Physics Spec

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Edexcel is one of the leading examining and awarding bodies in the UK and throughout the
world. We provide a wide range of qualifications including academic, vocational, occupational
and specific programmes for employers.
Through a network of UK and overseas offices, Edexcels centres receive the support they need
to help them deliver their education and training programmes to learners.
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk
This specification is Issue 2 and is valid for examination from January 2003. Key changes to
requirements are highlighted. Centres will be informed in the event of any necessary future
changes to this specification. The latest issue can be found on the Edexcel website,
www.edexcel.org.uk
References to third-party material made in this specification are made in good faith. Edexcel
does not endorse, approve or accept responsibility for the content of materials, which may be
subject to change, or any opinions expressed therein. (Material may include textbooks, journals,
magazines and other publications and websites.)
Acknowledgements
This specification has been produced by Edexcel on the basis of consultation with teachers,
examiners, consultants and other interested parties. Edexcel acknowledges its indebtedness to
all those who contributed their time and expertise to the development of Advanced Subsidiary
and Advanced GCE specifications.
Authorised by Peter Goff

Publications Code UA006822
All the material in this publication is copyright
Edexcel Foundation 2002
Key features
Availability of units
Summary of scheme of assessment
Summary of the specification content
p~=
Subject criteria
Aims
Assessment Objectives
Entry requirements
Progression
Key skills
10
Social, economic and industrial matters
10
Models in physics
11
Spiritual, moral, philosophical and cultural issues
12
Health education
12
Rules for retaking units
12
Language of assessment
13
Awarding and reporting
13
Students with particular requirements
13
Forbidden combinations and related subjects
13
p==~
NQ
Details of the scheme of assessment
14
Assessment of core and other material
15
The assessment components
15
Specification for the examination
18
Notes on the examination
19
p~=
ON
Overview
21
Content organised by assessment and course unit
22
Unit 1: Physics at work, rest and play
23
Unit 2: Physics for life
29
Unit 4: Moving with physics
33
Unit 5: Physics from creation to collapse
39
Content organised by area of study
43
Core formulae and relationships
54
Lists of data, formulae and relationships
56
57
58
59
60
SN
Coursework summary
61
Coursework moderation
62
Administration of the coursework scheme
73
d~=
TQ
q=~==
TS
Salters Horners Advanced Physics course materials
76
Other resources
77
p=~=~
UM
Support from the University of York
80
Support from Edexcel Foundation
81
UP
Appendix A key skills
83
Appendix B spiritual and moral issues
92
h=~
A new and stimulating approach to physics.
Emphasis on up-to-date contexts and applications.
Comprehensive student books.
Guidebooks for teachers and technicians.
In-service support.
Structured, coherent course.
Mathematical skills fully integrated.
Supporting materials promote active learning and development of key skills.
Teacher assessment of experimental skills.
Extended practical project.
Modular assessment.
Contexts and applications drive the course, providing interest and motivation for
students, and alerting them to some of the many career areas that involve physics.
Professionally published materials provide comprehensive guidance for teachers
and technicians, and stimulus and support for students. A wide variety of
learning activities help students to acquire a sound knowledge and understanding
of physics principles and to develop relevant skills.
The course units form a structured course in which key concepts are revisited and
extended on several occasions and in a variety of contexts. Students take part in
an out-of-school visit and an extended practical project, both of which contribute
to their coursework assessment.
Salters Horners Advanced Physics has been developed by the University of York
Science Education Group, working with teachers, academics and industrialists.
Much of the impetus for this new project has come from physics teachers who
have seen Salters Advanced Chemistry in action and are keen to have a similarly
stimulating and forward-looking course for their own students.
The course began in September 1998 in a limited number of centres, as part of
the QCA pilot scheme for the AS qualification. This has enabled a thorough and
extensive trial of the course materials and the assessment scheme.
UA006822 Specification Edexcel AS/A GCE Physics (Salters Horners) Issue 2 August 2002
^~~==
Unit tests will be offered in January and June within Edexcels normal examination timetable.
Unit tests are available as shown in the table below.
Unit code
6751
Unit title
Physics at work, rest
and play
Jan 2003
June 2003
Jan 2004
June 2004
Jan 2005
Unit test PSA1

(AS and A)
6752
Physics for life

Unit test PSA2
(AS and A)
6753
Coursework PSA3
(AS and A)
6754
Moving with physics

Unit test PSA4
(A only)
6755/01
Coursework PSA5i
(A only)
6755/02
Physics from creation

to collapse
Unit test PSA5ii
(A only)
6756
Synoptic test PSA6

(A only)
Awards for Advanced Subsidiary GCE were made from June 2001 onwards.
Awards for Advanced GCE were made from June 2002 onwards.
It is envisaged that students will either be entered for unit tests in the same order that they are
taught, or will take two or more tests at the end of a year or at the end of the two-year Advanced
GCE course. It is intended that the assessment units should be taught in the order in which they
are listed in the specification.
p~====~
The scheme of assessment is in two parts. The first three units make up the Advanced
Subsidiary (AS) assessment, and a further three A2 units make up the six units required for
Advanced GCE (A) assessment. The AS units will be designed to provide an appropriate
assessment of the knowledge, understanding and skills of students who have completed the first
half of a full Advanced GCE qualification.
The Advanced Subsidiary (AS) is the first half of the course. It contributes 50% of the total
Advanced GCE marks. The A2, the second half of the Advanced GCE course, contributes the
remaining 50% of the total Advanced GCE marks.
The unit tests designated for the AS course (Units 1 and 2) will be set and marked at AS
standard, which is the standard to be expected at the end of the first year of study of an A level
course. The unit tests for A2 (Units 4 and 5ii and the synoptic test (Unit 6)) will be set and
marked at full Advanced GCE standard. Similarly, the coursework for AS (Unit 3) will be
assessed at AS standard, and that for A2 (Unit 5 part i) will be assessed at full Advanced GCE
standard. No concession will be made to students on the grounds that tests have been taken early
in the course.
The table below summarises the assessment scheme.
Component
Test/Coursework
AS
Unit PSA1 (AS and A)
Test
1 h 30 min
33.3%
16.7%
Test
1 h 30 min
33.3%
16.7%
Coursework
33.3%
16.7%
Unit PSA4 (A only)
Test
1 h 30 min
15%
Unit PSA5 (A only)

practical project PSA5i
Coursework
test PSA5ii
Test
1 h 00 min
10%
Test
1 h 30 min
15%
Synoptic Unit PSA6 (A only)
10%
mp^N=r=
About six compulsory short-answer questions in a questionanswer booklet, designed to test the
physics content, principles and skills developed in the three parts of Unit 1.
mp^O=r=
mp^P=`=~
Students submit reports of two laboratory-based practical activities and a short written
assignment based on an out-of-school visit.
mp^Q=r=
mp^R=`=~
Students submit a report of a two-week individual practical project.
mp^R=r=
About five compulsory questions designed to test the physics content, principles and skills
developed in the two parts of Unit 5(ii).
mp^S=p=
About four questions, which will include questions on a passage. Students will be required to
bring together knowledge and understanding of different areas of physics from throughout the
Advanced GCE.
p~===~=
For assessment, the Advanced GCE specification is divided into four units based on the contextled course units, and two teacher-assessed coursework units. Assessment units 1, 2 and 3
constitute the Advanced Subsidiary.
The content-based assessment units should be taught in the order in which they are listed, but
within each there is no prescribed order for teaching the course units.
Unit PSA1: Physics at work, rest and play
Main physics content areas
The sound of music
A study of music and recorded sound, focusing

on the production of sound by musical
instruments and the operation of a CD player.
Travelling and standing waves.

Reflection and refraction.
Photons and atomic energy levels.
Technology in space
DC circuits: resistance, current, emf, power.
This unit focuses on a satellite, whose

instruments are run from a solar power supply
and need to be kept at a suitable temperature.
Temperature and resistance.
Energy and temperature change.
Higher, faster, stronger
Graphs, equations of motion and vectors.
Students use video clips and lab activities to

study physics through sports including
sprinting, weight-lifting, rock-climbing and
bungee jumping.
Projectiles.
Force, mass and acceleration.
Kinetic and potential energy.
Unit PSA2: Physics for life
Good enough to eat
Viscosity and fluid flow.
A study of the production, testing and

packaging of chocolate-covered biscuits and
other aspects of the food industry.
Mechanical properties of materials.
Refraction and polarisation.
Digging up the past
DC electric circuits; resistivity.
The excavation of an archaeological site, from

geophysical surveying to artefact analysis and
dating.
Diffraction and superposition.
Photoelectric effect.
Spare part surgery
Structure and properties of materials.
A study of the physics associated with hip

replacements, lenses and ultrasound scanning.
Doppler effect.
Reflection, refraction, lenses.
Unit PSA3: Working with physics
Coursework
Assessment based on two laboratory practical activities and an out-of-school visit.
Unit PSA4: Moving with physics
Transport on track
DC circuits and switching.
A study of a modern rail transportation system

with an emphasis on safety and control.
Force, momentum, work and energy.
Magnetic fields: electromagnetic force.
Electromagnetic induction.
Capacitors: exponential discharge.
The medium is the message
Digital and analogue signals.
In the context of aircraft, students learn about

some modern communication and display
techniques: transmission of signals, CCD
imaging, cathode-ray tube, LCD and LED
displays.
Capacitors: energy.
Fibre optics: refraction; exponential

attenuation.
Uniform electric field.
Charged particles in a magnetic field.
Probing the heart of matter
Alpha scattering: nuclear model of atom.
An area of fundamental physics that is the

subject of current research, involving the
acceleration and detection of high-energy
particles and the interpretation of experimental
results.
Electrostatic force between point charges.
Collisions: momentum and energy.
Motion in a circle.
Massenergy interconversion.
Charged particles in electric and magnetic

fields.
The quarklepton model.
Unit PSA5: Physics from creation to collapse

5i Assessment based on a two-week
individual practical project
Coursework
5ii
Reach for the stars
Inverse-square law for radiation.
This unit focuses on the physical interpretation

of observations, and on the formation and
evolution of stars.
Universal gravitation; gravitational field.
Energy conservation: gravitational, kinetic.
Motion in a circle.
Nuclear fusion, fission and radioactive

decay.
Molecular kinetic theory.
Build or bust?
Simple harmonic motion.
A study of some aspects of building design,

including withstanding earthquake damage,
vibration isolation and sound-proofing.
Forced vibrations, resonance and damping.
Waves in solids; refraction.
Mechanical properties of solids.
Unit PSA6: Exploring physics
Synoptic test
p~=
p=~
This specification incorporates the GCE Advanced Subsidiary (AS) and Advanced (A)
Specifications Subject Criteria for Physics as specified by QCA and which is mandatory for all
examining boards.
The specification defines an Advanced Subsidiary and Advanced GCE course in physics. The
courses are structured so that key ideas and principles are introduced within appropriate
contexts, and then later revisited in other contexts in order to reinforce and extend students
knowledge and understanding. There is no optional material, since all elements of the course
contribute to a cumulative acquisition of knowledge, understanding and skills.
The Advanced Subsidiary specification is contained within three compulsory units, and a further
three compulsory units complete the Advanced GCE course. All elements of the course may be
assessed during the course and units may be retaken once if desired, or all examinations may be
taken at the end, if preferred.
It is assumed that students will have a background of GCSE Physics or GCSE Science: Double
Award, and of GCSE Mathematics.
^
The aims of this specification are to:
sustain and develop the enjoyment of, and interest in, physics and its application
develop essential knowledge and understanding in physics and, where appropriate, the
applications of physics with an appreciation of their significance and the skills needed for
the use of these in new and changing situations
develop an understanding of the link between theory and experiment and foster the
development of skills in the design and execution of experiments
appreciate how physics has developed and is used in present-day society
demonstrate the importance of physics as a human endeavour which interacts with social,
philosophical, economic and industrial matters
promote an awareness of advances in technology, including IT relevant to physics
be complete in itself and perform a useful educational function for students not intending to
study physics at a higher level
be a suitable preparation for HE courses in physics, for physical sciences in other

educational establishments and for professional courses which require students to have a
knowledge of physics when admitted
recognise the quantitative nature of physics and understand how mathematical expressions
relate to physics principles.
In addition the following aims are related only to the GCE Advanced specification:
develop an understanding of the connections between facts, principles and concepts from
different areas of physics
promote an awareness of the use and development of scientific models.
^=l
The Assessment Objectives AO1, AO2 and AO3 are the same for Advanced Subsidiary and
Advanced GCE. AO4 applies only to the A2 part of the course.
^lN h==~
Students should be able to:
recognise, recall and show understanding of specific physical facts, terminology, principles,
relationships, concepts and practical techniques
draw on existing knowledge to show understanding of the ethical, social, economic,

environmental and technological implications and applications of physics
select, organise and present relevant information clearly and logically, using specialist
vocabulary where appropriate.
^lO ^~===~=~I== ~
~~
describe, explain and interpret phenomena and effects in terms of physical principles and
concepts, presenting arguments and ideas clearly and logically, using specialist vocabulary
where appropriate
interpret and translate, from one form to another, data presented as continuous prose or in
table, diagrams and graphs
carry out relevant calculations
apply physical principles and concepts to unfamiliar situations including those which relate
to the ethical, social, economic and technological implications and applications of physics
assess the validity of physical information, experiments, inferences and statements.
^lP b=~=~
devise and plan experimental activities, selecting appropriate techniques
demonstrate safe and skilful practical techniques
make observations and measurements with appropriate precision and record these
methodically
interpret, explain and evaluate the results of their experimental activities using knowledge
and understanding of physics and to communicate this information clearly and logically in
appropriate forms, for example prose, tables and graphs, using appropriate specialist
vocabulary.
^lQ p==I=~=~=
bring together principles and concepts from different areas of physics and apply them in a
particular context, expressing ideas clearly and logically and using appropriate specialist
vocabulary
use the skills of physics in contexts which bring together different areas of the subject.
The following table summarises the approximate weighting of each Assessment Objective in the
Advanced Subsidiary and Advanced GCE examinations.
Assessment Objectives
Weighting
AS
A2
AO1
Knowledge with understanding
45%
25%
35%
AO2
Application of knowledge and

understanding, synthesis and
evaluation
35%
25%
30%
AO3
Experiment and investigation
20%
10%
15%
AO4
Synthesis of knowledge,
understanding and skills
0%
40%
20%
b=
Advanced Subsidiary and Advanced GCE Physics is a level 3 qualification in the National
Qualifications Framework. Students undertaking the course are expected to have an appropriate
qualification at level 2, for example at least grade C in National Curriculum Key Stage 4 GCSE
Science: Double Award or GCSE Science: Physics. Students may enter via GNVQ Science at
Intermediate level if they have achieved an appropriate level. Students should also have attained
GCSE Mathematics grade C or an equivalent qualification.
m
Advanced GCE Physics is a recognised entry qualification for a wide range of Higher Education
courses.
The course is a sound preparation for studies at level 4, for example Edexcel (BTEC) Higher
Nationals (HNC and HND) in the science sector, as well as degree-level courses in physics and
related sciences, engineering and medicine, as well as chemical engineering and related
programmes.
Advanced Subsidiary and Advanced GCE Physics are a sound preparation for a wide range of
employment in the science sector from engineering through to medicine. Possible areas include
radiography and biotechnology, for example.
Advanced Subsidiary and Advanced GCE Physics are recognised as suitable qualifications for a
wide range of employment.
h=
As indicated in the specification content, each course unit includes a variety of activities which
develop students skills in communication, application of number and information technology,
to support the acquisition of physics knowledge, understanding and techniques, and which allow
students to demonstrate their competence in these key skills. In addition, these activities provide
opportunities for students to improve their own learning and performance, work with others and
solve problems in the context of physics. The Salters Horners Advanced Physics course
materials give guidance for students and teachers on carrying out these activities.
Each unit includes many activities that involve the application of number and at least one
activity which involves written or oral communication; and several activities involving the use
of IT. Appendix A summarises the relationship between the Salters Horners Advanced Physics
course units and the key skills specified by QCA.
The Advanced Subsidiary course includes two distinctive types of coursework assignment,
relating to an out-of-school visit and to laboratory practical activities. These laboratory activities
should involve the use of IT in data processing and capture. In addition, the Advanced GCE
course includes a two-week individual practical project. In all these assignments, students will
be expected to apply, and demonstrate competence in, the key skills of communication and
application of number as listed in Appendix A.
p~I==~=~=~
The course is context-led, and each course unit illustrates some social, economic or industrial
aspects of physics. Through the activities detailed in the course units, and through the
coursework assessment, students develop an appreciation of the importance of physics as a
human endeavour that has an impact on and relevance to such matters.
The course units illustrate the role of physics in:
Reference
Title
playing live and recorded music
1/MUS
The sound of music
managing the energy needs of a satellite
1/SPC
Technology in space
analysing athletic performance
1/HFS
Higher, faster, stronger
processing and packaging food
2/EAT
Good enough to eat
exploring an archaeological site
2/DIG
Digging up the past
improving spare part surgery
2/SUR
Spare part surgery
developing a safe and efficient transport

system
4/TRA
Transport on track
revolutionising telecommunications
4/MDM
The medium is the

message
probing matter at its most fundamental level
4/PRO
Probing the heart of the

matter
exploring distant parts of the universe
5/STA
Reach for the stars
designing buildings to withstand earthquakes
5/BLD
Build or bust?
j==
There are several opportunities in the course for students to become aware of, and study the
development of, conceptual and mathematical models in physics. Conceptual models developed
and used in the course include:
Reference
wave and particle models of matter and

radiation
Title
1/MUS
The Sound of music
2/DIG
Digging up the past
4/PRO

matter
2/SUR
Spare part surgery
molecular kinetic theory model of matter
5/STA
Reach for the stars
nuclear model of the atom
1/SPC
Technology in space
2/DIG
Digging up the past
4/PRO
5/STA
Reach for the stars
Big Bang model of the universe
Mathematical models developed and used include:

Reference
Title
linear variation of resistance with temperature
1/SPC
Technology in space
Hookean model of an elastic solid
2/EAT
Good enough to eat
2/SUR
Spare part surgery
4/MDM
The medium is the

message
4/PRO

matter
5/STA
Reach for the stars
inverse-square law model for electric and

gravitational fields
p~I=~I=~=~=~=
The course gives students several opportunities to explore spiritual, moral, philosophical and
cultural issues relating to physics. (The meanings of the terms spiritual and moral in this
context, as defined by QCA, are given in Appendix B.)
Relevant issues that arise in the course include:
Reference
Title
the origin and ultimate fate of the universe
5/STA
Reach for the stars
the nature of matter at its most fundamental

level
1/SPC
Technology in space
2/DIG
Digging up the past
4/PRO
1/SPC
Technology in space
4/PRO
moral dilemmas associated with funding

scientific research
Reach for the stars

5/STA
the importance of creative ability and

personal insight
1/SPC
Technology in space
2/DIG
Digging up the past
4/TRA
Transport on track
4/PRO

Reach for the stars
5/STA
e~=~
In the specification there are topics relating to health education. Application of knowledge
gained from studying these topics will enable students to achieve a fuller understanding of
related health issues. In the delivery of this specification, centres will need to comply with
current health and safety regulations, particularly with respect to practical physics; and students
will need to be made fully aware of, and the underlying reasons for, these regulations.
o==~=
Students may retake each assessment unit once before the final Advanced Subsidiary or
Advanced GCE certification. The better result will count towards the final award.
Students may retake the whole qualification more than once.
Individual assessment unit results, prior to certification of the qualification, have a shelf-life
limited only by the shelf-life of the specification.
i~~==~
Assessment of this specification will be available in English only. Assessment materials will be
published in English only and all written and spoken work submitted for examination and
moderation must be produced in English.
^~=~=
The grading, awarding and certification of this specification will comply with the requirements
of the most recent version of the Code of practice applicable to GCE, which is published by the
Qualifications and Curriculum Authority. Qualifications will be graded and certificated on a
five-grade scale from A to E. Individual results will be reported.
p==~~=
Regulations and guidance relating to students with particular requirements are published
annually by the Joint Council for General Qualifications and are circulated to examinations
officers. Further copies of guidance documentation may be obtained from the address below or
by telephoning 0870 240 9800.
Edexcel is happy to assess whether special consideration can be made for students with
particular requirements. Requests should be addressed to:
Special Requirements
Edexcel Foundation
Stewart House
32 Russell Square
London WC1B 5DN
c=~=~=~=
Every specification is assigned a national classification code indicating the subject area to which
it belongs.
Centres should be aware that students who enter for more than one GCE qualification with the
same classification code, will have only one grade (the highest) counted for the purpose of the
school and college performance tables.
The classification code for this specification is 1210.
Students entering for this specification may not, in the same series of examinations, enter for
any other specification with the title Advanced Subsidiary or Advanced GCE Physics.
Some of the content of this Advanced Subsidiary and Advanced GCE Physics specification may
complement that found in other level 3 qualifications. In particular, an Advanced Subsidiary or
Advanced GCE Science qualification will complement a proportion of the content of this
specification, as will Advanced VCE in Science. There will be a small overlap of content with
Advanced Subsidiary or Advanced GCE Chemistry; for example, in the area of content related
to Gas Laws. In that this Advanced Subsidiary and Advanced GCE Physics specification
requires application of mathematical skills, any Advanced Subsidiary or Advanced GCE
Mathematics specification will complement this specification and there will be some overlap
with Applied Mathematics topics.
p==~
a~=====~
The Advanced Subsidiary (AS) examination consists of two written unit tests and one teacherassessed coursework unit. The Advanced GCE (A) examination includes the AS unit tests
together with two further unit tests (one of which includes some synoptic assessment within the
coursework assessment), and a synoptic test. Unit tests, and the AS coursework assessment,
may be taken during or at the end of the course.
The Advanced Subsidiary coursework assessment will be based on laboratory practical
activities that students have carried out as part of their normal school/college-based work, and
on a short written assignment relating to physics that students have observed during an out-ofschool visit. The laboratory activities should involve the use of IT in data processing and
capture. At least three activities should be assessed for each student and the marks for the best
two chosen for assessment.
The Advanced GCE coursework assessment will be based on a two-week individual practical
project on which students submit a written report.
The Advanced Subsidiary has a weighting of 50% when carried forward towards an Advanced
GCE award.
The scheme of examination is summarised in the table below, followed by a more detailed
specification of each component.
Component
Test/Coursework
AS
Test
1 h 30 min
33.3%
16.7%
Test
1 h 30 min
33.3%
16.7%
Coursework
33.3%
16.7%
Unit PSA4 (A)
Test
Unit PSA5
1 h 30 min
15%
(A)
practical project PSA5i (A)
Coursework
test PSA5ii
Test
1 h 00 min
10%
Test
1 h 30 min
15%
(A)
Synoptic Unit PSA6 (A)
10%
^===~==~~
All the assessment components contribute to the assessment of the Advanced Subsidiary (AS)
and Advanced GCE (A) Specifications Subject Criteria for Physics. The compulsory subject
criteria, ie core material, permeate the entire course, and are not distinguished from non-core
material in the specification. There is no optional material in the specification. Questions, or
parts of questions, that test core material will not be distinguished from those that test non-core
material.
The unit tests will examine the content specified for each unit and will include some testing of
relevant skills and processes.
The PSA6 synoptic test will contain questions which test knowledge, understanding and skills
acquired during the whole course. Students will be tested on their knowledge and understanding
of physics content as specified in the specification, and not on their knowledge of the unit
contexts. They will be expected to apply their knowledge and understanding of physics to
contexts that may not be familiar.
Questions in the tests will be set in contexts that will in general differ from those of the teaching
units. The reading time needed for students to think their way into an unfamiliar context will
be allowed for in the timing of the tests.
Each of the questions may range over more than one physics topic area. Where appropriate,
questions will be subdivided so those students who have difficulty with one part are not
prevented from answering subsequent parts.
In the Salters Horners Advanced Physics course materials, the student books and end-of-unit
tests contain questions that exemplify the various styles used in examinations. See the section
entitled Textbooks and other resources.
q=~=
The various assessment components for the Advanced Subsidiary and Advanced GCE
examinations are described below. The timings and mark allocations suggested for the different
types of question within the tests are for guidance only and are not prescriptive.
The test for Unit 1 will not draw on material contained in any other unit. The test for Unit 2 will
mainly examine material contained within that unit, but may also draw on the principles
developed in Unit 1 insofar as they contribute to the knowledge and understanding of material
contained within Unit 2. Similarly, the tests for Unit 4 and Unit 5ii will mainly examine
material contained within these units but may draw on relevant principles from Units 1 and 2.
The synoptic test, which forms Unit 6, ranges over the entire Advanced GCE specification and
requires students to bring together knowledge and understanding from different areas of physics
and to build on and develop principles and skills that have been introduced in earlier units. The
test for Unit 6 will test material from throughout the course.
The precise specification of the written tests will ensure that students are not repeatedly tested
on the same skills in different tests.
Unit 3 will assess experimental skills, and the associated knowledge and understanding,
developed during the study of Units 1 and 2. The practical project in Unit 5 will assess
experimental skills, and the associated knowledge and understanding, developed during the
whole Advanced GCE course.
r=mp^NW=m=~=I==~=~
PSA1 Unit Test
^p=~=^
1 h 30 min
There will be about six compulsory questions allocated approximately 4 to 12 marks each,
presented in a questionanswer booklet. One of these questions will either ask students to
interpret, comment on or rephrase a sentence or short paragraph, or ask them to interpret data
given in tabular or graphical form. In the latter case, students may be expected to plot a graph.
This test will not refer to material from any other unit.
r=mp^OW=m==
PSA2 Unit Test
^p=~=^
1 h 30 min
presented in a questionanswer booklet. One of these questions will either ask students to
interpret, comment on or rephrase a sentence or short paragraph, or ask them to interpret data
given in tabular or graphical form. In the latter case, students may be expected to plot a graph.
Some questions may refer to physical principles developed in Unit 1 where these are relevant to
the content of Unit 2.
r=mp^PW=t==
^p=~=^
PSA3 Coursework
This coursework assessment has two parts:
Experimental skills
44 marks
Students submit reports of two laboratory practical activities that they have carried out as part of
their normal school/college-based work.
Visit
16 marks
Students submit a short written assignment relating to the physics they have observed in use in
the course of out-of-school visit.
r=mp^QW=j==
PSA4 Unit Test
^=
1 h 30 min
presented in a questionanswer booklet. There will be two questions, each of which may require
students to do one of the following: solve an unstructured problem; write a short account of the
physics relating to a given situation; answer in free prose; perform an order-of-magnitude
calculation. In the last case, students may be required to estimate quantities.
Some questions may refer to physical principles contained within Units 1 and 2.
r=mp^RW=m==~==~
^=
PSA5i Coursework
Students carry out an individual practical project, on a topic of their own choosing, taking
approximately two weeks of normal class and homework time.
The marks awarded for assessment criteria A, C and E are allocated to synoptic assessment and
the work for these assessment criteria must fulfil the criteria for synoptic assessment in order to
award the marks.
The project topics must be selected to give students an opportunity to demonstrate a knowledge
and understanding of physics content, and the use of practical and/or data handling techniques,
developed in two or more units of the course.
PSA5ii Unit Test
1 h 00 min
There will be about five compulsory questions allocated approximately 4 to 12 marks each,
presented in a questionanswer booklet. In each test there will be one question, which may
require students to do one of the following: solve an unstructured problem; write a short account
of the physics relating to a given situation; answer in free prose; perform an order-of-magnitude
calculation. In the last case, students may be required to estimate quantities.
r=mp^SW=b=
PSA6 Synoptic Test
^=
1 h 30 min
This comprehension and analysis test will range over the entire Advanced GCE specification,
and students will be required to bring together knowledge and understanding from different
areas of physics. There will be a set of questions relating to a passage taken or adapted from a
scientific book or article, which will not necessarily relate directly to the content of the
specification. The questions might ask students to explain the meaning of terms used in the
passage, rephrase parts of the passage, analyse data contained in or related to the passage,
perform calculations or make deductions relating to the passage. Additionally, there will be a
compulsory unstructured question and a structured question.
p~===~~
The weightings of each of the Assessment Objectives in the AS (first year), A2 (second year)
and for the complete Advanced GCE examination will be approximately as shown in the table
below. The percentages on the left of each column refer to the AS examination, those on the
right to the total Advanced GCE examination. It is not intended that this should provide an exact
specification for each operational examination.
The AS has a weighting of 50% when carried forward towards an Advanced GCE award.
Assessment Objective
Component
AO1
AO2
AO3
AO4
Knowledge
with
understanding
Application of
knowledge and
understanding,
synthesis and
evaluation
Experiment and
investigation
Synthesis of
knowledge,
understanding
and skills
AS
AS
PSA1 Unit Test
18%
9%
15%
7.5%
PSA2 Unit Test
18%
9%
15%
7.5%
PSA3 Exp. skills,
8%
4%
5%
2.5%
AS
20%
10%
AS
Visit
AS total marks
AS total %
PSA4 Unit Test
45%
35%
7.5%
20%
7.5%
PSA5i Project
PSA5ii Unit
5%
5%
5%
5%
Test
PSA6 Synoptic
15%
Test
A2 total marks
A2 total %
Advanced GCE
total marks
Advanced GCE
total %
35%
30%
15%
20%
k===~~
qI==~=
Terminology, symbols and SI units will be used in accordance with the recommendations of
Signs, Symbols and Systematics (1995) published by the Association for Science Education.
Certain non-SI units, such as the electronvolt, will also be used.
a=~=~
Where a question requires a definition of a physical quantity, a definition in words or a word
equation will be expected, and any correct definition will be given full credit. A defining
equation written in symbols will be given full credit provided that the meanings of the symbols
are given.
`~~
Students will be expected to have an electronic calculator conforming to Edexcels regulations
when answering all tests. The calculator should have the following keys and functions:
+, , , , , x2, x, xy
lg x, ln x, ex, 10x (or EE or EXP) and their inverses
sin x, cos x, tan x and their inverses, in degrees and in radians
Memory.
`~~
In carrying out calculations, and especially when using a calculator, students should show
clearly all expressions to be evaluated and record all the steps in their working. The number of
significant figures given in an answer to a numerical question should match the number of
significant figures given in the question.
j~~~=
The mathematical requirements are listed as part of the specification content.
a~~I=~=~=~
Students will be expected to know the formulae and relationships required by the subject core.
These are listed as part of the specification content. A list of data, formulae and relationships
will be provided for students to use in each written test of the examination. Any additional
formulae and data required will be included with the questions where appropriate.
a~=~=
Assessment of this specification will be available in English only. Assessment materials will be
published in English and all written and spoken work submitted for examination and moderation
must be produced in English.
Students may use a bilingual dictionary between their mother tongue and English in the
examination in accordance with Edexcels regulations. The dictionary must be a basic
translation dictionary which does not contain additional information which could give the
student an unfair advantage. Dictionaries of scientific terms and textbooks may not be used
under any circumstances.
n~===~
Quality of written communication is not given a specific mark in any of the written tests.
However, students are reminded that they should use clear English when writing their answers.
Students must make their meaning clear in order to gain each mark. A correct answer which is
contradicted by an incorrect one will cancel the mark. Irrelevant material in the answer will be
ignored.
In the coursework assignments, students will be expected to produce written work that is well
organised and clearly written, and their quality of written communication will be assessed in
each of the coursework units, namely Units 3 and 5i.
p~=
l
The Salters Horners Advanced Physics Advanced Subsidiary (AS) course consists of six course
units plus a visit (or other outside contact). The Advanced GCE (A) course contains all the AS
material plus an additional five course units and an extended practical project.
Each course unit is driven by a context within which physics concepts and skills are developed,
and which illustrates the relevance of physics to social, philosophical, economic and industrial
matters. The units contain a variety of student activities, including laboratory practical work,
applications of IT, data analysis, group discussions, presentations and so on. In addition to
developing students knowledge and understanding of physics, these activities provide
opportunities for students to develop key skills and to address spiritual, moral and cultural
issues where relevant to physics.
For assessment purposes, the course is divided into Assessment Units as shown below.
Unit 3: Working with physics
AS and A
AS and A
AS and A
The Sound of Music
MUS
Technology in Space
SPC
Higher, Faster, Stronger
HFS
Good Enough to Eat
EAT
Digging up the Past
DIG
Spare Part Surgery
SUR
Coursework assessment:
experimental skills
visit
A only
Transport on Track
TRA
The Medium is the

Message
MDM
Probing the Heart of

Matter
PRO

Unit 5i
A only
Coursework assessment:
practical project
Unit 5ii
Unit 6
A only
Reach for the Stars
STA
Build or Bust?
BLD
Synoptic assessment
The course is structured so that material in each Assessment Unit builds on that specified for the
previous unit, so the Assessment Units should be taught in the order in which they are listed.
Within each Assessment Unit, however, there is no prescribed teaching order.
Each content-based Assessment Unit is intended to require about 6570 hours of teaching time,
including practical work. Within each, the course units may be of unequal length.
`=~==~=~==
This listing of the specification provides guidance on the organisation of the content in a
teaching scheme. There are cross-references showing how areas of physics are developed as
students progress through the course. There are codes to denote Assessment Unit and course
unit: eg 1/MUS denotes Unit 1/The Sound of Music.
k==~
Owing to the spiral nature of the course, there are learning outcomes included from National
Curriculum KS4 GCSE Science: Double Award in the earlier parts of this course. These
outcomes are underlined.
Where students are required to use an item specified here (eg a relationship, definition or law),
they may be expected to manipulate and apply it in discussion and calculation relating to a
(novel) situation, and to describe, explain and discuss its origins, implications and limitations.
r=NW=m=~=I==~=~
q===
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p
A study of music and recorded sound, focusing on the production of sound by musical
instruments and the operation of a CD player.
Main topics:
synthesised and live sounds
standing waves in string and wind instruments
reading a CD by laser.
Waves and photons are used to model the behaviour of light.

