focusphysics.com Focused physics teaching from Year 9 foundations to Cambridge IGCSE and A Level.

Syllabus

CIE 0625

Expand each topic and subtopic to browse syllabus points and deep-link directly to them.

Outline

Topics and syllabus points

1Motion, forces and energy74 total15 mapped59 remaining
1.1Physical quantities and measurement techniques7 total4 mapped3 remaining

Core

Supplement

  • 1.1.4

    Understand that a scalar quantity has magnitude (size) only and that a vector quantity has magnitude and direction

    1 lesson

    Mapped in:

  • 1.1.5

    Know that the following quantities are scalars: distance, speed, time, mass, energy and temperature

  • 1.1.6

    Know that the following quantities are vectors: force, weight, velocity, acceleration, momentum, electric field strength and gravitational field strength

  • 1.1.7

    Determine, by calculation or graphically, the resultant of two vectors at right angles, limited to forces or velocities only

1.2Motion13 total11 mapped2 remaining

Core

Supplement

1.3Mass and weight5 total0 mapped5 remaining

Core

  • 1.3.1

    State that mass is a measure of the quantity of matter in an object at rest relative to the observer

  • 1.3.2

    State that weight is a gravitational force on an object that has mass

  • 1.3.3

    Define gravitational field strength as force per unit mass; recall and use the equation W g = m and know that this is equivalent to the acceleration of free fall

  • 1.3.4

    Know that weights (and masses) may be compared using a balance

Supplement

  • 1.3.5

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

1.4Density4 total0 mapped4 remaining

Core

  • 1.4.1

    Define density as mass per unit volume; recall and use the equation m ρ = V

  • 1.4.2

    Describe how to determine the density of a liquid, of a regularly shaped solid and of an irregularly shaped solid which sinks in a liquid (volume by displacement), including appropriate calculations

  • 1.4.3

    Determine whether an object floats based on density data

Supplement

  • 1.4.4

    Determine whether one liquid will float on another liquid based on density data given that the liquids do not mix

1.5Forces21 total0 mapped21 remaining
1.5.1Effects of forces12 total0 mapped12 remaining

Core

  • 1.5.1.1

    Know that forces may produce changes in the size and shape of an object

  • 1.5.1.2

    Sketch, plot and interpret load–extension graphs for an elastic solid and describe the associated experimental procedures

  • 1.5.1.3

    Determine the resultant of two or more forces acting along the same straight line

  • 1.5.1.4

    Know that an object either remains at rest or continues in a straight line at constant speed unless acted on by a resultant force

  • 1.5.1.5

    State that a resultant force may change the velocity of an object by changing its direction of motion or its speed

  • 1.5.1.6

    Describe solid friction as the force between two surfaces that may impede motion and produce heating

  • 1.5.1.7

    Know that friction (drag) acts on an object moving through a liquid

  • 1.5.1.8

    Know that friction (drag) acts on an object moving through a gas (e.g. air resistance)

Supplement

  • 1.5.1.9

    Define the spring constant as force per unit extension; recall and use the equation F k = x

  • 1.5.1.10

    Define and use the term ‘limit of proportionality’ for a load–extension graph and identify this point on the graph (an understanding of the elastic limit is not required)

  • 1.5.1.11

    Recall and use the equation F = ma and know that the force and the acceleration are in the same direction

  • 1.5.1.12

    Describe, qualitatively, motion in a circular path due to a force perpendicular to the motion as: (a) speed increases if force increases, with mass and radius constant (b) radius decreases if force increases, with mass and speed constant (c) an increased mass requires an increased force to keep speed and radius constant mv 2 (F = is not required) r

1.5.2Turning effect of forces6 total0 mapped6 remaining

Core

  • 1.5.2.1

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

  • 1.5.2.2

    Define the moment of a force as moment = force × perpendicular distance from the pivot; recall and use this equation

  • 1.5.2.3

    Apply the principle of moments to situations with one force each side of the pivot, including balancing of a beam

  • 1.5.2.4

    State that, when there is no resultant force and no resultant moment, an object is in equilibrium

Supplement

  • 1.5.2.5

    Apply the principle of moments to other situations, including those with more than one force each side of the pivot

  • 1.5.2.6

    Describe an experiment to demonstrate that there is no resultant moment on an object in equilibrium

