 9.45 m × 1015 m
9.46
Properties of quarks antiquarks have opposite signs 1 light year (ly) 9.45 × 1015 m
type charge
type charge
Baryon
2 number Baryon number
strangeness
1 strangeness
type charge
u Baryon
+ e number + strangeness 0
2 2 1 1 Properties of Leptons
u +u2 e + 3e + 1 + 3 0 0
u +3e 3 +3 3 0 PropertiesProperties of Leptonsof Leptons Lepton
3 1 3 1 Properties of Leptons
d − e + 0 Lepton Lepton Number
1 1 1 1 Lepton
d −d1 e − 3e + 1 + 3 0 0 particles: Number Number
Number
d −3e 3 +3 3 0 +1
3 3 particles: particles: − − −
1 1 particles: e , ν e ; µ , ν µ ; τ , ν τ +1 +1
s − e + −1e−, ν ; µ−, ν −
τe−−,; νµτ−, νµ; τ−, ντ +1
1 1 1 1 − e µ,; ν
− 3e + 1 + 3 −1 −1e , νe ; µ , νantiparticles
− e
s −s1 e µ; τ , ν τ
s −3e 3 +3 3 −1 antiparticles antiparticles
:
+ + + −1
3 3 antiparticlese , ν e ; µ , ν µ ; τ , ν τ −1 −1
e+, νvee ; µ+,evνµµ, ν;e τ;+,µvνττ, ν µ ; τ , ν τ −1
+ + + + + +
e , νe ; µ , ν µ ; τ , ν τ
65
66
67
68
GCE Physics B: Physics in Context (2455) 2009 onwards
Qualification Accreditation Number: AS 500/2572/7 - A Level 500/2570/3
To obtain free specification updates and support material or to ask us a question register with Ask AQA:
www.aqa.org.uk/ask-aqa/register
Support meetings are available throughout the life of the specification.
Further information is available at:
http://events.aqa.org.uk/ebooking
Copyright © 2007 AQA and its licensors. All rights reserved.

The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales
(company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street,
Manchester M15 6EX.

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GCE

AS and A Level Speciﬁcation

6 Administration of Internally Assessed Units 53

7 Moderation (Route T only) 56

1.1 Why choose AQA?

1.2 Why choose Physics B: Physics in Context?

1.3 How do I start using this specification?

1.4 How can I find out more?

2 Unit 2 – PHYB2 Physics keeps us going

Unit 3 Investigative and practical skills in AS Physics

Unit 5 – PHYB5 Energy under the microscope

Unit 6 Investigative and practical skills in A2 Physics

Candidates will learn about diffraction in the Radio communication

3.1.2 Module 2, From Quarks to Quasars

A Smaller and smaller Evidence for existence of atoms.

In particular, the decay of a free neutron should be

Quarks and leptons; the building blocks of all

Leptons: electron, muon, tau; their neutrinos and

Theoretical evidence, based on energy

Quarks and anti-quarks:

Up (u) down (d) and strange (s) quarks only.

Strangeness as property that leads to particles with

Application of conservation laws for charge, lepton

Appreciation that theory predicts a Higgs particle

D Forces of nature Concept of exchange particles to explain forces

Photons as exchange particles for electromagnetic

W and Z particles as exchange particles for the

Gluons as the exchange particle that leads to

Gravitons postulated but (not yet detected) as the

Knowledge of the relative amounts of energy

Knowledge of how energy is used at an individual,

Understanding of the ‘greenhouse’ effect and that

Knowledge of the need for balance between energy

3.3 Unit 3 Investigative and Practical Skills in AS Physics

Route T – Investigative and Practical skills (Teacher assessed)

Route X – Investigative and Practical skills (Externally Marked)

In the course of their experimental work candidates should learn to:

B Magnetic surveys Definition of magnetic flux density using

Concept of flux and flux linkage

Faraday’s and Lenz’s laws

Magnitude of induced emf

Measurement of flux density using induced emf.

Factors affecting local variations in magnetic flux

C Resistivity and seismic surveys Geophone operation – schematic diagram and

Review of how concepts in waves and electricity

E Fusion - energy for the future? Descriptions of fusion processes.

3.6 Unit 6 Investigative and Practical Skills in A2 Physics

Route T – Investigative and Practical skills (Teacher assessed)

Route X – Investigative and Practical skills (Externally Marked)

In the course of their experimental work candidates should learn to:

3.7 How Science Works

A Examples in this specification include:

Appreciate the tentative nature of scientific knowledge

Consider applications and implications of science and appreciate their associated

3.8 Guidance on Internal Assessment

3.8.1 Centre Assessed Route T (PSA/ISA)

Practical Skills Assessment (PSA)

The nature of the assessment

The assessment criteria

Use of ICT during PSA

Investigative Skills Assignment (ISA)

Stage 1: Collection and Processing of data

Stage 2: The ISA written test

6 Administration of Internally Assessed