Science Department
The AS Physics content is as follows: Module 1 Development of practical skills in physics 1.1 Practical skills assessed in a written examination 1. Practical skills assessed in the practical endorsement Module Foundations of physics.1 Physical quantities and units. Making measurements and analysing data.3 Nature of quantities Module 3 Forces and motion 3.1 Motion 3. Forces in action 3.3 Work, energy and power 3.4 Materials 3. Momentum Module 4 Electrons, waves and photons 4.1 Charge and current 4. Energy, power and resistance 4.3 Electrical circuits 4.4 Waves 4. Quantum physics
Assessment in Physics Both externally assessed components (1 and ) contain some synoptic assessment. Both components additionally contain some extended response questions; in component some of these are marked using Level of Response mark schemes. Breadth in Physics (Component 1) This component is worth 7 marks, is split into two sections and assesses content from all teaching modules, 1 to 4. Learners answer all questions. Section A contains multiple choice questions and this section of the paper is worth marks. Section B includes short answer question styles (including structured questions, problem solving, calculations, practical) and some extended response questions. This section of the paper is worth marks. Depth in Physics (Component ) This component assesses content from across all teaching modules, 1 to 4, and learners again answer all questions. This component is worth 7 marks. Question styles include short answer (structured questions, problem solving, calculations, and practical) and extended response questions, including those marked using Level of Response mark schemes. Learners are expected to demonstrate their ability to: A1 A A3 Assessment Objective Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures Apply knowledge and understanding of scientific ideas, processes, techniques and procedures: in a theoretical context in a practical context when handling qualitative data when handling quantitative data. Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to issues, to: make judgements and reach conclusions develop and refine practical design and procedures.
AO weightings in Year 1 of Physics A Component % of AS level in Physics A (H16) A1 A A3 Breadth in Physics (H16/1) -4 19-1 7-9 Depth in Physics (H16/) 13-16 1-4 13-14 Total 3-4 4-4 -3 In addition to this all learners will start to gather evidence to support the practical endorsement in Physics for the A level exam (Component 4) Performance in this component is reported separately to the performance in the A level as measured through externally assessed components 1 to 3. This non-exam assessment component rewards the development of practical competency for physics and is teacher assessed. Learners complete a minimum of 1 assessed practical activities covering the technical skills (together with the use of apparatus and practical techniques). Learners may work in groups but must be able to demonstrate and record independent evidence of their competency. A pass is rewarded when the learner consistently and routinely exhibits the competencies. Assessment availability There will be one examination series available each year in May/June to all learners. All examined components must be taken in the same examination series at the end of the course.
Welcome! Please fill in this quick information sheet to tell us about you Name: In order of workload (from highest to lowest), what subjects are you studying this year? Why did you choose this subject this year? What are your plans for after school? What would you like to do? What are your hopes, your aims, your goals? What is the most important question you want us (as teachers) to answer? Please confirm you have downloaded and read through the specification for this subject. Yes What s the most amazing science fact in the universe? (Link it to the subject!)
Skills 1 Definitions Define the following words: Independent variable Dependent variable Control variable Continuous variable Discrete variable Ordered variable Categoric variable Accuracy Precision Reliability Calibration Random error Systematic error Zero error Mean value Anomalous results Line of best fit Gradient Y-Intercept How do you improve the precision of a reading? How do could you improve the reliability of your results? If a weighing scale read g when nothing was placed on it how would you describe it? If you used this to find the masses of different samples of metal what type of error would it produce? How do you calculate a mean value of 4 readings? If all your readings are to significant figures how many sig fig can your mean value be? Why? Which type of variable would the following be classed as: Height in cm? Gender? Dress size? Attractiveness? Distance in m? Brightness? Volume of CO produced in m 3? Temperature in Fahrenheit? Favourite chocolate bar? Current in Amps? Smelliness? Age in days? ph? Pressure in Pa? Loudness? T-Shirt size? If T represents the true value which of the graphs below represents: A. Precise and accurate? B. Precise but not accurate? C. Accurate but not precise? D. Neither accurate nor precise?