1.5.3Centre of gravity3 total0 mapped3 remaining

Core

  • 1.5.3.1

    State what is meant by centre of gravity

  • 1.5.3.2

    Describe an experiment to determine the position of the centre of gravity of an irregularly shaped plane lamina

  • 1.5.3.3

    Describe, qualitatively, the effect of the position of the centre of gravity on the stability of simple objects

1.6Momentum4 total0 mapped4 remaining

Supplement

  • 1.6.1

    Define momentum as mass × velocity; recall and use the equation p = mv

  • 1.6.2

    Define impulse as force × time for which force acts; recall and use the equation impulse = F∆t = ∆(mv)

  • 1.6.3

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

  • 1.6.4

    Define resultant force as the change in momentum per unit time; recall and use the equation ∆p F = ∆t

1.7Energy, work and power16 total0 mapped16 remaining
1.7.1Energy6 total0 mapped6 remaining

Core

  • 1.7.1.1

    State that energy may be stored as kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal)

  • 1.7.1.2

    Describe how energy is transferred between stores during events and processes, including examples of transfer by forces (mechanical work done), electrical currents (electrical work done), heating, and by electromagnetic, sound and other waves

  • 1.7.1.3

    Know the principle of the conservation of energy and apply this principle to simple examples including the interpretation of simple flow diagrams

Supplement

  • 1.7.1.4

    Recall and use the equation for kinetic energy 1 2 Ek = mv 2

  • 1.7.1.5

    Recall and use the equation for the change in gravitational potential energy ∆Ep = mg∆h

  • 1.7.1.6

    Know the principle of the conservation of energy and apply this principle to complex examples involving multiple stages, including the interpretation of Sankey diagrams

1.7.2Work2 total0 mapped2 remaining

Core

  • 1.7.2.1

    Understand that mechanical or electrical work done is equal to the energy transferred

  • 1.7.2.2

    Recall and use the equation for mechanical working W = Fd = ∆E

1.7.3Energy resources7 total0 mapped7 remaining

Core

  • 1.7.3.1

    Describe how useful energy may be obtained, or electrical power generated, from: (a) chemical energy stored in fossil fuels (b) chemical energy stored in biofuels (c) water, including the energy stored in waves, in tides and in water behind hydroelectric dams (d) geothermal resources (e) nuclear fuel (f) light from the Sun to generate electrical power (solar cells) (g) infrared and other electromagnetic waves from the Sun to heat water (solar panels) and be the source of wind energy including references to a boiler, turbine and generator where they are used

  • 1.7.3.2

    Describe advantages and disadvantages of each method in terms of renewability, availability, reliability, scale and environmental impact

  • 1.7.3.3

    Understand, qualitatively, the concept of efficiency of energy transfer

Supplement

  • 1.7.3.4

    Know that radiation from the Sun is the main source of energy for all our energy resources except geothermal, nuclear and tidal

  • 1.7.3.5

    Know that energy is released by nuclear fusion in the Sun

  • 1.7.3.6

    Know that research is being carried out to investigate how energy released by nuclear fusion can be used to produce electrical energy on a large scale

  • 1.7.3.7

    Define efficiency as: (a) (useful energy output) (%) efficiency = (× 100%) (total energy input) (b) (useful power output) (%) efficiency = (× 100%) (total power input) recall and use these equations

1.7.4Power1 total0 mapped1 remaining

Core

  • 1.7.4.1

    Define power as work done per unit time and also as energy transferred per unit time; recall and use the equations W (a) P = t ∆E (b) P = t

1.8Pressure4 total0 mapped4 remaining

Core

  • 1.8.1

    Define pressure as force per unit area; recall and use the equation F p = A

  • 1.8.2

    Describe how pressure varies with force and area in the context of everyday examples

  • 1.8.3

    Describe, qualitatively, how the pressure beneath the surface of a liquid changes with depth and density of the liquid

Supplement

  • 1.8.4

    Recall and use the equation for the change in pressure beneath the surface of a liquid ∆p = ρg∆h

2Thermal physics45 total0 mapped45 remaining
2.1Kinetic particle model of matter13 total0 mapped13 remaining
2.1.1States of matter2 total0 mapped2 remaining

Core

  • 2.1.1.1

    Know the distinguishing properties of solids, liquids and gases

  • 2.1.1.2

    Know the terms for the changes in state between solids, liquids and gases (gas to solid and solid to gas transfers are not required)