The unit includes opportunities to develop IT skills using an interactive CD ROM and graphing
package.
i~=
understand and use the terms amplitude, frequency, period, speed and wavelength
recall and use the wave equation v = f
recall that a sound wave is a longitudinal wave which can be described in terms of the
displacement of molecules or changes in pressure
recognise and use the expression v = (T/) for the speed of a wave on a string or wire
use graphs to represent transverse and longitudinal waves, including standing waves
explain and use the concepts of coherence, path difference, superposition and phase
explain what is meant by a standing wave, how such a wave is formed, and identify nodes
and antinodes
identify the physical factors (eg length, tension, mass per unit length) which affect the pitch
of a musical note produced by a string and by a pipe, and hence explain how the pitch may
be controlled
distinguish between analogue and digital signals
use ray diagrams to trace the path of light through an optical system
understand and use the terms focal length, power (of a lens), critical angle
explain how the behaviour of light can be described in terms of waves and photons
explain atomic line spectra in terms of transitions between discrete energy levels.
i===
The following topics are introduced here and further developed in other course units:
travelling waves (2/SUR, 5/BLD, 5/STA)
superposition, interference and standing waves (5/BLD)
refraction and reflection (2/EAT, 2/SUR, 5/BLD)
photons and energy levels (2/DIG, 4/PRO)
signals (4/TRA, 4/MDM).
q==~ ENLpm`F
p
This unit focuses on a satellite whose instruments are run from a solar power supply and also
need to be maintained at a suitable operating temperature.
Main topics:
illuminating solar cells
combining sources of emf
the effect of temperature on electrical properties
cooling by water circulation.
Mathematical models are developed to describe ohmic behaviour and the variation of resistance
with temperature. Simple conceptual models are used for the flow of charge in a circuit, for the
operation of a photocell, and for the variation of resistance with temperature.
The unit includes opportunities to develop IT skills using the internet, spreadsheets and software
for data analysis and display.
i~=
describe electric current as the rate of flow of charged particles and recall and use the
expression Q = It
recall and use the expression V = W/Q
define and use the concepts of emf and internal resistance and distinguish between emf and
terminal potential difference
recall and use the fact that resistance is defined by R = V/I and that Ohms Law is a special
case when I V
recognise and use the relationships between current, voltage and resistance, for series and
parallel circuits, and appreciate that these relationships are a consequence of the
conservation of charge and energy
recall and use the expressions P = VI, W = VIt; and derive and use related expressions (eg
P = I 2R)
recall and use the fact that the maximum power transfer from a source of emf is achieved
when the load resistance is equal to the internal resistance
recognise and use the expression E = mc
explain the principles involved in a continuous flow technique to measure thermal energy
transfer
recognise and use the expression % efficiency = [useful energy (or power) output/total
energy (or power) input] 100%
recall that the resistance of metallic conductors increases with increasing temperature and
that the resistance of NTC thermistors decreases with increasing temperature
explain, qualitatively, how changes of resistance with temperature may be modelled in

terms of lattice vibrations and number of conduction electrons.
i===
current, emf and potential difference (2/DIG)
resistance and DC circuits (2/DIG, 4/TRA)
microscopic properties of materials (2/SUR, 2/DIG, 4/MDM).
eI=~I= ENLecpF
p
In this unit, students use video clips and laboratory practical activities to study some of the
physics behind a variety of sports.
Main topics:
speed and acceleration in sprinting and jogging
work and power in weightlifting
forces and equilibrium in rock-climbing
forces and projectiles in tennis
force and energy in bungee jumping.
This unit introduces some ideas about using small changes which are general to much
mathematical modelling in physics.
The unit includes opportunities to develop IT skills using an interactive CD ROM, the internet,
spreadsheets and datalogging.
i~=
distinguish between scalar and vector quantities and give examples of each
resolve a vector into two components at right angles to each other by drawing and by
calculation
combine two coplanar vectors at any angle to each other by drawing, and at right angles to
each other by calculation
construct displacement/time and velocity/time graphs for uniformly accelerated motion
determine the slope and area of a graph by drawing and (in the case of a straight-line graph)
by calculation
identify and use the physical quantities derived from the slopes and areas of
displacement/time and velocity/time graphs, including cases of non-uniform acceleration
recall and use the expressions v = x/t and a = v/t
recognise and use the kinematic equations for motion in one dimension with constant
velocity or constant acceleration
recognise and make use of the independence of vertical and horizontal motion of a
projectile moving freely under gravity
recall and use the relationship F = ma in situations where mass is constant
recall and use the independent effect of perpendicular components of a force
understand and use the concept of work in terms of the product of a force and a
displacement in the direction of that force, including situations where the force is not along
the line of motion
calculate power from the rate at which work is done or energy is transferred
recall and use the relationship Ek = mv2 for the kinetic energy of a body
recall and use the fact that the strength of a gravitational field is g = F/m and hence that
weight W = mg
recall and use the relationship Egrav = mgh for the gravitational potential energy
transferred near the Earths surface
apply the principle of conservation of energy to examples involving gravitational potential

energy and kinetic energy.
i===
vectors (4/PRO)
using graphs (2/DIG, 4/MDM, 4/PRO)
kinematics and dynamics (2/EAT, 4/TRA)
kinetic energy and work (4/TRA, 4/PRO, 5/STA)
bulk properties of solids (2/EAT, 2/SUR, 5/BLD).
r=OW=m==
d===~ EOLb^qF
p
A case-study of the production, testing and packaging of chocolate-covered biscuits. This unit
includes many opportunities to develop experimental skills and techniques.
Main topics:
measuring and controlling the flow of a viscous liquid
mechanical testing of products
measuring sugar content by refraction and polarisation.
The unit includes opportunities to develop IT skills using the internet, spreadsheets and
datalogging.
i~=
understand and use the terms density, laminar flow, streamline flow, terminal velocity,
turbulent flow, upthrust and viscous drag
recall that the rate of flow of a fluid is related to its viscosity
recognise and use the expression for Stokess Law, F = 6rv
recall that the viscosities of most fluids change with temperature
distinguish between elastic and plastic deformation of a material
explain what is meant by the terms brittle, ductile, hard, malleable, stiff and tough, use
these terms, and give examples of materials exhibiting such behaviour
recognise and use the expression for refractive index = sin i/sin r = v1/v2 and predict
whether total internal reflection will occur at an interface
explain how to measure the refractive index of a liquid and how this can be used in
comparing the concentrations of, for example, sugar solutions
explain what is meant by plane polarised light (simple picture only, not E and B fields)
explain how to measure the rotation of the plane of polarisation by a liquid and how this can
be used in comparing the concentrations of, for example, sugar solutions.
i===
The following topics in this unit are also treated in other units:
kinematics and dynamics (1/HFS, 4/TRA)
refraction and reflection (1/MUS, 2/SUR, 5/BLD)
bulk properties of solids (2/SUR, 5/BLD).
a===~ EOLafdF
p
The excavation of an archaeological site, from geophysical surveying to artefact analysis and
dating.
Main topics:
resistivity surveying
artefact analysis by X-ray diffraction
ionising radiation and thermoluminescence
detecting small amounts of light using photomultipliers.
This unit includes the use of photons to model the behaviour of light, and shows how models of
radiation damage are used in thermoluminescent dating.
The unit includes opportunities to develop IT skills using the internet and software simulations.
i~=
recall and use the relationship R = l/A and derive and use related expressions
(eg R = l/A)
express quantities with a very large range, eg resistivities of materials, using log10 of those
quantities
explain how the potential along a uniform current-carrying wire varies with the distance
along it and how this variation can be made use of in a potential divider
explain qualitatively how the potential varies with distance in a non-uniform currentcarrying wire or other medium
show an awareness of the existence and origin of background radiation, past and present
recognise nuclear radiations (alpha, beta and gamma) from their penetrating power and
ionising ability
recall that waves can be diffracted and that substantial diffraction occurs when the size of
the gap or obstacle is comparable with the wavelength of the radiation
recall and use the fact that the amount of light emitted in thermoluminescence depends on
the number of electrons trapped in defect energy levels and hence on the nuclear radiation
to which the material has been exposed
recognise and use the expression E = hf to calculate the highest frequency of radiation that
could be emitted in a transition across a known energy band gap or between known energy
levels
recall that the absorption of a photon can result in the emission of a photoelectron
understand and use the terms threshold frequency and work function and recognise and use
the expression hf = + mv2max
use the slope and intercept of a graph of a relationship of the form y = mx + c to analyse a
physical situation.
i===
radioactivity (5/STA)
diffraction (2/SUR).
resistance and DC circuits (1/SPC, 4/TRA)
photons and energy levels (1/MUS, 4/PRO)
microscopic properties of materials (1/SPC, 2/SUR, 4/MDM)
using graphs (1/HFS, 4/MDM, 4/PRO).
p~=~=
EOLproF
p
A study of the physics associated with hip replacements, lenses and ultrasound scanning.
Main topics:
mechanical properties of bone
lens implants and the optical system of the eye
polymeric materials for lens implants and artificial bone
ultrasound imaging of the heart.
In this unit, students use a wave model to explain the diffraction of electrons. They also use
physical models: artificial materials model the behaviour of bone and of eyes.
i~=
explain the meaning of, use and calculate tensile/compressive stress, tensile/compressive
strain, strength, breaking stress, stiffness and Young Modulus
draw forceextension, forcecompression, and tensile/compressive stress-strain graphs and

identify the limit of proportionality, elastic limit and yield point
calculate the elastic strain energy Eel in a deformed material sample, using the expression
Eel = Fx where applicable, and from the area under its force/extension graph
use electron diffraction images to deduce ordered structure, or lack of it
understand the need for a wave model when explaining electron diffraction
recall that polymers consist of long chain molecules in varying states of order and disorder
recognise and use the equation 1/v + 1/u = 1/f for a thin lens (with the real-is-positive sign
convention)
recall that, in general, waves are transmitted and reflected at an interface between media
explain how different media affect the transmission/reflection of waves travelling from one
medium to another
explain how a pulse-echo technique can provide details of the position and/or speed of an
object
explain qualitatively how the movement of a source of sound or light relative to an

observer/detector gives rise to a shift in frequency (Doppler effect).
i===
travelling waves (1/MUS, 5/BLD, 5/STA)
refraction and reflection (1/MUS, 2/EAT, 5/BLD)
bulk properties of solids (2/EAT, 5/BLD)
microscopic properties of solids (1/SPC, 2/DIG, 4/MDM).
r=QW=j==
q~==~ EQLqo^F
p
A study of a modern rail transportation system with an emphasis on safety and control.
Main topics:
track circuits and signalling
sensing speed
mechanical braking
regenerative and eddy-current braking
crash-proofing.
In this unit, students use mathematical models to describe the behaviour of moving vehicles and
to model electromagnetic induction and capacitor discharge.
The unit includes opportunities to develop IT skills using datalogging, spreadsheets and an
interactive CD ROM.
i~=
recall and use the expression p = mv and apply the principle of conservation of linear
momentum to problems in one dimension
relate net force to rate of change of momentum in situations where mass is constant
understand and apply the principle of conservation of energy, and determine whether a
collision is elastic or inelastic
explain qualitatively the factors affecting the emf induced in a coil when there is relative
motion between the coil and a permanent magnet and when there is a change of current in a
primary coil linked with it
understand and use the terms magnetic flux density B, flux and flux linkage
recognise and use the expression E = d(N)/dt and explain how it is a consequence of
Faradays and Lenzs Laws
describe the operation of an ideal transformer and recall and use the relationship
Ns/Np = Vs/Vp
recognise and use the expression F = Bil sin
recognise digital signals and describe how they can be used in situations incorporating
feedback and control
recall and use the expression C = Q/V
recall and explain the effect that a change of resistance or capacitance has in timing circuits
recall that the growth and decay curves for resistorcapacitor circuits are exponential, and
know the significance of the time constant RC
recognise and use the expression Q = Qo et/RC and derive and use related expressions, for
exponential discharge in RC circuits.
i===
momentum (4/PRO)
capacitance (4/MDM)
B-fields (4/MDM, 4/PRO).
kinematics and dynamics (1/HFS, 2/EAT)
kinetic energy and work (1/HFS, 4/PRO, 5/STA)
resistance and DC circuits (1/SPC, 2/DIG)
signals (1/MUS, 4/MDM).
q====~
EQLjajF
p
In the context of aircraft, students learn about some modern communication and display
techniques: transmission of signals, CCD imaging, cathode-ray tube, LCD and LED displays.
Main topics:
digital and analogue signals
modulation
fibre optics and exponential attenuation
the TV tube
liquid crystal and LED displays.
In this unit, students use exponential functions to model attenuation losses.