Skills Prefixes In Physics we have to deal with quantities from the very large to the very small. A prefix is something that goes in front of a unit and acts as a multiplier. This sheet will give you practice at converting figures between prefixes. Symbol Name What it means How to convert P peta 1 1 1 x1 T tera 1 1 1 1 x1 G giga 1 9 1 1 x1 M mega 1 6 1 1 x1 k kilo 1 3 1 1 x1 1 1 x1 m milli 1-3.1 1 x1 μ micro 1-6.1 1 x1 n nano 1-9.1 1 x1 p pico 1-1.1 1 x1 f femto 1-1.1 1 Convert the figures into the prefixes required. s ms μs ns ps 134.6 96.1.773 m km mm Mm Gm 1873.9 7.3 kg Mg mg g Gg 94.76.76 83.46 A ma μa na ka.678 3.6.9
Skills 3 Significant Figures For each value state how many significant figures it is stated to. Value Sig Figs Value Sig Figs Value Sig Figs Value Sig Figs 166 18.4.7. 8.4.483 x 1 4 6934.8. 7.483.63.136 31 96.491 9.81 x 1 4.34 3.1 x 1 6717 4.1 3.1 x 1 1.711.91 Add the values below then write the answer to the appropriate number of significant figures Value 1 Value Value 3 Total Value Total to correct sig figs 1.4 1.67 3.3 7146 3.4 1.8.8 18.7.81 1.4693 1.18 1.6 9.7.6 3.14 73976 617.8 8.1. 16 13.33 4.13 38 1.8..114 49388 13 Multiply the values below then write the answer to the appropriate number of significant figures Value 1 Value Total Value Total to correct sig figs.91 1.3 8.764 7.63.6 31.7 937 4.1.7 634.3 Divide value1 by value then write the answer to the appropriate number of significant figures Value 1 Value Total Value Total to correct sig figs.3 748 3781 6.434 91 x 1 18.6 x 1-3 3.14 8.314
Skills 4 Points Plotting You are going to practice plotting points on a graph. x axis y axis x axis y axis x axis y axis.44.44.34 1.7.67.1.7 1.39.49 1.99.8 1.64.39.13.6..6..6 1.3.31.49.9 1.9.37 1...36.4 1.47..6.61.3.3 1.7.4 1.84.64 1.83.4 1.71.48 1.7..1.67 1.4.6.4. 1.8 1.6 1.4 1...3.4..6.7
Skills Lines of Best Fit Draw a line of best fit for each of the graphs. 4 1 3 1 1 1 3 4 1 3 4 4 3 1 1 1 1 3 4 1 3 4 6 4 3 4 3 1 1 1 3 4 1 3 4
Skills 6 Gradients Calculate the gradients of the graphs below. Can you work out the equation for the line? 3 3 1 1 1 3 4 - -4-6 -8-1 -1-14 -16-18 - 1 1 1 11 1 9 8 7 6 4 3 4 6 8 1 1 4 3..14 3.1..1 1..8 1..4.6.8.6 17 19 1 3
Skills 7 Interpreting Graphs Explain the relationship between the two variables shown in the graphs below. Describe the general trend/relationship. Identify sections of highest/lowest gradient Quote any significant numerical values. Calculate any gradients you can. Height (cm) 1 1 1 1 Diameter of Parachute Needed (m) 4 3. 3. 1. 1. 4 6 Age (years) Mass of Load (kg) Temperature (C) 14 1 1 8 6 4-4 6 8 Time (minutes) Relative Strength of Gravity 1 8 6 4 1 1. 1. 1.7...7 3 Distance from the Surface of the Earth (Radii of the Earth) Bacteria Growth from Test Spot (cm) 1 1 C B A 1 1 Rate of Enzyme Activity 1 8 6 4 4 6 8 1 Time Incubated (days) Temperature (C) Distance from Start (m) 6 4 3 1 Velocity (m/s) 4 3 1 1 1 1 1 Time (s) Time (s)
That is the end of the transition work. Phew! Please email: science@stpeters.cambs.sch.uk if you have any queries and I ll pass them on to the relevant teacher. Thank you, Mr Powell Head of Science