2.1.2Particle model8 total0 mapped8 remaining

Core

  • 2.1.2.1

    Describe the particle structure of solids, liquids and gases in terms of the arrangement, separation and motion of the particles and represent these states using simple particle diagrams

  • 2.1.2.2

    Describe the relationship between the motion of particles and temperature, including the idea that there is a lowest possible temperature (−273 °C), known as absolute zero, where the particles have least kinetic energy

  • 2.1.2.3

    Describe the pressure and the changes in pressure of a gas in terms of the motion of its particles and their collisions with a surface

  • 2.1.2.4

    Know that the random motion of microscopic particles in a suspension is evidence for the kinetic particle model of matter

  • 2.1.2.5

    Describe and explain this motion (sometimes known as Brownian motion) in terms of random collisions between the microscopic particles in a suspension and the particles of the gas or liquid

Supplement

  • 2.1.2.6

    Know that the forces and distances between particles (atoms, molecules, ions and electrons) and the motion of the particles affects the properties of solids, liquids and gases

  • 2.1.2.7

    Describe the pressure and the changes in pressure of a gas in terms of the forces exerted by particles colliding with surfaces, creating a force per unit area

  • 2.1.2.8

    Know that microscopic particles may be moved by collisions with light fast-moving molecules and correctly use the terms atoms or molecules as distinct from microscopic particles

2.1.3Gases and the absolute scale of temperature3 total0 mapped3 remaining

Core

  • 2.1.3.1

    Describe qualitatively, in terms of particles, the effect on the pressure of a fixed mass of gas of: (a) a change of temperature at constant volume (b) a change of volume at constant temperature

  • 2.1.3.2

    Convert temperatures between kelvin and degrees Celsius; recall and use the equation T (in K) = θ (in °C) + 273

Supplement

  • 2.1.3.3

    Recall and use the equation pV = constant for a fixed mass of gas at constant temperature, including a graphical representation of this relationship

2.2Thermal properties and temperature15 total0 mapped15 remaining
2.2.1Thermal expansion of solids, liquids and gases3 total0 mapped3 remaining

Core

  • 2.2.1.1

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

  • 2.2.1.2

    Describe some of the everyday applications and consequences of thermal expansion

Supplement

  • 2.2.1.3

    Explain, in terms of the motion and arrangement of particles, the relative order of magnitudes of the expansion of solids, liquids and gases as their temperatures rise

2.2.2Specific heat capacity4 total0 mapped4 remaining

Core

  • 2.2.2.1

    Know that a rise in the temperature of an object increases its internal energy

Supplement

  • 2.2.2.2

    Describe an increase in temperature of an object in terms of an increase in the average kinetic energies of all of the particles in the object

  • 2.2.2.3

    Define specific heat capacity as the energy required per unit mass per unit temperature increase; recall and use the equation ∆E c = m∆θ

  • 2.2.2.4

    Describe experiments to measure the specific heat capacity of a solid and a liquid

2.2.3Melting, boiling and evaporation8 total0 mapped8 remaining

Core

  • 2.2.3.1

    Describe melting and boiling in terms of energy input without a change in temperature

  • 2.2.3.2

    Know the melting and boiling temperatures for water at standard atmospheric pressure

  • 2.2.3.3

    Describe condensation and solidification in terms of particles

  • 2.2.3.4

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

  • 2.2.3.5

    Know that evaporation causes cooling of a liquid

Supplement

  • 2.2.3.6

    Describe the differences between boiling and evaporation

  • 2.2.3.7

    Describe how temperature, surface area and air movement over a surface affect evaporation

  • 2.2.3.8

    Explain the cooling of an object in contact with an evaporating liquid

2.3Transfer of thermal energy17 total0 mapped17 remaining
2.3.1Conduction4 total0 mapped4 remaining

Core

  • 2.3.1.1

    Describe experiments to demonstrate the properties of good thermal conductors and bad thermal conductors (thermal insulators)

Supplement

  • 2.3.1.2

    Describe thermal conduction in all solids in terms of atomic or molecular lattice vibrations and also in terms of the movement of free (delocalised) electrons in metallic conductors

  • 2.3.1.3

    Describe, in terms of particles, why thermal conduction is bad in gases and most liquids

  • 2.3.1.4

    Know that there are many solids that conduct thermal energy better than thermal insulators but do so less well than good thermal conductors