The unit includes opportunities to develop IT skills using computer simulations.
i~=
understand and use the terms companding, quantisation and sampling
recall some advantages and limitations of digital and analogue transmission systems
understand the term modulation and be able to outline the principles of amplitude
modulation (AM), frequency modulation (FM) and pulse code modulation (PCM)
explain the principles of how waveforms are encoded and decoded and the need for a
sampling rate greater than twice the frequency of the signal being sampled
explain the principles of frequency division multiplexing (FDM) and time division
multiplexing (TDM) and why such techniques are needed
recognise and use the expression W = QV for the energy stored by a capacitor, derive the
expression from the area under a graph of charge stored against potential difference, and
derive and use related expressions, eg W = CV 2
recall some advantages and disadvantages of optical fibre and coaxial cables
explain the effect of dispersion in an optical fibre and know how this can be reduced with
both graded index and single mode fibres
recognise and use the expression I = Io ex as applied to attenuation losses
plot data on a logarithmic graph and hence determine whether they change exponentially
explain what is meant by an electric field and recognise and use the expression electric field
strength E = F/Q
recall that applying a potential difference to two parallel plates produces a uniform electric
field in the central region between them, and recognise and use the expression E = V/d
understand and use the term magnetic flux density
recognise and use the expression F = Bqv sin
recall that electrons are released in the process of thermionic emission and explain how they
can be accelerated by electric and magnetic fields.
i===
capacitance (4/TRA)
force fields (4/PRO)
radiation (5/STA).
B-fields (4/TRA, 4/PRO)
signals (1/MUS, 4/TRA)
using graphs (1/HFS, 2/DIG, 4/PRO).
m==~==~
EQLmolF
p
An area of fundamental physics that is the subject of current research, involving the acceleration
and detection of high-energy particles and the interpretation of experiments.
Main topics:
alpha scattering and the nuclear model of the atom
accelerating particles to high energies
detecting and interpreting interactions between particles
the quark-lepton model.
In this unit, students study the development of the nuclear model and the quark-lepton model to
describe the behaviour of matter on a subatomic scale.
The unit includes opportunities to develop IT skills using the internet and computer simulations.
i~=
explain the role of electric fields in particle accelerators and detectors
explain the role of magnetic fields in particle accelerators and detectors
recall and use the expression F = kQ1Q2/r2, where k = 1/4
derive and use the expression E = kQ/r2 for the electric field due to a point charge
describe how large-angle alpha particle scattering gives evidence for a nuclear atom
plot data on a logarithmic graph and hence decide whether data obey a power law and, if
they do, determine the exponent
recognise and use the expression E = c2m in situations involving the creation and
annihilation of particles
be aware of relativistic effects and that these need to be taken into account at speeds near
that of light (use of relativistic equations not required)
use the non-SI units MeV and GeV (energy) and MeV/c2 and GeV/c2 (mass), and convert
between these and SI units
recognise and use the expression = h/p for the de Broglie wavelength
explain why high energies are required to break particles into their constituents and to see
fine structure
derive and use the expression Ek = p2/2m for the kinetic energy of a (non-relativistic)
particle
recall how to calculate the momentum of (non-relativistic) particles and be able to apply the
principle of conservation of linear momentum to problems in one and two dimensions
recall and use the fact that charge, energy and momentum are always conserved in
interactions between particles
combine any number of coplanar vectors at any angle to each other by drawing
express angular displacement in radians and in degrees and be able to convert between those
units
understand the concept of angular velocity, and recognise and use the relationships
v = r and T = 2/
recall and use the expression for centripetal force F = mv2/r
derive and use the expressions for centripetal acceleration a = v2/r and a = r2
recognise and use the expression r = p/BQ for a charged particle in a magnetic field
write and interpret equations using standard nuclear notation and standard particle symbols
(eg +, e)
recall that in the standard quark-lepton model each particle has a corresponding antiparticle,
that baryons (eg neutrons and protons) are made from three quarks and mesons (eg pions)
from a quark and an antiquark and that the symmetry of the model predicted the top and
bottom quark.
i===
motion in a circle (5/STA)
inverse-square-law fields (5/STA).
momentum (4/TRA)
kinetic energy and work (1/HFS, 4/TRA, 5/STA)
photons and energy levels (1/MUS, 2/DIG)
force fields (2/EAT, 2/DIG, 4/MDM)
B-fields (4/MDM, 4/TRA)
vectors (1/HFS)
using graphs (1/HFS, 2/DIG, 4/MDM).
r=RW=m==~==~
o~===~
ERLpq^F
p
This unit focuses on the physical interpretation of observations, and on the formation and
evolution of stars.
Main topics:
distances of stars
masses of stars
energy sources in stars
star formation
star death and creation of chemical elements
the history and future of the universe.
This unit uses the molecular kinetic theory model of matter and includes a study of the Big
Bang model of the universe. It also involves mathematical modelling of gravitational force and
of radioactive decay.
The unit includes opportunities to develop IT skills using the internet, datalogging, simulations
and CD ROM.
i~=
recognise and use the expression F = L/4d 2
recognise and use a simple Hertzsprung-Russell diagram to relate luminosity and

temperature for main sequence stars
recognise and use the expressions z = / f/f v/c for a source of electromagnetic
radiation moving relative to an observer and z = Hod/c for objects at cosmological distances
recall and use the expression F = Gm1m2/r2
derive and use the expression g = Gm/r2 for the gravitational field due to a point mass
be aware of the controversy over the age and ultimate fate of the Universe associated with
the value of the Hubble Constant and the possible existence of dark matter
recall similarities and differences between electric and gravitational fields
describe the processes of nuclear fusion and fission
explain the mechanism of nuclear fusion and the need for high densities of matter and high
temperatures to bring it about and maintain it
understand and use the terms nucleon number (mass number) and proton number (atomic
number)
understand the concept of nuclear binding energy, and recognise and use the expression
E = c2m
appreciate the spontaneous and random nature of nuclear decay
determine the half lives of radioactive isotopes graphically and recognise and use the
expressions for radioactive decay: dN/dt = N, = ln 2/t and N = No et
understand the concept of absolute zero, how the average kinetic energy of molecules is
related to the absolute temperature, and understand the concept of internal energy as the
random distribution of potential and kinetic energy amongst molecules
recognise and use the expression 1/2 m<c2> = 3/2 kT
recall and use the expression pV = nRT as the equation of state for an ideal gas.
i===
motion in a circle (4/PRO)
kinetic energy and work (1/HFS, 4/TRA, 4/PRO)
radiation (1/SPC, 4/MDM)
radioactivity (2/DIG)
nuclear energy (4/PRO)
travelling waves (1/MUS, 2/SUR, 5/BLD)
inverse-square law fields (4/PRO).
_==\
ERL_iaF
p
A study of some aspects of building design, including withstanding earthquake damage,
vibration isolation and sound-proofing.
Main topics:
earthquake detection
vibration and resonance in structures
damping vibrations using ductile materials
measuring and controlling noise.
This unit uses the mathematics of simple harmonic motion to model the behaviour of oscillators,
and uses physical models to explore the behaviour of structures.
The unit includes opportunities to develop IT skills using datalogging and spreadsheets.
i~=
recall that the condition for simple harmonic motion is F = kx and hence identify situations
in which simple harmonic motion will occur
recognise and use the expressions a = 2x, a = A2 cos t, x = A cos t and

T = 2/ as applied to a simple harmonic oscillator
recall that the total energy of an undamped simple harmonic system remains constant and
recognise and use expressions for total energy of an oscillator
distinguish between free, damped and forced oscillations
recall how the amplitude of a forced oscillation changes at and around the natural frequency
of a system and describe, qualitatively, how damping affects resonance
explain how damping and the plastic deformation of ductile materials reduce the amplitude
of oscillation
explain why good absorbers of sound tend to be made of porous materials made up of small
fibres or cells surrounded by air
explain how negative feedback and the principle of superposition are used to bring about
active noise control
recognise and use the expression for the speed of longitudinal waves in a solid,
v = (E/) (where E is the Young modulus)
recall that the intensity of a sound wave is directly proportional to the square of its
amplitude.
i===
travelling waves (1/MUS, 2/SUR, 5/STA)
superposition and standing waves (1/MUS)
refraction and reflection (1/MUS, 3/EAT, 2/SUR)
bulk properties of solids (2/EAT, 2/SUR).
`=~==~~==
This listing of the specification repeats the content listed above. Each statement is coded to
indicate the Assessment Unit and course unit in which is first introduced. For example, 1/MUS
denotes Assessment Unit 1/The Sound of Music.
All the content listed below is required for Advanced GCE. Content introduced in Units 4 and 5
is required only in A2 (the second half of the course).
The headings are the same as those used in the QCA subject criteria for physics, where relevant.
The numbers in brackets alongside each heading are those used in the QCA document.
^===~
Where students are required to use an item specified here (eg a relationship, definition or law),
they may be expected to manipulate and apply it in discussion and calculation relating to a
(novel) situation, and to describe, explain or discuss its origins, implications and limitations.
j~==EPKSF
Vectors (3.6.1)
distinguish between scalar and vector quantities and give examples of each
1/HFS
resolve a vector into two components at right angles to each other by drawing
and by calculation
1/HFS
combine two coplanar vectors at any angle to each other by drawing, and at
right angles to each other by calculation
1/HFS
combine any number of coplanar vectors at any angle to each other by drawing. 4/PRO
Kinematics (3.6.2)
construct displacement/time and velocity/time graphs for uniformly accelerated 1/HFS

motion
identify and use the physical quantities derived from the slopes and areas of
displacement/time and velocity/time graphs, including cases of non-uniform
acceleration
1/HFS
recall and use the expressions v = x/t and a = v/t
1/HFS
recognise and use the kinematic equations for motion in one dimension with
constant velocity or constant acceleration
1/HFS
recognise and make use of the independence of vertical and horizontal motion
of a projectile moving freely under gravity.
1/HFS
Dynamics (3.6.3)
recall and use the relationship F = ma in situations where mass is constant
1/HFS
recall and use the independent effect of perpendicular components of a force.
1/HFS
j==~====EPKNOKNI=~F
understand the concept of angular velocity, and recognise and use the
relationships v = r and T = 2/
4/PRO
recall and use the expression for centripetal force F = mv2/r
4/PRO
derive and use the expressions for centripetal acceleration a = v2/r and a = r.
4/PRO
j=~====EPKTF
Momentum concepts (3.7.1)
relate net force to rate of change of momentum in situations where mass is

constant
4/TRA
recall and use the expression p = mv and apply the principle of conservation of
linear momentum to problems in one dimension
4/TRA
recall how to calculate the momentum of (non-relativistic) particles and be able 4/PRO
to apply the principle of conservation of linear momentum to problems in one
and two dimensions.
Energy concepts
(3.7.2)
understand and use the concept of work in terms of the product of a force and a
displacement in the direction of that force, including situations where the force
is not along the line of motion
1/HFS
calculate power from the rate at which work is done or energy is transferred
1/HFS
recall and use the relationship Egrav = mgh for the gravitational potential
energy transferred near the Earths surface
1/HFS
calculate the elastic strain energy Eel in a deformed material sample, using the
expression Eel = Fx where applicable, and from the area under its
force/extension graph
2/SUR
recall and use the relationship Ek = mv2 for the kinetic energy of a body
1/HFS
apply the principle of conservation of energy to examples involving

gravitational potential energy and kinetic energy
1/HFS
derive and use the expression Ek = p2/2m for the kinetic energy of a (nonrelativistic) particle
4/PRO
understand and apply the principle of conservation of energy, and determine

whether a collision is elastic or inelastic
4/TRA
recognise and use the expression E = mc
1/SPC
explain the principles involved in a continuous flow technique to measure

thermal energy transfer
1/SPC
recognise and use the expression % efficiency = [useful energy (or power)
output/total energy (or power) input] 100%.
1/SPC
Molecular kinetic theory (3.7.3)

understand the concept of absolute zero, how the average kinetic energy of
molecules is related to the absolute temperature, and understand the concept of
internal energy as the random distribution of potential and kinetic energy
amongst molecules
5/STA
recognise and use the expression 1/2 m<c2> = 3/2 kT
5/STA
recall and use the expression pV = nRT as the equation of state for an ideal gas.
5/STA
Radiation
recognise and use the expression I = I0ex as applied to attenuation losses
4/MDM
recognise and use the expression F = L/4d 2
5/STA
recognise and use a simple HertzsprungRussell diagram to relate luminosity

and temperature for main sequence stars.
5/STA
b EPKUF
Current
(3.8.1)
describe electric current as the rate of flow of charged particles and recall and
use the expression Q = It.
1/SPC
Emf and potential difference (3.8.2)

recall and use the expression V = W/Q
1/SPC
define and use the concepts of emf and internal resistance and distinguish
between emf and terminal potential difference
1/SPC
recall and use the fact that the maximum power transfer from a source of emf is 1/SPC
achieved when the load resistance is equal to the internal resistance.
Resistance (3.8.3)
recall and use the fact that resistance is defined by R = V/I and that Ohms Law
is a special case when I V
1/SPC
recall and use the expressions P = VI and W = Vit; and derive and use related
expressions (eg P = I2R)
1/SPC
recall that the resistance of metallic conductors increases with increasing

temperature and that the resistance of NTC thermistors decreases with
increasing temperature
1/SPC
recall and use the relationship R = l/A and derive and use related expressions
(eg R = l/A).
2/DIG
DC circuits (3.8.4)
recognise and use the relationships between current, voltage and resistance, for
series and parallel circuits, and appreciate that these relationships are a
consequence of the conservation of charge and energy
1/SPC
explain how the potential along a uniform current-carrying wire varies with the
distance along it and how this variation can be made use of in a potential
divider
2/DIG
explain qualitatively how the potential varies with distance in a non-uniform

current-carrying wire or other medium.
2/DIG
Capacitance (3.8.5)
recall and explain the effect that a change of resistance or capacitance has in
timing circuits
4/TRA
recognise and use the expression W = QV for the energy stored by a

capacitor, derive the expression from the area under a graph of charge stored
against potential difference, and derive and use related expressions
eg W = CV 2
4/MDM
recall that the growth and decay curves for resistor-capacitor circuits are
exponential, and know the significance of the time constant RC
4/TRA
recognise and use the expression Q = Qoet/RC, and derive and use related
expressions for exponential discharge in RC circuits.
4/TRA
4/TRA, MDM
k~====EPKVF
Probing matter (3.9.1)
describe how large-angle alpha particle scattering gives evidence for a nuclear
atom
4/PRO
recall that electrons are released in the process of thermionic emission and
explain how they can be accelerated by electric and magnetic fields.
4/MDM
Ionising radiation (3.9.2)

show an awareness of the existence and origin of background radiation, past

and present
2/DIG
recognise nuclear radiations (alpha, beta and gamma) from their penetrating
power and ionising ability
2/DIG
write and interpret balanced nuclear equations using standard notation
4/PRO
understand and use the terms nucleon number (mass number) and proton
number (atomic number)
5/STA
appreciate the spontaneous and random nature of nuclear decay
5/STA
determine the half lives of radioactive isotopes graphically and recognise and
use the expressions for radioactive decay:
= ln 2/t
N = Noet
dN/dt = N
5/STA
Energy (3.9.3)
explain the mechanism of nuclear fusion and the need for high densities of
matter and high temperatures to bring it about and maintain it
5/STA
describe the processes of nuclear fusion and fission
5/STA
understand the concept of nuclear binding energy, and recognise and use the
expression E = c2m.
5/STA
Subatomic particle physics

use the non-SI units MeV and GeV (energy) and MeV/c2 and GeV/c2 (mass),
and convert between these and SI units
4/PRO
explain why high energies are required to break particles into their constituents
and to see fine structure
4/PRO
recognise and use the expression E = c2m in situations involving the creation 4/PRO
and annihilation of particles
be aware of relativistic effects and that these need to be taken into account at
speeds near that of light (use of relativistic equations not required)
4/PRO
write and interpret reaction equations using standard particle symbols