2.3.2Convection2 total0 mapped2 remaining

Core

  • 2.3.2.1

    Know that convection is an important method of thermal energy transfer in liquids and gases

  • 2.3.2.2

    Explain convection in liquids and gases in terms of density changes and describe experiments to illustrate convection

2.3.3Radiation9 total0 mapped9 remaining

Core

  • 2.3.3.1

    Know that thermal radiation is infrared radiation and that all objects emit this radiation

  • 2.3.3.2

    Know that thermal energy transfer by thermal radiation does not require a medium

  • 2.3.3.3

    Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of infrared radiation

Supplement

  • 2.3.3.4

    Know that for an object to be at a constant temperature it needs to transfer energy away from the object at the same rate that it receives energy

  • 2.3.3.5

    Know what happens to an object if the rate at which it receives energy is less or more than the rate at which it transfers energy away from the object

  • 2.3.3.6

    Know how the temperature of the Earth is affected by factors controlling the balance between incoming radiation and radiation emitted from the Earth’s surface

  • 2.3.3.7

    Describe experiments to distinguish between good and bad emitters of infrared radiation

  • 2.3.3.8

    Describe experiments to distinguish between good and bad absorbers of infrared radiation

  • 2.3.3.9

    Describe how the rate of emission of radiation depends on the surface temperature and surface area of an object

2.3.4Consequences of thermal energy transfer2 total0 mapped2 remaining

Core

  • 2.3.4.1

    Explain some of the basic everyday applications and consequences of conduction, convection and radiation, including: (a) heating objects such as kitchen pans (b) heating a room by convection

Supplement

  • 2.3.4.2

    Explain some of the complex applications and consequences of conduction, convection and radiation where more than one type of thermal energy transfer is significant, including: (a) a fire burning wood or coal (b) a radiator in a car

3Waves56 total56 mapped
3.1General properties of waves10 total10 mapped

Core

Supplement

3.2Light24 total24 mapped
3.2.1Reflection of light4 total4 mapped

Core

Supplement

3.2.2Refraction of light9 total9 mapped

Core

Supplement

3.2.3Thin lenses8 total8 mapped

Core

Supplement

3.2.4Dispersion of light3 total3 mapped

Core

Supplement

3.3Electromagnetic spectrum10 total10 mapped

Core

  • 3.3.1

    Know the main regions of the electromagnetic spectrum in order of frequency and in order of wavelength

    1 lesson

    Mapped in:

  • 3.3.2

    Know that all electromagnetic waves travel at the same high speed in a vacuum

    1 lesson

    Mapped in:

  • 3.3.3

    Describe typical uses of the different regions of the electromagnetic spectrum including: (a) radio waves; radio and television transmissions, astronomy, radio frequency identification (RFID) (b) microwaves; satellite television, mobile phones (cell phones), microwave ovens (c) infrared; electric grills, short range communications such as remote controllers for televisions, intruder alarms, thermal imaging, optical fibres (d) visible light; vision, photography, illumination (e) ultraviolet; security marking, detecting fake bank notes, sterilising water (f) X-rays; medical scanning, security scanners (g) gamma rays; sterilising food and medical equipment, detection of cancer and its treatment

    1 lesson

    Mapped in:

  • 3.3.4

    Describe the harmful effects on people of excessive exposure to electromagnetic radiation, including: (a) microwaves; internal heating of body cells (b) infrared; skin burns (c) ultraviolet; damage to surface cells and eyes, leading to skin cancer and eye conditions (d) X-rays and gamma rays; mutation or damage to cells in the body

    1 lesson

    Mapped in:

  • 3.3.5

    Know that communication with artificial satellites is mainly by microwaves: (a) some satellite phones use low orbit artificial satellites (b) some satellite phones and direct broadcast satellite television use geostationary satellites

    1 lesson

    Mapped in:

Supplement

  • 3.3.6

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

    1 lesson

    Mapped in:

  • 3.3.7

    Know that many important systems of communications rely on electromagnetic radiation including: (a) mobile phones (cell phones) and wireless internet use microwaves because microwaves can penetrate some walls and only require a short aerial for transmission and reception (b) Bluetooth uses radio waves because radio waves pass through walls but the signal is weakened on doing so (c) optical fibres (visible light or infrared) are used for cable television and high-speed broadband because glass is transparent to visible light and some infrared; visible light and short wavelength infrared can carry high rates of data

    1 lesson

    Mapped in:

  • 3.3.8

    Know the difference between a digital and analogue signal

    1 lesson

    Mapped in:

  • 3.3.9

    Know that a sound can be transmitted as a digital or analogue signal

    1 lesson

    Mapped in:

  • 3.3.10

    Explain the benefits of digital signalling including increased rate of transmission of data and increased range due to accurate signal regeneration

    1 lesson

    Mapped in:

3.4Sound12 total12 mapped

Core

Supplement

4Electricity and magnetism88 total43 mapped45 remaining
4.1Simple phenomena of magnetism11 total0 mapped11 remaining

Core

  • 4.1.1

    Describe the forces between magnetic poles and between magnets and magnetic materials, including the use of the terms north pole (N pole), south pole (S pole), attraction and repulsion, magnetised and unmagnetised

  • 4.1.2

    Describe induced magnetism

  • 4.1.3

    State the differences between the properties of temporary magnets (made of soft iron) and the properties of permanent magnets (made of steel

  • 4.1.4

    State the difference between magnetic and non-magnetic materials

  • 4.1.5

    Describe a magnetic field as a region in which a magnetic pole experiences a force

  • 4.1.6

    Draw the pattern and direction of magnetic field lines around a bar magnet

  • 4.1.7

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

  • 4.1.8

    Describe the plotting of magnetic field lines with a compass or iron filings and the use of a compass to determine the direction of the magnetic field

  • 4.1.9

    Describe the uses of permanent magnets and electromagnets

Supplement

  • 4.1.10

    Explain that magnetic forces are due to interactions between magnetic fields

  • 4.1.11

    Know that the relative strength of a magnetic field is represented by the spacing of the magnetic field lines

4.2Electrical quantities32 total31 mapped1 remaining
4.2.1Electric charge10 total10 mapped

Core

Supplement

4.2.2Electric current6 total6 mapped

Core

Supplement

4.2.3Electromotive force and potential difference7 total7 mapped

Core

Supplement

4.2.4Resistance5 total4 mapped1 remaining

Core

Supplement

  • 4.2.4.4

    Sketch and explain the current–voltage graphs for a resistor of constant resistance, a filament lamp and a diode

  • 4.2.4.5

    Recall and use the following relationship for a metallic electrical conductor: (a) resistance is directly proportional to length (b) resistance is inversely proportional to cross-sectional area

    1 lesson

    Mapped in:

4.2.5Electrical energy and electrical power4 total4 mapped

Core

4.3Electric circuits15 total12 mapped3 remaining
4.3.1Circuit diagrams and circuit components2 total2 mapped

Core

  • 4.3.1.1

    Draw and interpret circuit diagrams containing cells, batteries, power supplies, generators, potential dividers, switches, resistors (fixed and variable), heaters, thermistors (NTC only), light- dependent resistors (LDRs), lamps, motors, bells, ammeters, voltmeters, magnetising coils, transformers, fuses and relays and know how these components behave in the circuit

    1 lesson

    Mapped in:

Supplement

4.3.2Series and parallel circuits10 total10 mapped

Core

Supplement

  • 4.3.2.8

    Recall and use in calculations, the fact that: (a) the sum of the currents entering a junction in a parallel circuit is equal to the sum of the currents that leave the junction (b) the total p.d. across the components in a series circuit is equal to the sum of the individual p.d.s across each component (c) the p.d. across an arrangement of parallel resistances is the same as the p.d. across one branch in the arrangement of the parallel resistances

    1 lesson

    Mapped in:

  • 4.3.2.9

    Explain that the sum of the currents into a junction is the same as the sum of the currents out of the junction

    1 lesson

    Mapped in:

  • 4.3.2.10

    Calculate the combined resistance of two resistors in parallel

    1 lesson

    Mapped in:

4.3.3Action and use of circuit components3 total0 mapped3 remaining

Core

  • 4.3.3.1

    Know that the p.d. across an electrical conductor increases as its resistance increases for a constant current

Supplement

  • 4.3.3.2

    Describe the action of a variable potential divider

  • 4.3.3.3

    Recall and use the equation for two resistors used as a potential divider R1 V = 1 R2 V2

4.4Electrical safety5 total0 mapped5 remaining

Core

  • 4.4.1

    State the hazards of: (a) damaged insulation (b) overheating cables (c) damp conditions (d) excess current from overloading of plugs, extension leads, single and multiple sockets when using a mains supply