(eg +, e)
4/PRO
recall that in the standard quark-lepton model each particle has a corresponding 4/PRO
antiparticle, that baryons (eg neutrons and protons) are made from three quarks
and mesons (eg pions) from a quark and an antiquark and that the symmetry of
the model predicted the top and bottom quark
recall and use the fact that charge, energy and momentum are always conserved 4/PRO
in interactions between particles.
n~====EPKNMF
Photons (3.10.1)
explain how the behaviour of light can be described in terms of waves and
photons
1/MUS
explain atomic line spectra in terms of transitions between discrete energy

levels
1/MUS
recognise and use the expression E = hf to calculate the highest frequency of

radiation that could be emitted in a transition across a known energy band gap
or between known energy levels
2/DIG
recall that the absorption of a photon can result in the emission of a

photoelectron
2/DIG
understand and use the terms threshold frequency and work function and
recognise and use the expression hf = + mv2max
2/DIG
recognise and use the expression = h/p for the de Broglie wavelength.
4/PRO
Matter (3.10.2)
understand the need for a wave model when explaining electron diffraction
2/SUR
use electron diffraction images to deduce ordered structure, or lack of it.
2/SUR
t~=~=~ EPKNNF
Travelling waves (3.11.1, part)
understand and use the terms amplitude, frequency, period, speed and
wavelength
1/MUS
recall and use the wave equation v = f
1/MUS
recall that a sound wave is a longitudinal wave which can be described in terms 1/MUS
of the displacement of molecules or changes in pressure
recall that the intensity of a sound wave is directly proportional to the square of 5/BLD
its amplitude
recognise and use the expression v = (T/) for the speed of a wave on a string 1/MUS
or wire
recognise and use the expression for the speed of longitudinal waves in a solid
v = (E/), where E is the Young modulus
explain qualitatively how the movement of a source of sound or light relative to 2/SUR
an observer/detector gives rise to a shift in frequency (Doppler effect)
5/BLD
explain how a pulse-echo technique can provide details of the position and/or
speed of an object
2/SUR
recognise and use the expressions z = / f/f v/c for a source of

electromagnetic radiation moving relative to an observer and z = Hod/c for
objects at cosmological distances.
5/STA
Superposition, interference and standing waves
(3.11.1, part)
use graphs to represent transverse and longitudinal waves, including standing

waves
1/MUS
explain and use the concepts of coherence, path difference, superposition and
phase
1/MUS
explain what is meant by a standing wave, how such a wave is formed, and
identify nodes and antinodes
1/MUS
identify the physical factors (eg length, tension, mass per unit length) which
affect the pitch of a musical note produced by a string and by a pipe, and hence
explain how the pitch may be controlled
1/MUS
explain how negative feedback and the principle of superposition are used to
bring about active noise control.
5/BLD
Polarisation and diffraction (3.11.1, part)

explain what is meant by plane polarised light (simple picture only, not E and B 2/EAT
fields)
explain how to measure the rotation of the plane of polarisation by a liquid and
how this can be used in comparing the concentrations of, for example, sugar
solutions
2/EAT
recall that waves can be diffracted and that substantial diffraction occurs when
the size of the gap or obstacle is comparable with the wavelength of the
radiation.
2/DIG
Refraction and reflection

understand and use the terms focal length, power (of a lens), critical angle
1/MUS
use ray diagrams to trace the path of light through an optical system
1/MUS
recognise and use the equation 1/v + 1/u = 1/f for a thin lens (with the real-ispositive sign convention)
2/SUR
recognise and use the expression for refractive index

= sin i/sin r = v1/v2 and predict whether total internal reflection will occur at
an interface
2/EAT
explain how to measure the refractive index of a liquid and how this can be
used in comparing the concentrations of, for example, sugar solutions
2/EAT
recall that, in general, waves are transmitted and reflected at an interface

between media
2/SUR
explain how different media affect the transmission/reflection of waves

travelling from one medium to another.
2/SUR
Oscillations (3.11.2)
recall that the condition for simple harmonic motion is F = kx and hence
identify situations in which simple harmonic motion will occur
5/BLD
recognise and use the expressions

a = 2x and a = A 2 cos t; x = A cos t and T = 2/
as applied to a simple harmonic oscillator
5/BLD
recall that the total energy of an undamped simple harmonic system remains
constant and recognise and use the expressions for total energy of an oscillator
5/BLD
distinguish between free, damped and forced oscillations
5/BLD
recall how the amplitude of a forced oscillation changes at and around the
natural frequency of a system and describe, qualitatively, how damping affects
resonance.
5/BLD
c===EPKNOF
Force fields (3.12.1)
recall and use the fact that the strength of a gravitational field is
g = F/m and hence that weight W = mg
1/HFS
explain what is meant by an electric field and recognise and use the expression
electric field strength E = F/Q
4/MDM
recall that applying a potential difference to two parallel plates produces a

4/MDM
uniform electric field in the central region between them, and recognise and use
the expression E = V/d
explain the role of electric fields in particle accelerators and detectors
4/PRO
recall and use the expression F = kQ1Q2/r2, where k = 1/4
4/PRO
derive and use the expression E = kQ/r for the electric field due to a point
charge
4/PRO
recall and use the expression F = Gm1m2/r2
5/STA
derive and use the expression g = Gm/r for the gravitational field due to a
point mass
5/STA
recall similarities and differences between electric and gravitational fields
5/STA
be aware of the controversy over the age and ultimate fate of the Universe
5/STA
associated with the value of Hubble Constant and the possible existence of dark
matter.
j~======EPKNPF
B-fields (3.13.1)
4/TRA
recognise and use the expression F = Bil sin
4/TRA
recognise and use the expression F = Bqv sin
4/MDM
explain the role of magnetic fields in particle accelerators and detectors
4/PRO
recognise and use the expression r = p/BQ for a charged particle in a magnetic
field.
4/PRO
Flux and electromagnetic induction
(3.13.2)
explain qualitatively the factors affecting the emf induced in a coil when there 4/TRA
is relative motion between the coil and a permanent magnet and when there is a
change of current in a primary coil linked with it
4/TRA
recognise and use the expression E = d(N)/dt and explain how it is a

consequence of Faradays and Lenzs Laws
4/TRA
describe the operation of an ideal transformer and recall and use the
relationship Ns/Np = Vs/Vp.
4/TRA
j~~
Bulk properties of solids
distinguish between elastic and plastic deformation of a material
2/EAT
explain what is meant by the terms brittle, ductile, hard, malleable, stiff and
tough, use these terms, and give examples of materials exhibiting such
behaviour
2/EAT
explain the meaning of, use and calculate tensile/compressive stress,

tensile/compressive strain, strength, breaking stress, stiffness and Young
Modulus
2/SUR
draw force-extension, force-compression and tensile/compressive stress-strain

graphs, and identify the limit of proportionality, elastic limit and yield point
2/SUR
explain how damping and the plastic deformation of ductile materials reduce
the amplitude of oscillation
5/BLD
explain why good absorbers of sound tend to be made of porous materials made 5/BLD
up of small fibres or cells surrounded by air.
Bulk properties of fluids

understand and use the terms density, laminar flow, streamline flow, terminal
velocity, turbulent flow, upthrust and viscous drag
2/EAT
recall that the rate of flow of a fluid is related to its viscosity
2/EAT
recognise and use the expression for Stokess Law, F = 6rv
2/EAT
recall that the viscosities of most fluids change with temperature.
2/EAT
Microscopic properties
explain, qualitatively, how changes of resistance with temperature may be

modelled in terms of lattice vibrations and number of conduction electrons
1/SPC
use electron diffraction images to deduce ordered structure, or lack of it
2/SUR
recall that polymers consist of long chain molecules in varying states of order
and disorder
2/SUR
recall and use the fact that the amount of light emitted in thermoluminescence
depends on the number of electrons trapped in defect energy levels and hence
on the nuclear radiation to which the material has been exposed.
2/DIG
p~
distinguish between analogue and digital signals;
1/MUS
recognise digital signals and describe how they can be used in situations
incorporating feedback and control
4/TRA
recall some advantages and limitations of digital and analogue transmission

systems
4/MDM
understand and use the terms companding, quantisation and sampling
4/MDM
understand the term modulation and be able to outline the principles of

amplitude modulation (AM), frequency modulation (FM) and pulse code
modulation (PCM)
4/MDM
explain the principles of how waveforms are encoded and decoded and the need 4/MDM
for a sampling rate greater than twice the frequency of the signal being sampled
explain the principles of frequency division multiplexing (FDM) and time

division multiplexing (TDM) and why such techniques are needed
4/MDM
recall some advantages and disadvantages of optical fibre and coaxial cables
4/MDM
explain the effect of dispersion in an optical fibre and know how this can be
reduced with both graded index and single mode fibres.
4/MDM
j~~
In each unit test, students should be able to:
recognise and use expressions in decimal and standard form
use ratios, fractions and percentages
use calculators to find and use xn, 1/x and x
use calculators to handle sin x, cos x, tan x, where x is expressed in degrees
make order-of-magnitude calculations
use an appropriate number of significant figures
find arithmetic means
change the subject of an equation by manipulation of the terms, including positive, negative,
integer and fractional indices
solve simple algebraic equations
substitute numerical values into algebraic equations using appropriate units for physical
quantities
understand and use the symbols =, , <, <<, >>, >, ,
calculate areas of triangles, circumferences and areas of circles, surface areas of rectangular
blocks, cylinders and spheres
use Pythagoras theorem, and the angle sum of a triangle
use sines, cosines and tangents in physical problems
translate information between graphical, numerical and algebraic forms
plot graphs of two variables from experimental or other data.
Some additional mathematical techniques are introduced within particular course units, and are
listed explicitly in the specifications for the relevant units. In addition to the general
mathematical requirements listed above, students should be able to:
determine the slope and area of a graph by drawing and (in the case of a
straight-line graph) by calculation
1/HFS
express quantities with a very large range, eg resistivities of materials, using

log10 of those quantities
2/DIG
use the slope and intercept of a graph of a relationship of the form

y = mx + c to analyse a physical situation
2/DIG
plot data on a logarithmic graph and hence determine whether they change
exponentially
4/MDM
express angular displacement in radians and in degrees and be able to convert

between those units
4/PRO
plot data on a logarithmic graph and hence decide whether data obey a power
law and, if they do, determine the exponent
4/PRO
combine any number of coplanar vectors at any angle to each other by drawing. 4/PRO
`=~=~=~
The subject core for Advanced Subsidiary and Advanced GCE physics expects students to
know, understand and apply the following formulae. They will not be provided in the list for
examinations. The right-hand column indicates where each is first introduced. For example,
1/MUS denotes Unit 1/The Sound of Music. If a formula is introduced within a unit, students
may be expected to use it in the test for that unit and in all subsequent unit tests.
the relationship between speed,
distance and time
speed = distance/time taken
v = x/t
1/HFS
the quantitative relationship

between force, mass and
acceleration
force = mass acceleration
F = ma
1/HFS
acceleration = change in
velocity/time taken
a = v/t
1/HFS
the concept of momentum and

its conservation
momentum = mass
velocity
p = mv
4/TRA
the quantitative relationships

between force, distance, work,
power and time
work done = force

distance moved in direction
of force
W = Fx
1/HFS
power = energy
transferred/time taken =
work done/time taken
P = W/t
1/HFS
W = mg
1/HFS
the relationships between mass, weight = mass

weight, potential energy, kinetic gravitational field strength
energy and work
1/SPC
kinetic energy = mass Ek = mv2

speed2
1/HFS
change in gravitational
Egrav = mgh
potential energy = mass
gravitational field strength
change in height
1/HFS
the relationship between an

applied force, the area over
which it acts and the resulting
pressure
pressure = force/area
p = F/A
the Gas Law
pressure volume =
number of moles
molar gas constant
absolute temperature
pV = nRT
5/STA
charge = current time
Q = It
1/SPC
potential difference =
current resistance
V = IR
1/SPC
electrical power =
potential difference
current
P = IV
1/SPC
the relationship between

potential difference, energy and
charge
potential difference =
energy transferred/charge
V = W/Q
1/SPC

resistance and resistivity
resistance = resistivity
length/cross-sectional area
R = l/A
2/DIG
the relationship between charge

flow and energy transfer in a
circuit
energy = potential
difference current time
W = VIt
1/SPC

between speed, frequency and
wavelength
wave speed = frequency

wavelength
v = f
1/MUS

centripetal force, mass, speed
and radius
centripetal force = mass

speed2/radius
F = mv2/r
4/PRO
F = kQ1Q2/r2
4/PRO
the relationships between

charge, current, potential
difference, resistance and
electrical power
the inverse-square laws for force

in radial electric and
gravitational fields
where
k = 1/4o
F = Gm1m2/r2
5/STA

capacitance, charge and
potential difference
capacitance = charge
stored/potential difference
C = Q/V
4/TRA

between the potential difference
across the coils in a transformer
and the numbers of turns in
them
pd across coil 1/pd across

coil 2 = no. of turns in coil
1/no. of turns in coil 2
V1/V2 = N1/N2
4/TRA
i==~~I=~=~=~
This list will be provided for use with each test of the examination.
(Note that Unit 3 is coursework, so no formulae and relationships are listed for that unit.)
a~~
Gravitational constant
G = 6.67 1011 N m2 kg2
Acceleration of free fall
g = 9.81 m s2
(close to Earths surface)
Gravitational field strength
g = 9.81 N kg1
(close to Earths surface)
Electron charge
e = 1.60 1019 C
Electron mass
me = 9.11 1031 kg
Electronvolt
1 eV = 1.60 1019 J
Proton mass
mp = 1.67 1027 kg
Planck constant
h = 6.63 1034 J s
Speed of light in a vacuum
c = 3.00 108 m s1
Molar gas constant
R = 8.31 J K1 mol1
Boltzmann constant
k = 1.38 1023 J K1
Permittivity of free space
o = 8.85 1012 F m1
Permeability of free space
o = 4 107 N A1
r=NW=m=~=I==~=~
q=p==j
q==p~
eI=c~I=p
If you are taking the Unit 1 test you should not need to refer to the formulae and relationships
listed for any other unit.
Mechanics
Kinematic equations of motion
s = ut + at2
v2 = u2 + 2as
Momentum and Energy

% efficiency = [useful energy (or power) output/total energy (or power) input] 100%
Heating
E = mc
Quantum Phenomena
Photon model
E = hf
Waves and Oscillations

For waves on a wire or string
v = (T/)
Refraction
= sin i/sin r = v1/v2
For a lens
1/v + 1/u = 1/f

P = 1/f
r=OW=m==
d=b==b~
a===m~
p~=m~=p
If you are taking the Unit 2 test you may also need to refer to the formulae and relationships
listed for Unit 1.
Quantum Phenomena
hf = + mv2max
Photoelectric effect
Materials
Elastic strain energy
Eel = Fx/2
Stress
= F/A
Strain
= x/x
Young modulus
E = /
Stokes Law
F = 6rv

For lenses
P = P1 + P2
Mathematics
Volume of sphere
V = 4/3 r3
r=QW=j==
q~==q~
q=j===j~
m==e~==j~
If you are taking the Unit 4 test you may also need to refer to the formulae and relationships
listed for Units 1 and 2.
Mechanics
Motion in a circle
v=r
T = 2/
Momentum and Energy

Attenuation
I = I0 ex
Nuclear Physics
Mass-energy
E = c2m
Quantum Phenomena
de Broglie wavelength
= h/p
Fields
Electric field
E = F/Q
E = V/d
In a magnetic field
F = Bil sin
F = Bqv sin
r = p/BQ
Energy stored in capacitor
W = QV
Capacitor discharge
Q = Qoet/RC
Magnetic Effects of Currents

Faradays and Lenzs Laws
E = d(N)/dt
r=RW=m==~==~
o~===p~
_==_\
Mechanics
Two masses in mutual orbit
T2 = G[(m1 + m2)/42]r3
Momentum and Energy

Radiant energy flux
F = L/4d 2
Molecular kinetic theory
m<c2> = 3/2 kT
Nuclear Physics
dN/dt = N
Radioactive decay
= ln 2/t
N = Noe-t
Waves in a solid
v = (E/)
Redshift of electromagnetic radiation
z = / f/f v/c
Cosmological redshift
Simple harmonic motion
z = / = Hod/c
a = 2x
a = A2 cos t
x = A cos t
E = Ek + Ep = mv2 + kx2
= m2x2 + m2(A2 x2)
= m2A2
If you are taking the Synoptic Test (Unit 6), you will need to refer to the formulae and
relationships listed for all the other units.
`=~
The following table summarises the coursework assessment.
Coursework component
Unit PSA3
AS and A
AS
33.3%
16.7%
24%
12%
Experimental skills
Students carry out three or more laboratory practical activities,
two of which are used to provide evidence of competence in all
of four experimental skill areas.
A
Planning
6 marks
Implementing
4 marks
Observing and recording
4 marks
Interpreting and evaluating
8 marks
44 marks
Visit
Students observe physics in use at an industrial or research
establishment or at a local venue (eg a hospital or garage) and
write a short report.
A
9.3%
4.7%
Identification of purpose of
physics
4 marks
Account of physics
8 marks
Communication
4 marks
Unit PSA5i
A only
16 marks
10%
Practical project
Students plan and carry out an individual two-week practical
project, and write a report of their work.
A
Research and rationale
8 marks
Planning
8 marks
Implementing
6 marks
6 marks
6 marks
Communication
6 marks
40 marks
The Teacher Assessment of Coursework booklet gives exemplars of students work marked
according to the criteria given below, together with some further guidance on arranging a visit.
The coursework is to be marked by the teacher responsible for teaching the students, according
to the criteria set out below. Intermediate marks (1, 3, 5) should be used freely when students
have partially achieved a listed mark level of the criteria, but half-marks should not be used.
Note that for each aspect, the criteria are hierarchical: for a mark to be awarded, all of the earlier
mark levels for that aspect must have been satisfied. A mark of 0 should be awarded if the work
submitted is unworthy of any credit. When a student fails to hand in work, this should be
indicated by recording A (for absence) in the mark record.
Centres will be required to supply a specified sample of students work for external moderation,
together with a brief commentary on each of these reports. Where more than one teacher has
been involved, centres must make arrangements for internal moderation to be carried out, and
details of this procedure must be sent to the moderator along with the samples.
Edexcel will require teachers to confirm that they have taken steps to ensure that work assessed
is solely that of the student concerned, and to sign a written declaration to this effect.
`=~
Information about moderation procedures will be sent to centres making entries for this
specification.
r=P
^p=~=^
The following assessments may be carried out at any time during the course, but the standards
applied must be appropriate to AS rather than the full Advanced GCE.
While the rules for modular examinations permit students to re-sit this unit, re-submission of
coursework should only be necessary under exceptional circumstances. Normally it is expected
that coursework marks will only be submitted to Edexcel when the teacher is satisfied that they
give a fair reflection of a students abilities.
Experimental Skills
44 marks
Students are expected to carry out laboratory-based practical activities as part of their normal
Advanced Subsidiary and Advanced GCE work in physics. The Salters Horners Advanced
Physics course materials include details of many such activities, some of which would be
suitable for assessment. Centres may assess students carrying out an activity of their own
devising or choosing, but activities chosen for assessment should be investigative in nature,
allowing students to demonstrate competence in all four experimental skill areas identified
below. The level of demand of the chosen activities should show progression from GCSE and
offer an appropriate challenge for Advanced Subsidiary. At least three activities should be
assessed for each student and the marks from the best two chosen.
Students should be informed when an assessment is to take place. Activities that are to be
assessed must be carried out by students working individually.
Assessment of aspect B is to be based on direct observation of students at work in the laboratory
and assessment of aspects A, C and D on written work. It is helpful if teachers draw up a list of
features they would expect to see in each assessed activity, and record for each student whether
each feature was present. For aspect B, the teacher should make a brief note, on each students
script, of the reasons for awarding the marks.
Each activity used for assessment should be marked out of 22, using the criteria given below.
The marks for the two activities are then added to produce an overall mark out of 44 for the
experimental skills assessment.
A
Planning
6 marks
2 marks
There is some attempt at planning. Apparatus selected is largely appropriate, with some regard
to safety.
4 marks
There is a coherent plan for the experiment, with attention paid to safety. There is some
attention to accuracy and sensitivity in the selection of apparatus.
6 marks
There is a clear plan of action. Work is planned in order to make good use of the time and
facilities available. Apparatus selected is appropriate to the experiment. There is thought and
ingenuity in the design of the experiment, with due attention to sensitivity and accuracy.
Apparatus is devised or modified to suit the experiment.
Implementing
4 marks
2 marks
Apparatus is set up and used correctly, with attention paid to safety. Previously learned
techniques and procedures are carried out correctly. Work is generally well organised.
4 marks
Apparatus is used with confidence, care and skill. Techniques are applied correctly, and
extended or modified where appropriate. Work is methodical and well organised.
C
4 marks
2 marks
Measurements and observations are recorded methodically. Measurements are recorded with
appropriate units. A reasonable number and range of observations and measurements are carried
out. Some turning points or anomalous results (if present) are noted.
4 marks
Measurements and observations are repeated as appropriate. Numerical results are recorded to
an appropriate degree of precision. Any turning points or anomalous results are noted and
investigated. If problems arise in the making of measurements or observations, procedures are
adapted.
D
8 marks
2 marks
Data are processed using routine methods, including a graph where appropriate. There is an
attempt to apply physics principles. A conclusion is stated.
4 marks
Conclusions are stated and are supported by the experimental results. The limitations of the
experimental results, and conclusions based upon them, are recognised and discussed
qualitatively.
6 marks
Data are processed thoughtfully, using appropriate methods that reveal trends and patterns.
Results are interpreted using physics principles and concepts. Relevant physics principles are
applied correctly throughout. The limitations of experimental results, and conclusions based
upon them, are recognised and there is some attempt to discuss them quantitatively.
8 marks
There is a thorough quantitative discussion of the limitations of the experimental results and the
conclusions based upon them. Any limitations of the experimental procedure are commented
upon, and sensible modifications suggested.
q=
NS=~
The visit is intended to bring students into direct contact with a real-life example of physics in
use. Students will be assessed on their ability to identify and explain the physics principles in
use, to recognise the purpose for which they are being used, and to present the relevant
information clearly and logically.
The visit also provides students with opportunities to demonstrate competence in Key Skills,
both through the work they produce for their physics assessment, and through other aspects of
the visit.
l~~
Students are to take part in at least one visit, which may take a variety of forms. Provided the
visit gives students an opportunity to meet the assessment criteria given below, there are no
restrictions on the nature of the visit. Some teachers may wish to arrange a whole-class visit to
an industrial or research institution, but the criteria could equally well be met by students
making their own arrangements to visit a local venue such as a hospital, garage or supermarket.
In general, teachers will need to contact the chosen venue well in advance of the visit. In some
cases an initial approach will be followed up by students making their own contact. Whatever
the nature of the visit, it is essential to ensure that students will be able to observe physics of an
appropriate nature, and that due regard is paid to health and safety.
Students are expected to explore the physics that they observe in the context of their visit, and
this exploration should contribute to their reports. This is not intended to be a major or timeconsuming exercise. A student who has asked physics-related questions during the visit, kept a
record of physics observed and discussed, and read any literature supplied by the venue, should
be able to meet the relevant assessment criteria.
q=
Students are required to write a report of their visit. It should demonstrate a knowledge of
Advanced Subsidiary physics and be written assuming that readers have a knowledge of physics
to at least GCSE standard. The report could be a straightforward account of the visit, but pieces
in other styles should be encouraged. Students could, for example, write an article for a school
magazine or local paper.
The report should have a clear structure. Technical vocabulary should be used where
appropriate. Visual methods of presentation should be used freely. Illustrations might include
students hand-drawn or computer-generated artwork, students own photographs, or artwork or
photographs from other publications (which must be acknowledged), and may be scanned into
the document or pasted in by hand.
The report should demonstrate due care with the correct use of English, and should be clear and
legible. The use of a word processor by the student is strongly encouraged. Symbols, subscripts
and superscripts, if needed, must be drawn in correctly by hand if they are not available on the
word processor. The text should be approximately 1000 words including text attached to any
diagrams, graphs and tables.
Students should be allowed a period of about two to three weeks following the visit to write and
submit their reports. The report of the visit is marked out of a total of 16 marks under headings
AC below.
Identification of purpose of physics
4 marks
Students should clearly identify two aspects of physics that they observed in the context of the
visit. They should demonstrate an ability to recognise physical facts, terminology, principles,
relationships, concepts and practical techniques. Students should identify the purpose for which
they observed physics being used. They should demonstrate an understanding of the ethical,
social, economic, environmental or technological applications and implications of physics.
2 marks
Two aspects of physics observed are identified. The purpose for which these are used is stated.
4 marks
The purposes of both aspects of physics are thoroughly described.
B
Account of physics principles
8 marks
Students should give an accurate account of one aspect of physics that they have observed in the
course of their visit and identified under A above. They should describe, explain and interpret
phenomena in terms of physical principles and concepts. Students should show that they have
explored an aspect of the physics observed in the course of the visit. This may be through
questioning experts, reading relevant literature, and through their own thinking and
speculation before, during or after the visit.
2 marks
Relevant physics principles are stated. There is some attempt to discuss physics principles in
relation to the context of the visit.
4 marks
Relevant physics principles are stated and are largely correct. There are no major errors in
illustrations relating to physics principles or techniques. There is some evidence of thought
about limitations.
6 marks
Relevant physics principles are stated correctly. Illustrations relating to physics are accurate.
There is a clear discussion of the physics observed, which is related to the context of the visit
and indicates a sound understanding of the relevant principles. There is a good awareness of the
strengths or limitations of physics being used in this context.
8 marks
There is a full explanation of the physics involved, containing relevant quantitative arguments
where appropriate. There is some informed speculation as to the future developments of this use
of physics and some awareness of how the same principles of physics could be used elsewhere.
Communication
4 marks
Students should produce a well-organised and clear report. They should select, organise and
present information clearly and logically, present their work appropriately, select and use
images to illustrate points clearly, and use standard conventions of spelling, punctuation and
grammar. Sources should be listed in a bibliography. Quotes from printed material should be
clearly identifiable as such and should not be excessive in length.
2 marks
The organisation of the report shows evidence of some thought and planning. There are some
appropriate illustrations. Some thought has been given to organisation and layout. Spelling and
grammar are largely correct. Some attention has been paid to the appearance of the report. All
sources are acknowledged.
4 marks
The report is well organised with a clear structure. Sub-headings, if used, are appropriate and
helpful. The report is word-processed, making good use of the wordprocessor to enhance
presentation, or is legibly written and laid out by hand. Illustrations enhance the text and are
appropriately placed and neatly presented. Spelling and grammar are correct. Technical terms
are used correctly. The report is written in a style that is appropriate to the readership.
r=R
^=
This assessment must be at full Advanced GCE standard, though it may be carried out at any
time during the course. Note that Assessment Unit PSA5i is synoptic.
The practical project
40 marks
Each student is required to carry out an extended practical project, taking two weeks of normal
lesson and homework time. Students will be assessed on their ability to plan and carry out
experimental procedures, to interpret their experimental results, and to report on their work.
The marks awarded for assessment criteria A, C and E are allocated to synoptic assessment and
the work for these assessment criteria must fulfil the criteria for synoptic assessment in order to
award the marks.
The project topics must be selected to give students an opportunity to demonstrate a knowledge
and understanding of physics content, and the use of practical and/or data handling techniques,
developed in two or more units of the course.
At all times during the project, from initial planning to writing up, students should be
encouraged to discuss their ideas with their teachers. This is particularly important in the early
stages when students are choosing their topics, but the dialogue should continue throughout. It
should be made clear to students that seeking advice constructively and acting thoughtfully
upon advice given is to be encouraged and will not be penalised.
During the project, it is anticipated that the teacher and student will discuss together the
students work as it progresses. During the two-week laboratory period, students should be
given advice and encouragement freely. The writing of the report, however, must be entirely the
students own work.
Assessment is to be based on direct observation of students at work in the laboratory and on
written work produced by the student.
Organisation
The Salters Horners Advanced Physics website and course materials contain several suggestions
for project topics, and students can be encouraged to select one of these. However, the choice
should not be restricted to these topics. Students may wish to suggest their own topics, perhaps
arising from a visit carried during the AS, or relating to a personal interest. Provided such topics
have the potential to allow students to meet all the assessment criteria given below, they should
be encouraged.
Students should work individually. Two or more students may choose the same or similar
topics, provided each works independently.
Normally the laboratory work will be undertaken under the direct supervision of the teacher. If
the nature of the project involves a student carrying out practical work outside the school or
college laboratory, sufficient work must take place under direct supervision to allow the teacher
to ensure that it is the students own work. The teacher must discuss the practical aspects with
the student to establish that the student did undertake the work personally. This might be done
by asking about precise details of the work, the apparatus used, the practical problems
encountered and how they were overcome.
Preparation
Students should do some background research in connection with their project topics. This
research should help them identify and define a question or problem that can be addressed using
knowledge of physics, and to provide a clear rationale for their work. They should consult
appropriate sources, which may include textbooks, magazines and journals, CD ROMs and the
World Wide Web. Some research should be carried out before the two-week laboratory period,
but may also be carried out during and after this period and may inform the progress of the
project or the interpretation of the results. Reports should include a bibliography of the sources
consulted.
In advance of the two-week laboratory period, students should form a clear plan that promises to
make good use of the time and facilities available. They should have some idea of how they
expect the work to proceed over the two-week period but should also be prepared to modify
their plan in the light of initial results. They should decide what apparatus they will need, and
check that it will be available for their use. They may devise their own apparatus or
experimental set-ups, modify standard apparatus, or use standard items in ways that are novel.
In most cases, students should carry out a brief pilot experiment in advance of the two-week
laboratory period to check the feasibility of their proposed laboratory work.
Students should devise and plan their experimental activities. They should choose effective and
safe procedures, consider appropriate methods, and select suitable apparatus and techniques.
Experimentation
Students are expected to use safe and skilful practical techniques that are appropriate to the
purpose of the project and to the apparatus available. They should demonstrate an ability to set
up apparatus correctly and use it effectively with due regard to safety.
Students should make observations and measurements. They should make and record sufficient
relevant observations and measurements to an appropriate degree of precision, record these
methodically, and modify procedures in order to generate results that are as accurate and
reliable as allowed by the apparatus.
Students should interpret, explain and evaluate the results of their experimental activities using
knowledge and understanding of physics. They should present their results appropriately in
written, graphical or other forms. They should analyse their results and draw conclusions,
showing an awareness of the limitations of their experimental data and the procedures used.
The Report
Each student is required to produce a project report. Students should be encouraged to start
work on their reports before they have completed their experimental work. They should be
allowed a further period of about two to three weeks to produce their reports after they have
completed their experimental work.
Students should aim to produce well-organised and clear reports. They should select, organise
and present information clearly and logically, present their work appropriately, select and use
images to illustrate points clearly, and use standard conventions of spelling, punctuation and
grammar.
A day-by-day account is fully acceptable, as is a formal report in the style of a scientific paper.
Sub-headings should be used to aid organisation. The initial aim of the project should be stated
clearly, as should any overall conclusions that have been drawn. The report should include a
bibliography listing all reference sources consulted.
Graphs, tables and diagrams should be used freely where they add to the clarity and conciseness
of the report.
There is no word limit, but reports that are written in a verbose style and include much
irrelevant detail should not be awarded the highest rating.
Reports should be clearly legible (preferably word-processed), with care taken over use of
English. Technical vocabulary should be used where appropriate.
The project is marked out of a total of 40 marks, using the criteria given below.
8 marks
2 marks
There is some attempt to provide a rationale for the choice of topic in terms of its scope and its
relation to physics principles. Advice may be sought. Few resources are consulted and their
scope is limited.
4 marks
There is some clear rationale for the choice of topic. The physics background to the project is
developed to some extent. Relevant resources are consulted. Advice is sought as appropriate and
acted upon. Information gathered from relevant resources has a bearing on the planning and
execution of the project.
6 marks
The rationale for the project is clear, in terms of its scope, interest and relationship to physics
principles. Several relevant resources are consulted, and are used to provide a sound physics
background to the project.
8 marks
Initiative is shown in going beyond the sources that were most readily to hand or were initially
suggested by the teacher. Material relevant to the project is selected, and used to provide a
context for the project, to assist with the planning or execution of laboratory work, or to inform
the interpretation of results.
B
Planning
8 marks
2 marks
There is some attempt at planning. Some thought is given to the request and selection of
apparatus. Some potential safety hazards are identified. A pilot experiment may be carried out.
4 marks
There is a coherent plan for the project, including details of how variables are to be controlled or
manipulated and how relevant observations are to be made. Apparatus selected is largely
appropriate. There is some attention to accuracy and sensitivity in the selection of apparatus.
Appropriate safety aspects are considered. If potential safety hazards are pointed out by the
teacher, a means of dealing with them is devised. A pilot experiment is performed that has some
bearing on the planning of the project.
6 marks
There is a clear plan of action, both for the initial laboratory sessions and for the entire twoweek period. Work is planned in order to make good use of the time and facilities available. A
well thought out pilot experiment is performed some time in advance of the two-week period,
and is used to inform the planning of the project. Potential safety hazards are identified, and
suitable steps taken to avoid or minimise them. Apparatus selected is appropriate to the project,
with due consideration of accuracy and sensitivity.
8 marks
There is thought and ingenuity in the design of experiments, with good attention to detail
including the control and manipulation of variables and the making of relevant observations as
appropriate. Apparatus is devised or modified to suit the project.
Implementing
6 marks
2 marks
Attention is paid to safety. Some previously learned techniques and procedures are carried out
correctly. The initial plan has some bearing on the execution of the experimental work.
4 marks
Apparatus is used with confidence, care and skill throughout. Techniques are applied correctly,
and may be extended or modified. Work is methodical and well organised. There is some
reviewing of the initial plan as the project proceeds.
6 marks
Calibration of instruments is verified where this is in question. The initial plan is reviewed
frequently in the course of the project, and modified or maintained according to results obtained.
D
6 marks
2 marks
Some appropriate measurements and observations are recorded. There is some repeating or
checking of values obtained.
4 marks
Measurements and observations are recorded methodically. Some thought is given to precision
and repeatability. Measurements are recorded with appropriate units. A reasonable number and
range of observations and measurements are carried out. Any turning points or anomalous
results are noted. There is some appropriate modification of procedures.
6 marks
Observations and measurements are carried out over a suitable range of values.
Sufficient observations and measurements are made to allow a conclusion. Measurements and
observations are repeated as appropriate. Numerical results are recorded to an appropriate
degree of precision. Any turning points or anomalous results are noted and investigated. If
problems arise in the making of measurements or observations, procedures are adapted.
E
6 marks
2 marks
Data are processed using routine methods. There is an attempt to apply physics principles. Some
conclusions are stated. There is some awareness of the limitations of experimental results and
conclusions.
4 marks
Data are processed with some thought as to choice of method. Some attempt is made to interpret
results using physics principles, and to draw conclusions based on experimental results.
Conclusions are supported by the experimental results. The limitations of the experimental
results, and conclusions based upon them, are recognised. Any limitations of the experimental
procedure are recognised.
6 marks
Data are processed thoughtfully, using appropriate methods that reveal trends and patterns.
Results are interpreted using physics principles and concepts of Advanced GCE standard.
Relevant physics principles are applied correctly throughout. Conclusions are supported by the
experimental results. The limitations of experimental results, and conclusions based upon them,
are recognised and evaluated. Any limitations of the experimental procedure are commented
upon, and sensible modifications suggested.
Communicating
6 marks
2 marks
A report is produced. The report is a mainly factual account. There is some attempt at
organisation and layout. There is some attempt to provide a bibliography. There are some
graphs, tables or diagrams. There is some attempt to use relevant scientific or technical
vocabulary.
4 marks
The organisation of the report shows evidence of some thought and planning. Aims and
conclusions of the project are stated. A bibliography is provided. Sub-headings are used.
Relevant graphs, tables and diagrams are included. Spelling and grammar are largely correct.
Some attention has been paid to the appearance of the report.
6 marks
The report is well organised with a clear structure. Material is presented in a logical order. Aims
and conclusions are clearly stated. A bibliography is provided. Sub-headings are appropriate and
helpful. The report is word-processed, making good use of the wordprocessor to enhance
presentation, or is legibly written and laid out by hand. Graphs, tables and diagrams are used
effectively, and are clearly and accurately labelled. Spelling and grammar are correct. Technical
terms are used correctly. The report is clear on first reading.
^~====
Coursework must be marked by the centre using the criteria set out above. Written work must
be marked by the teacher who has supervised the student in the laboratory, and should be
annotated by the teacher to show how the marks have been awarded.
Teachers must keep records of assessment for each student during the course, using the
coursework record sheets provided by Edexcel (see pages 9398) which may be copied for use
in centres.
The centre must certify that the assessed work is the unaided work of the student concerned.
This takes the form of a certificate signed by the student and by the teacher.
The written work and the marks awarded may be discussed with the student, but students must
be warned that marks are subject to external moderation. Written work must be retained by the
centre for moderation until 30 September in the year of the examination.
Internal standardisation
Where more than one teacher has been involved in the assessment of coursework, centres must
make arrangements for internal standardisation. Internal standardisation should be supervised by
a nominated teacher from those who have carried out the assessment, and should ensure that the
assessment criteria have been applied consistently.
Checks of the addition of marks should be made when completing the Teacher Examiner
Marksheets.
Centres will be required to verify to Edexcel that internal standardisation has taken place.
External moderation
Edexcel will appoint an external moderator to undertake the moderation of teachers assessment
of coursework. The moderation will be by postal inspection of students work. All coursework
should be completed by the dates notified to centres, including internal standardisation of
marking. By the dates notified, the coursework marks of all the students should be submitted to
Edexcel via Electronic Data Interchange (EDI) or on optically-read mark sheets supplied by
Edexcel. The material to be used for moderation will consist of:
the record sheet for each student
samples of each students assessed coursework.
A specified sample of students work must be posted to the external moderator by a date
notified by Edexcel. The remaining materials must be retained, for possible use in moderation
and in enquiries about results.
d~=
The following grade descriptions indicate the level of attainment characteristic of the given
grade at Advanced GCE. They give a general indication of the required learning outcomes at
each specified grade. The descriptions should be interpreted in relation to the content outlined in
the specification; they are not designed to define that content. The grade awarded will depend in
practice upon the extent to which the candidate has met the assessment objectives overall.
Shortcomings in some aspects of the examination may be balanced by better performances in
others.
d~=^
Candidates recall and use knowledge of physics from the whole specification with few
significant omissions and show good understanding of the principles and concepts they use.
They select appropriate information from which to construct arguments or techniques with
which to solve problems. In the solution of some problems, candidates bring together
fundamental principles from different content areas of the common specification and
demonstrate a clear understanding of the relationships between these.
Candidates apply knowledge and physical principles contained within the specification in both
familiar and unfamiliar contexts. In questions requiring numerical calculations, candidates
demonstrate good understanding of the underlying relationships between physical quantities
involved and carry out all elements of extended calculations correctly, in situations where little
or no guidance is given.
In experimental activities, candidates identify a problem, independently formulate a clear and
effective plan, using knowledge and understanding of physics, and use a range of relevant
techniques with care and skill. They make and record measurements which are sufficient and
with a precision which is appropriate to the task. They interpret and explain their results with
sound use of physical principles and evaluate critically the reliability of their methods.
d~=`
Candidates recall and use knowledge of physics from most parts of the specification and
demonstrate understanding of a significant number of the main principles and concepts within it.
They select and make good use of information that is presented in familiar ways to solve
problems, and make some use of the concepts and terminology of physics in communicating
their answers. In their answers to some questions, candidates demonstrate some knowledge of
the links between different areas of physics.
Candidates apply knowledge and physical principles contained within the specification when
the context provides some guidance on the required area of work. They show some
understanding of the physical principles involved and the magnitudes of common physical
quantities when carrying out numerical work. Candidates carry out calculations in most areas of
physics correctly when these calculations are of a familiar kind or when some guidance is
provided, using correct units for most physical quantities.
In experimental activities, candidates formulate a clear plan. They make and record
measurements with skill and care and show some awareness of the need for appropriate
precision. They interpret and explain their experimental results, making some use of
fundamental principles of physics and mathematical techniques.
d~=b
Candidates recall knowledge of physics from parts of the specification and demonstrate some
understanding of fundamental principles and concepts. Their level of knowledge and
understanding may vary significantly across major areas of the specification. They select
discrete items of knowledge in structured questions and make some use of the terminology of
physics in communicating answers.
Candidates apply knowledge and principles of physics contained within the specification to
material presented in a familiar or closely related context. They carry out straightforward
calculations where guidance is given, usually using the correct units for physical quantities.
They use some fundamental skills of physics in contexts which bring together different areas of
the subject.
In experimental activities, candidates formulate some aspects of a practical approach to a
problem. They make and record some appropriate measurements, showing care and appropriate
procedure in implementation. They present results appropriately and provide some descriptive
interpretation of the outcomes of the investigation.
q=~==
p~=e=^~=m==~~
Comprehensive support materials for students, teachers and technicians are being produced by
the Salters Horners Advanced Physics project team in the University of York Science Education
Group, working with teachers, academics and industrialists.
All the Salters Horners Advanced Physics course materials are published by Heinemann
Educational. Pilot materials for the AS were published in 1998, and those for A2 in 1999. The
materials have been revised and re-edited in the light of feedback from pilot centres for full
publication.
For details, including publication dates and prices, contact:
Heinemann Educational Publishers
Halley Court
Jordan Hill
Oxford
OX2 8EJ
The post-pilot materials will consist of two student books (one for the AS course and one for the
A2) and two resource packs.
p=
These devote one chapter to each of the course units. Each includes:
overviews of the course and of each unit
statements of learning objectives
contextual material
exposition of physics concepts and principles
discussion and illustration of mathematical techniques
details of activities and assignments

(activities include some designed for students to develop skills in communication, and IT
and to improve their own learning)
suggestions for further reading and investigation
questions and problems.
o=~
These loose-leaf packs accompany the student books and include the following materials:
p=
These are supplied as photocopy masters and are intended to be used for a variety of purposes at
the teachers discretion. Sheets include the following types of material:
revision of key topics from GCSE
alternative mathematical approaches (eg using calculus)
extension materials
additional guidance for some activities
end-of-unit tests.
q~=
Overviews of the course and of each unit
Statements of student learning objectives
Guidance on teaching order and timing
Suggestions for managing activities
Guidance on helping students to develop their skills in IT and communication and to

improve their own learning
Details of apparatus and other resources
Answers to questions in the student books
Additional information relating to context and to physics content
References to other relevant resources
q~=
Details of apparatus and other resource requirements
Lists of suppliers of apparatus and other resources
Details on making and assembling apparatus
l=
The Salters Horners Advanced Physics course materials give further details of resources that are
relevant to each unit. The following lists indicate just a few resources that are particularly useful
in addition to the course materials.
^~~=~=~
Salters Horners Advanced Physics requires mainly such apparatus as is likely to be already
available in schools and colleges equipped to teach any Advanced GCE physics course.
Any additional items required are available from:
Philip Harris/Unilab
Lynn Lane
Shenstone
Lichfield
Staffordshire
WS14 0EE
Phone: 01543 483064
Fax: 01543 483056
There are two multimedia CD ROM packages that are used extensively in the course:
Multimedia Motion and Multimedia Sound. Both are available from:
Cambridge Science Media
354 Mill Road
Cambridge
CB1 3NN
Phone:
Fax:
E-mail:
Internet:
01223 357546
01223 573994
sales@csmedia.demon.co.uk
www.csmedia.demon.co.uk
Some use is made of SPLOT satellite data plotting software, which is available from the Radio
Amateur Satellite Organisation of the United Kingdom (AMSAT-UK):
AMSAT-UK
40 Downsview
Small Dole
West Sussex
BN5 9YB
Phone:
Internet:
01273 495733
www.mcc.ac.uk/AMSAT/
There are several activities which use Crocodile Clips circuit design and simulation software,
which is available from:
Crocodile Clips Ltd
11 Randolph Place
Edinburgh
EH3 7TA
Phone:
E-mail:
Internet:
0131 226 1511

sales@crocodileclips.com
www.crocodileclips.com/education/idee.htm
j~~=~=~
New Scientist
ISSN 0262-4079
(especially the Inside Science packs)
IPC Magazines
Physics Education
ISSN 0031-9120
Institute of Physics Publishing
Physics Review
ISSN 0959-8472
Philip Allan Publishers
p=~=~
p===r==v
The Salters Horners Advanced Physics project team in the University of York Science
Education Group runs in-service courses for teachers and technicians from centres that are
following, or preparing to follow, the Salters Horners Advanced Physics course.
The project team also runs an advice service to help with questions concerning the teaching of
the course.
For further information please contact the project secretary:
Salters Horners Advanced Physics Project
Science Education Group
University of York
Heslington
York
YO10 5DD
Phone:
Fax:
E-mail:
01904 432537
01904 434078
nn2@york.ac.uk
The Salters Horners Advanced Physics website contains some general information about the
project:
www.york.ac.uk/org/seg/salters/physics
Enquiries concerning assessment and administration should be addressed to the Assessment
Leader for Physics at Edexcel.
p==b=c~
m~
The Teacher Assessment of Coursework booklet and a full range of specimen papers is available
from Edexcel Publications. Past papers and mark schemes are also available.
A full set of unit test mark schemes and examiners comments is published after each June and
January examination. Publications are available from:
Edexcel Publications
Adamsway
Mansfield
Notts NG18 4FN
Tel:
01623 467467
Fax: 01623 450481
E-mail: publications@linneydirect.com
d~=
Customer Services deals with straightforward general enquiries. Enquiries relating to
specification content and support should be addressed to the Qualification Leader for GCE
Physics. Enquiries relating to assessment should be addressed to the Assessment Leader for
GCE Physics.
Detailed enquiries about the subject content or matters which might also involve the operation
of other subjects usually have to be referred to other people and will usually take longer to
answer. It is helpful if these more detailed enquiries are sent by letter or fax.
Telephone (Customer Services): 0870 240 9800
Fax: 020 7758 6960
E-mail: enquiries@edexcel.org.uk
Enquiries about the teaching and organisation of the course, and the availability of curriculum
materials, should be addressed to the Salters Horners Advanced Physics project office at the
University of York.
q~=
A varied programme of INSET days and other courses is provided to support teachers in
understanding the requirements of the specification content and the examination. Full details of
the courses are given in the annual Edexcel INSET Guide, which is issued to all centres every
year. Some meetings are specific to Salters Horners Advanced Physics, some are designed
primarily for users of the other Edexcel Advanced Physics specification and others are of
general relevance to both specifications.
Meetings include feedback sessions in which Principal Examiners review the main features of
each unit test and provide feedback on the marking, as well as feedback and support for the
coursework.
^=^===
The Salters Horners Advanced Physics course provides opportunities for the development of all
those aspects of the key skills identified in the subject core as being integral to the study of
physics. There are also opportunities for students to develop, or demonstrate competence in,
other aspects of all the key skills at level 3 of the Key Skills Qualification. For full details of the
performance criteria, skills and knowledge, and the evidence of achievement required for
accreditation in the three key skills at levels 15, refer to the QCA documentation.
The level 3 key skills units are summarised below. The numbers in the tables correspond to the
numbered activities in the Salters Horners Advanced Physics course materials; they indicate
some of the activities in the course within which students can develop their key skills and that,
once competence has been acquired, can provide evidence of achievement. The tables are not
exhaustive; in most units, there are other relevant activities in addition to those identified here.
For the key skills of working with others and improving own learning and performance, almost
all the activities in the course could contribute to the required evidence if suitable records were
kept; the tables for these key skills indicate just a few activities that might make a particularly
apt contribution. For full details of all activities, refer to the Salters Horners student books and
resource packs. In the coursework units, a tick indicates that the output from the assessment
involves the key skill(s) indicated.
Italic print denotes items that correspond to those aspects of communication and application of
number which have been identified in the mandatory subject core as integral to the study of
physics.
`~
This key skills unit is about reading and communicating with others through speaking and
writing. At level 3 students should:
take part in discussions and make presentations in which they:

make clear and relevant contributions
contribute in a way that suits the situation, using images where appropriate, and review
this process
listen and respond appropriately, and create opportunities for others to contribute.
read and respond to written material and in so doing:
select and read appropriate materials for a purpose, and review this process
extract and collate the necessary information from text and images
summarise coherently the necessary information obtained from different sources.
produce written material in which they:
present clear and relevant information in a suitable format, using images where
appropriate
organise material coherently, using an appropriate style of writing, and review this
process
ensure that text is legible and accurate.
^~==
This key skills unit is about applying number skills to practical activities. At level 3 students
should:
collect and record data, and in so doing:

make and explain decisions about how to approach the task
collect appropriate data efficiently, to appropriate levels of accuracy
organise the data, and record it fully, clearly and accurately.
work with data, and in so doing:
make and explain decisions about which data and calculations to use for the task
carry out calculations to appropriate levels of accuracy
check their calculations and allow for possible errors.
present findings, and in so doing:
present their findings effectively, to appropriate levels of accuracy
interpret their findings, allowing for possible sources of error
review the choices they made in their approach to the task.
f~=
This key skills unit is about using information technology (IT) skills for practical purposes. At
level 3 students should:
prepare information, and in so doing:

select and use appropriate sources of information
prepare software facilities, and create automatic routines where appropriate, to aid
efficient processing of information
enter, edit and save information, so that it is ready for processing.
process and present information, and in so doing:
search efficiently for information, as needed
develop information, using appropriate routines to aid efficient processing
select and use appropriate ways to combine, and present effectively, different types of
information.
review their use of information technology, and in so doing:
explain their reasons for using IT
describe safe and efficient working practice
describe problems and issues, and their potential effects when using IT
judge the effectiveness of using IT to meet their purpose.
t==
This key skills unit is about students applying their skills in working with others to meet agreed
objectives. They will need to contribute to substantial activities involving work in one-to-one
and group situations. At level 3 students should:
agree objectives and working arrangements
organise tasks to meet their responsibilities
seek to establish and maintain co-operative working relationships
review outcomes and identify ways of enhancing work with others.
f==~=~=~
This key skills unit is about students planning and reviewing their learning and improving what
they can do. At level 3 students should:
agree targets and plan how these will be met
use their plans, seeking feedback and support for others to help meet targets
review their progress and establish evidence of their achievements.
At times they should be expected to take responsibility for directing their own learning without
supervision.
m=
This key skills unit is about students applying their problem-solving skills to complex activities.
At level 3 students will need to show that they can:
recognise, explore and describe problems
generate and compare different ways of solving problems
plan and implement options
agree and apply methods for checking that problems have been solved and review
approaches to tackling problems.
Communication
Evidence required for achievement at level 3
C1 A description of factors affecting
communication, and choices made in reading
speaking and writing.
Unit 1
MUS
SPC
Unit 2
HFS
EAT
DIG
Unit 3
SUR
prac
visit
Unit 4
TRA
MDM
U 5i
PRO
proj
Unit 5ii
STA
BLD
36
22
This can draw on activities relating to C2C5 below.
C2 Records of discussions about complex subjects

with different people, including those who are
not familiar with the subject. A least:
a
one one-to-one discussion
one group discussion
c one presentation followed by questioning.

C3 Records of materials selected to read.
1
1
24
16
22
30
This can draw on activities relating to C4 below.
27
C4 A summary of information extracted and

collated from at least three different types of
document that deal with complex subjects,
including:
a
two different types of extended document
at least two different types of image.
6
10
23
17
15
22
26
31
C5 Material written for different readers, with at

least three examples of documents that present
complex subjects. At least one document must
be written for readers who are not familiar
with the subject. At least one must be
handwritten. There must be:
a
two different extended documents,

including at least two different types of
image
one other document.
29
15
18
26
28
27
11
13
25
34
32
23
33
28
The numbers in this table correspond to the numbered activities in the Salters Horners course materials.
86
Application of number
N1 Descriptions of activities and a review of
choices made.
Unit 1
MUS
SPC
Unit 2
HFS
EAT
DIG
Unit 3
SUR
prac
visit
Unit 4
U 5i
Unit 5ii
TRA
MDM
PRO
proj
STA
BLD
13
27
These can draw on activities relating to N2N4 below.
N2 Records of data, recorded in at least two

formats, collected from:
a
primary sources (by measurement or

observation), including:
two estimations
two different types of secondary source,

including data from a scale drawing.
12
15
20
19
24
5
N3 Details of calculations involving several stages

and including at least one large data set, in
working with data to do with:
a
quantities and dimensions
12
14
27
scale and proportion
17
handling statistics (including finding the

mean, median, mode and range)
using and rearranging formulae.
12
17
33
14
30
25
13
20
25
13
20
19
12
10
18
14
N4 Descriptions of findings, including

interpretation and the use of at least:
a
one chart
one graph
11
one scale diagram.
23
12
87
Information technology
IT1
IT2
A report on their own use of IT which

explains their reasons for using it,
describes methods and problems, and
compares its effectiveness with alternative
methods.
IT4
MUS
Unit 2
SPC
HFS
EAT
Unit 3
DIG
SUR
prac
Unit 4
visit
TRA MDM
PRO
U 5i
Unit 5ii
proj
STA
BLD
This can draw on activities relating to IT2IT4 below.
Work that includes at least two different

examples each of:
a
text
numbers
images
and involves generating at least one graph

IT3
Unit 1
29
11
30
23
At least two multi-page documents which

incorporate and combine text, images and
numbers selected from different types of
sources.
27
21
Evidence of the ability to:

a
create at least two different types of

automated routine
create at least one format (eg database

or spreadsheet) which allows for the
repeated entry of data and the
rearrangement of records
11
create formulae to generate

information
11
use an on-line communications system

to obtain and send information.
31
20
23
18
7
1
27
31
22
25
88
Working with others

WO1
SPC
HFS
EAT
DIG
Unit 3
SUR
prac
visit
Unit 4
TRA
MDM
U 5i
PRO
proj
Unit 5ii
STA
BLD
14
36
36
20
36
36
20
36
36
20
Working towards objectives
Students records of how they have organised and

carried out tasks and worked co-operatively,
including a progress report.
WO3
MUS
Unit 2
Planning activities
Students reports which describe the activities and

the outcomes of the planning process, including
objectives, responsibilities and working
arrangements. Records from an assessor who
observed students discussions with others or an
audio/video tape.
WO2
Unit 1
14
Reviewing the activity
Statements from students and others comparing

activity processes and outcomes against the agreed
objectives. Students reports produced with others
on ways to enhance working relationships and
methods.
14
89
Improving own learning and performance

LP1
Unit 1
MUS
SPC
Unit 2
HFS
EAT
DIG
Unit 3
SUR
visit
TRA
MDM
U 5i
PRO
proj
Unit 5ii
STA
BLD
39
34
Agreeing targets
Students records of discussions which show how

they have obtained and used information to agree
targets. An action plan for an extended period of
time, including alternative courses of action and a
note of support needed.
LP2
prac
Unit 4
Using plan
Students logs of study-based and activity-based

learning.
Records from those who have seen students work
which show how they managed their time
effectively and completed tasks.
LP3
Reviewing progress
Records of information provided by students on

their learning and performance.
19
34
33
24
32
31
Examples of work which show what students

learned from two study-based and two activitybased learning activities.
Students records of discussions which show how
they sought to establish evidence of their
achievements and exchanged views on action to
improve their performance.
Students notes on their action plan to show the

targets they have met.
90
Problem solving
PS1
SPC
11
HFS
Unit 3
EAT
DIG
SUR
prac
15
25
11
15
25
11
15
25
visit
Unit 4
TRA
MDM
U 5i
PRO
Unit 5ii
proj
STA
BLD
36
26
27
36
26
27
36
26
27
Plan and try-out options
Students statements on how they confirmed the

options to be tried out; a plan for trying out each
option; records of what they did in following their
plan, with notes on the advice and support they
were given.
PS3
MUS
Unit 2
Confirm problems and identify options
Students descriptions of two problems and how

they intended to show they had been solved
successfully; ways for solving the problems and
the most realistic options to try; records of the help
they were given.
PS2
Unit 1
Check and describe results
Students records of the methods they were given

and how they used them. Students descriptions of
their problem-solving activities and ways to
improve their approach to problem solving.
91
^=_==~=~=~=
Documentation produced by QCA defines what is meant by spiritual and moral in the
context of Advanced Subsidiary and Advanced GCE specifications.
The spiritual is concerned with:
the quest for meaning in life, truth and ultimate values
awareness of aspects of human life other than the physical and material
feelings of transcendence, awe, wonder and mystery
the inner world of imagination, inspiration and creativity
awareness of self-identity and self-worth
recognising and valuing the world and others.
The moral is concerned with:
knowledge and awareness of the values and attitudes of individuals and society as a whole
and socially accepted codes of behaviour
skill in reasoning on matters concerning values, attitudes and actions of individuals in

society
ability to make responsible judgements on issues of significance to individuals and society

in general
personal conduct and taking responsibility for ones own actions.
The moral is often linked with the spiritual, which may act as a context for the moral, but they
are not synonymous. Neither is limited to a religious context.
mp^P==~=
Name
Skill
A
Annotation
code
A2a
A2b
A2c
A4a
A4b
A4c
A6a
A6b
A6c
A6d
A6e
B2a
B2b
B2c
B2d
B4a
B4b
B4c
C2a
C2b
C2c
C2d
C2e
C4a
C4b
C4c
C4d
D2a
D2b
D2c
D4a
D4b
D4c
D6a
D6b
D6c
D8a
D8b
D8c
Draft
some attempt at plan
regard to safety
apparatus largely appropriate
coherent plan
accuracy considered
sensitivity considered
clear plan including details of data treatment
appropriate apparatus
thought and ingenuity in design
due attention to accuracy
due consideration to sensitivity
mark
apparatus used correctly
attention paid to safety
techniques correct
generally well organised
confidence, care and skill
techniques extended/modified
methodical
mark
methodical recording
appropriate units
reasonable number of results
reasonable range of results
turning points/anomalous results noted
repetition if appropriate
precision
*turning points/anomalous results investigated
*procedures adapted
mark
routine methods for processing
graph with suitable scale, grid and best-fit line
conclusion stated
conclusions related to results
qualitative discussion of limitations of results
and of conclusions
thought given to processing of data
physics principles and concepts used
attempt at quantitative discussion of limitations
thorough quantitative discussion of errors
quantitative discussion of limitations & conclusion
sensible modifications suggested
mark
total
*if necessary
Final
mp^P==~=
Name
p
a~
A2a
A2b
A4a
A4b
two aspects identified

purpose is stated
purpose of one aspect thoroughly described
purpose of both aspects thoroughly described
B2a
B2b
B2c
B4a
B4b
B4c
B6a
B6b
B6c
B8a
B8b
B8c
account of one aspect

physics principles/concepts stated
related to context
physics largely correct
no major errors in illustrations
limitations mentioned
accurate illustrations
clear discussion of physics principles
good awareness of strengths/limitations
quantitative arguments
discussion of future developments
discussion of other uses
c~
mark
mark
C
C2a
C2b
C2c
C2d
C4a
C4b
C4c
C4d
some appropriate illustrations

thought given to presentation
all sources acknowledged
spelling and grammar largely correct
clear structure
subheadings
spelling and grammar correct
correct use of technical terms
mark
total
mp^R==~=
Name
p
c~
A 2a
2b
4a
4b
4c
6a
6b
6c
8a
8b
some attempt at rationale

few sources consulted
fairly clear rationale for choice of topic
physics background developed
information gathered is used in planning
very clear rationale
several sources are consulted
sound physics background given
initiative shown in choice of sources
relevant material selected and used
2a
2b
2c
2d
4a
4b
4c
4d
4e
6a
6b
6c
6d
8a
8b
attempt at planning
some thought given to apparatus
some safety hazards identified
pilot experiment (not essential for 2 marks)
coherent plan with controlled variables and details of observations
apparatus selected is largely appropriate
thought given to accuracy and sensitivity
safety considered
appropriate pilot experiment performed
clear plan for entire period of investigation
well thought out pilot informs project
safety fully considered
apparatus selected is fully suitable
thought and ingenuity in design
apparatus devised or modified for project
2a
2b
2c
4a
4b
4c
4d
6a
6b
attention paid to safety

some techniques/procedures correct
plan used
confidence, care and skill shown
all techniques/procedures correct
methodical
plan reviewed
calibration checked where appropriate
frequent reviewing of plan, with changes made if required
2a
2b
4a
4b
4c
4d
4e
4f
6a
6b
6c
mark
Some appropriate measurements/observations
Some repeating/checking
measurements and observations recorded methodically
precision and reliability considered
appropriate units
reasonable number and range of results
any anomalous or turning points noted
modification of procedures if appropriate
suitable range and sufficient observations, including appropriate repeats
precision appropriate
any anomalous or turning points investigated
mark
mark
mark
mp^R==~=
E
2a
2b
2c
2d
4a
4b
4c
4d
4e
6a
6b
6c
6d
2a
2b
2c
2d
4a
4b
4c
4d
4e
6a
6b
6c
6d
6e
6f
routine methods for processing

attempt to apply physics principles
conclusion stated
some awareness of limitations
some consideration of appropriate choice of method for processing data
physics principles used to interpret results
conclusions drawn based on results
conclusions supported by experimental results
qualitative discussion of limitations
thoughtful choice of method for processing data
physics principles and concepts used correctly
thorough quantitative discussion of errors
thorough discussion of limitations, modifications, conclusions
mark
factual report, some structure
basic bibliography
graphs, tables and diagrams present
relevant scientific vocabulary attempted
evidence of planning of report
aims and conclusions stated
reasonable bibliography
relevant graphs, tables and diagrams
spelling and grammar largely correct
well organised report
aims and conclusions stated clearly
good bibliography
effective graphs, tables and diagrams
spelling and grammar correct
clear on first reading
mark
total
p~=e=m=URRO=~=VRRO
`=o=p=j=mp^P
b~~=pW
`W
`~~W
kW
kW
b~=p
^=N
^=O
q~
Planning
/6
/6
Implementing
/4
/4
/4
/4
/8
/8
/22
/22
Total = Activity 1 + Activity 2
/44
s
A
Identification of purpose of physics
/4
Account of physics
/8
Communication
/4
q~==mp^P=Eb~==H=F
Declaration of Authentication:
I declare that the work submitted for assessment has been carried out without assistance
other than that which is acceptable under the scheme of assessment.
Signed (candidate)
..
Date
Signed (teacher)
..
Name of teacher
..
Date
/16
/60
p~=e=m=VRRO
`=o=p=j=mp^R
b~~=pW
`W
`~~W
kW
kW
m~~=m
q~
/8
Planning
/8
Implementing
/6
/6
/6
Communicating
/6
/40
q~==mp^R
Declaration of Authentication:
I declare that the work submitted for assessment has been carried out without assistance
other than that which is acceptable under the scheme of assessment.
Signed (candidate)
..
Date
Signed (teacher)
..
Name of teacher
..
Date
sb300802LT\PD\A LEVEL\PHYSICS SALTERS HORNERS-ISS2.DOC.1-104/1
c====~=~=~~~=
b=m~I=^~~I=j~I=kI=kdNU=Qck
q=MNSOP=QSTQST
c~=MNSOP=QRMQUN
l=`=r^MMSUOO==^=OMMO
c==~==b=~~=~=~
`=p==MUTM=OQM=VUMM
=bJ~W=]KK
===W=KKK
b=c~==~==~=~=~=`~=i
_=d~~=o==b~=kK=NSUSNSQ

Physics Spec

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b=d`b

Authorised by Peter Goff

Summary of scheme of assessment

Summary of the specification content

Social, economic and industrial matters

Spiritual, moral, philosophical and cultural issues

Rules for retaking units

Awarding and reporting

Students with particular requirements

Forbidden combinations and related subjects

Details of the scheme of assessment

Assessment of core and other material

The assessment components

Specification for the examination

Notes on the examination

Content organised by assessment and course unit

Unit 1: Physics at work, rest and play

Unit 2: Physics for life

Unit 4: Moving with physics

Unit 5: Physics from creation to collapse

Content organised by area of study

Core formulae and relationships

Lists of data, formulae and relationships

Unit 1: Physics at work, rest and play

Unit 2: Physics for life

Unit 4: Moving with physics

Unit 5: Physics from creation to collapse

Administration of the coursework scheme

Salters Horners Advanced Physics course materials

Support from the University of York

Support from Edexcel Foundation

Appendix A key skills

Appendix B spiritual and moral issues

Unit test PSA1

Physics for life

Moving with physics

Physics from creation

Synoptic test PSA6

Unit PSA1 (AS and A)

Unit PSA2 (AS and A)

Unit PSA3 (AS and A)

Unit PSA4 (A only)

Unit PSA5 (A only)

Synoptic Unit PSA6 (A only)

Main physics content areas

The sound of music

A study of music and recorded sound, focusing

instruments and the operation of a CD player.

Travelling and standing waves.

DC circuits: resistance, current, emf, power.

This unit focuses on a satellite, whose

Temperature and resistance.

Energy and temperature change.

Higher, faster, stronger

Graphs, equations of motion and vectors.

Students use video clips and lab activities to

Force, mass and acceleration.

Kinetic and potential energy.

Unit PSA2: Physics for life

Main physics content areas

Good enough to eat

Viscosity and fluid flow.

A study of the production, testing and

Mechanical properties of materials.