  • 4.4.2

    Know that a mains circuit consists of a live wire (line wire), a neutral wire and an earth wire and explain why a switch must be connected to the live wire for the circuit to be switched off safely

  • 4.4.3

    Explain the use and operation of trip switches and fuses and choose appropriate fuse ratings and trip switch settings

  • 4.4.4

    Explain why the outer casing of an electrical appliance must be either non-conducting (double-insulated) or earthed

  • 4.4.5

    State that a fuse without an earth wire protects the circuit and the cabling for a double- insulated appliance

4.5Electromagnetic effects25 total0 mapped25 remaining
4.5.1Electromagnetic induction5 total0 mapped5 remaining

Core

  • 4.5.1.1

    Know that a conductor moving across a magnetic field or a changing magnetic field linking with a conductor can induce an e.m.f. in the conductor

  • 4.5.1.2

    Describe an experiment to demonstrate electromagnetic induction

  • 4.5.1.3

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

Supplement

  • 4.5.1.4

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

  • 4.5.1.5

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

4.5.2The a.c. generator2 total0 mapped2 remaining

Supplement

  • 4.5.2.1

    Describe a simple form of a.c. generator (rotating coil or rotating magnet) and the use of slip rings and brushes where needed

  • 4.5.2.2

    Sketch and interpret graphs of e.m.f. against time for simple a.c. generators and relate the position of the generator coil to the peaks, troughs and zeros of the e.m.f.

4.5.3Magnetic effect of a current5 total0 mapped5 remaining

Core

  • 4.5.3.1

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

  • 4.5.3.2

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

  • 4.5.3.3

    Describe how the magnetic effect of a current is used in relays and loudspeakers and give examples of their application

Supplement

  • 4.5.3.4

    State the qualitative variation of the strength of the magnetic field around straight wires and solenoids

  • 4.5.3.5

    Describe the effect on the magnetic field around straight wires and solenoids of changing the magnitude and direction of the current

4.5.4Force on a current-carrying conductor3 total0 mapped3 remaining

Core

  • 4.5.4.1

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

Supplement

  • 4.5.4.2

    Recall and use the relative directions of force, magnetic field and current

  • 4.5.4.3

    Determine the direction of the force on beams of charged particles in a magnetic field

4.5.5The d.c. motor2 total0 mapped2 remaining

Core

  • 4.5.5.1

    Know that a current-carrying coil in a magnetic field may experience a turning effect and that the turning effect is increased by increasing: (a) the number of turns on the coil (b) the current (c) the strength of the magnetic field

Supplement

  • 4.5.5.2

    Describe the operation of an electric motor, including the action of a split-ring commutator and brushes

4.5.6The transformer8 total0 mapped8 remaining

Core

  • 4.5.6.1

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

  • 4.5.6.2

    Use the terms primary, secondary, step-up and step-down

  • 4.5.6.3

    Recall and use the equation Vp Np Vs = Ns where p and s refer to primary and secondary

  • 4.5.6.4

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

  • 4.5.6.5

    State the advantages of high-voltage transmission

Supplement

  • 4.5.6.6

    Explain the principle of operation of a simple iron-cored transformer

  • 4.5.6.7

    Recall and use the equation for 100% efficiency in a transformer IpVp = IsVs where p and s refer to primary and secondary

  • 4.5.6.8

    Recall and use the equation P = I2R to explain why power losses in cables are smaller when the voltage is greater

5Nuclear physics31 total31 mapped
5.1The nuclear model of the atom11 total11 mapped
5.1.1The atom3 total3 mapped

Core

Supplement

  • 5.1.1.3

    Describe how the scattering of alpha (α) particles by a sheet of thin metal supports the nuclear model of the atom, by providing evidence for: (a) a very small nucleus surrounded by mostly empty space (b) a nucleus containing most of the mass of the atom (c) a nucleus that is positively charged

    1 lesson

    Mapped in:

5.1.2The nucleus8 total8 mapped

Core

Supplement

5.2Radioactivity20 total20 mapped
5.2.1Detection of radioactivity5 total5 mapped

Core

Supplement

5.2.2The three types of nuclear emission4 total4 mapped

Core

  • 5.2.2.1

    Describe the emission of radiation from a nucleus as spontaneous and random in direction

    1 lesson

    Mapped in:

  • 5.2.2.2

    Identify alpha (α), beta (β) and gamma (γ) emissions from the nucleus by recalling: (a) their nature (b) their relative ionising effects (c) their relative penetrating abilities (β+ are not included, β-particles will be taken to refer to β –)

    1 lesson

    Mapped in:

Supplement

5.2.3Radioactive decay5 total5 mapped

Core

  • 5.2.3.1

    Know that radioactive decay is a change in an unstable nucleus that can result in the emission of α-particles or β-particles and/or γ-radiation and know that these changes are spontaneous and random

    1 lesson

    Mapped in:

  • 5.2.3.2

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

    1 lesson

    Mapped in:

Supplement

  • 5.2.3.3

    Know that isotopes of an element may be radioactive due to an excess of neutrons in the nucleus and/or the nucleus being too heavy

    1 lesson

    Mapped in:

  • 5.2.3.4

    Describe the effect of α-decay, β-decay and γ-emissions on the nucleus, including an increase in stability and a reduction in the number of excess neutrons; the following change in the nucleus occurs during β-emission neutron → proton + electron

    1 lesson

    Mapped in:

  • 5.2.3.5

    Use decay equations, using nuclide notation, to show the emission of α-particles, β-particles and γ-radiation

    1 lesson

    Mapped in:

5.2.4Half-life3 total3 mapped

Core

  • 5.2.4.1

    Define the half-life of a particular isotope as the time taken for half the nuclei of that isotope in any sample to decay; recall and use this definition in simple calculations, which might involve information in tables or decay curves (calculations will not include background radiation)

    1 lesson

    Mapped in:

Supplement

  • 5.2.4.2

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

    1 lesson

    Mapped in:

  • 5.2.4.3

    Explain how the type of radiation emitted and the half-life of an isotope determine which isotope is used for applications including: (a) household fire (smoke) alarms (b) irradiating food to kill bacteria (c) sterilisation of equipment using gamma rays (d) measuring and controlling thicknesses of materials with the choice of radiations used linked to penetration and absorption (e) diagnosis and treatment of cancer using gamma rays

    1 lesson

    Mapped in:

5.2.5Safety precautions3 total3 mapped

Core

Supplement

6Space physics30 total30 mapped
6.1The Earth and the Solar System14 total14 mapped
6.1.1The Earth4 total4 mapped

Core

Supplement

6.1.2The Solar System10 total10 mapped

Core

  • 6.1.2.1

    Describe the Solar System as containing: (a) one star, the Sun (b) the eight named planets and know their order from the Sun (c) minor planets that orbit the Sun, including dwarf planets such as Pluto and asteroids in the asteroid belt (d) moons, that orbit the planets (e) smaller Solar System bodies, including comets and natural satellites

    1 lesson

    Mapped in:

  • 6.1.2.2

    Know that, in comparison to each other, the four planets nearest the Sun are rocky and small and the four planets furthest from the Sun are gaseous and large, and explain this difference by referring to an accretion model for Solar System formation, to include: (a) the model’s dependence on gravity (b) the presence of many elements in interstellar clouds of gas and dust (c) the rotation of material in the cloud and the formation of an accretion disc

    1 lesson

    Mapped in:

  • 6.1.2.3

    Know that the strength of the gravitational field (a) at the surface of a planet depends on the mass of the planet (b) around a planet decreases as the distance from the planet increases

    1 lesson

    Mapped in:

  • 6.1.2.4

    Calculate the time it takes light to travel a significant distance such as between objects in the Solar System

    1 lesson

    Mapped in:

  • 6.1.2.5

    Know that the Sun contains most of the mass of the Solar System and this explains why the planets orbit the Sun

    1 lesson

    Mapped in:

  • 6.1.2.6

    Know that the force that keeps an object in orbit around the Sun is the gravitational attraction of the Sun

    1 lesson

    Mapped in:

Supplement

  • 6.1.2.7

    Know that planets, minor planets and comets have elliptical orbits, and recall that the Sun is not at the centre of the elliptical orbit, except when the orbit is approximately circular

    1 lesson

    Mapped in:

  • 6.1.2.8

    Analyse and interpret planetary data about orbital distance, orbital duration, density, surface temperature and uniform gravitational field strength at the planet’s surface

    1 lesson

    Mapped in:

  • 6.1.2.9

    Know that the strength of the Sun’s gravitational field decreases and that the orbital speeds of the planets decrease as the distance from the Sun increases

    1 lesson

    Mapped in:

  • 6.1.2.10

    Know that an object in an elliptical orbit travels faster when closer to the Sun and explain this using the conservation of energy

    1 lesson

    Mapped in:

6.2Stars and the Universe16 total16 mapped
6.2.1The Sun as a star2 total2 mapped

Core

  • 6.2.1.1

    Know that the Sun is a star of medium size, consisting mostly of hydrogen and helium, and that it radiates most of its energy in the infrared, visible light and ultraviolet regions of the electromagnetic spectrum

    1 lesson

    Mapped in:

Supplement

  • 6.2.1.2

    Know that stars are powered by nuclear reactions that release energy and that in stable stars the nuclear reactions involve the fusion of hydrogen into helium

    1 lesson

    Mapped in:

6.2.2Stars3 total3 mapped

Core

  • 6.2.2.1

    State that: (a) galaxies are each made up of many billions of stars (b) the Sun is a star in the galaxy known as the Milky Way (c) other stars that make up the Milky Way are much further away from the Earth than the Sun is from the Earth (d) astronomical distances can be measured in light-years, where one light-year is the distance travelled in (the vacuum of) space by light in one year

    1 lesson

    Mapped in:

Supplement

  • 6.2.2.2

    Know that one light-year is equal to 9.5 × 1015 m

    1 lesson

    Mapped in:

  • 6.2.2.3

    Describe the life cycle of a star: (a) a star is formed from interstellar clouds of gas and dust that contain hydrogen (b) a protostar is an interstellar cloud collapsing and increasing in temperature as a result of its internal gravitational attraction (c) a protostar becomes a stable star when the inward force of gravitational attraction is balanced by an outward force due to the high temperature in the centre of the star (d) all stars eventually run out of hydrogen as fuel for the nuclear reaction (e) most stars expand to form red giants and more massive stars expand to form red supergiants when most of the hydrogen in the centre of the star has been converted to helium (f) a red giant from a less massive star forms a planetary nebula with a white dwarf star at its centre (g) a red supergiant explodes as a supernova, forming a nebula containing hydrogen and new heavier elements, leaving behind a neutron star or a black hole at its centre (h) the nebula from a supernova may form new stars with orbiting planets

    1 lesson

    Mapped in:

6.2.3The Universe11 total11 mapped

Core

  • 6.2.3.1

    Know that the Milky Way is one of many billions of galaxies making up the Universe and that the diameter of the Milky Way is approximately 100 000 light-years

    1 lesson

    Mapped in:

  • 6.2.3.2

    Describe redshift as an increase in the observed wavelength of electromagnetic radiation emitted from receding stars and galaxies

    1 lesson

    Mapped in:

  • 6.2.3.3

    Know that the light emitted from distant galaxies appears redshifted in comparison with light emitted on the Earth

    1 lesson

    Mapped in:

  • 6.2.3.4

    Know that redshift in the light from distant galaxies is evidence that the Universe is expanding and supports the Big Bang Theory

    1 lesson

    Mapped in:

Supplement

  • 6.2.3.5

    Know that microwave radiation of a specific frequency is observed at all points in space around us and is known as cosmic microwave background radiation (CMBR)

    1 lesson

    Mapped in:

  • 6.2.3.6

    Explain that the CMBR was produced shortly after the Universe was formed and that this radiation has been expanded into the microwave region of the electromagnetic spectrum as the Universe expanded

    1 lesson

    Mapped in:

  • 6.2.3.7

    Know that the speed v at which a galaxy is moving away from the Earth can be found from the change in wavelength of the galaxy’s starlight due to redshift

    1 lesson

    Mapped in:

  • 6.2.3.8

    Know that the distance d of a far galaxy can be determined using the brightness of a supernova in that galaxy

    1 lesson

    Mapped in:

  • 6.2.3.9

    Define the Hubble constant H0 as the ratio of the speed at which the galaxy is moving away from the Earth to its distance from the Earth; recall and use the equation v H0 = d

    1 lesson

    Mapped in:

  • 6.2.3.10

    Know that the current estimate for H0 is 2.2 × 10 –18 per second

    1 lesson

    Mapped in:

  • 6.2.3.11

    Know that the equation d 1 = v H0 represents an estimate for the age of the Universe and that this is evidence for the idea that all the matter in the Universe was present at a single point

    1 lesson

    Mapped in: