Cambridge Secondary 2

Learner Guide

Cambridge IGCSE (91)

Physics 0972
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Contents

How to use this guide 4

1: How will you be tested? 5
About the papers 5
2: Exam advice 8
General advice 8
Paper 1 and Paper 2 advice 8
Paper 3 and Paper 4 advice 8
Paper 5 and Paper 6 advice 9
3: What will be tested? 10
4: What you need to know 11
How to use the table 11
5: Mathematical skills 42
6: Appendices 44
Symbols, units and definitions of physical quantities 44
Command words and phrases 46
Learner Guide

How to use this guide

This Learner Guide can be used to help you to plan your revision programme for the theory exams and will
explain what were looking for in the answers you write. It can also be used to help you revise by using the
revision checklist in section 4. You can check what you know, which topic areas you have covered and the
topics you need to spend more time on.

The guide contains the following sections:

1: How will you be tested?

This section will give you information about the different types of theory and practical exam papers that are
available.

2: Exam advice
This section gives you advice to help you do as well as you can. Some of the ideas are general advice and
some are based on the common mistakes that candidates make in exams.

3: What will be tested?

This section describes the areas of knowledge, understanding and skills that you will be tested on.

4: What you need to know

This shows the syllabus content in a simple way so that you can check:
the topics you need to know about
how the Extended syllabus (Supplement) differs from the Core syllabus
details about each topic in the syllabus
how much of the syllabus you have covered

5: Mathematical skills

6: Appendices
This section covers the other things you need to know, including:
information about terminology, units and symbols, and the presentation of data
the importance of the command words the examiners use in the exam papers

Not all the information will be relevant to you. For example, you will need to select what you need to know in
Sections 1 and 3, by finding out from your teacher which exam papers youre taking.

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1: How will you be tested?

About the papers

You will be entered for three exam papers, two theory papers and one practical paper.

You will need to ask your teacher which practical paper youre taking. Nearer the time of the exam, you will
also need to ask which theory papers youre being entered for:
If your teacher thinks that you should enter for the exam based on the Core syllabus, you will take
Paper 1 (theory), Paper 3 (theory) and one of the practical Papers (5 or 6).
If your teacher thinks that you should enter for the exam based on the Extended syllabus, you will
take Paper 1 (theory), Paper 4 (theory) and one of the practical Papers (5 or 6).

Whether you take the Core or Extended papers will depend on the progress your teacher thinks you have
made and which option most suits your particular strengths. You should discuss this with your teacher.

About the theory papers

The table gives you information about the theory papers.

Paper How long and how Whats in the paper? Whats the % of
many marks? the total marks?

Paper 1 45 minutes 40 multiple-choice questions. You 30% (you do either

(Core) choose one answer you consider Paper 1 or Paper 2)
correct from a choice of four possible
answers. The paper tests the Core
syllabus.

Paper 2 45 minutes 40 multiple-choice questions. You 30% (you do either

(Extended) choose one answer you consider Paper 1 or Paper 2)
correct from a choice of four possible
answers. The paper tests the Extended
syllabus (Core plus Supplement topics).

Paper 3 1 hour 15 minutes Short-answer questions and structured 50% (you do either
(Core) questions. You should write your Paper 3 or Paper 4)
answers in the spaces provided. The
paper tests the Extended syllabus
(Core plus Supplement topics).

Short-answer questions and structured

1 hour 15 minutes questions. Questions will be based on
Paper 4 50% (you do either
the Extended syllabus content (Core
(Extended) Paper 3 or Paper 4)
and Supplement).

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Learner Guide

About the practical papers

Twenty per cent of the marks for Cambridge IGCSE Physics are for practical work. Practical work is not
based on specific syllabus content. You will need to practise the experimental skills listed in the syllabus, and
any other information you need will be given in the questions.

You will do one of the practical papers shown in the table. Your teacher will tell you which practical paper
you will do.

Paper How long Whats in the test/paper?

and what
its marked
out of?

Paper 5 1 hour 15 You do a practical exam, which is supervised by a teacher.

Practical Test minutes There are usually two questions testing five skill areas.

Paper 6 1 hour You answer a written paper about practical work. There are
Alternative to usually two or three questions, which test the same skill areas
Practical as Paper 5.

Here is some more detail about each of the practical papers. If youre unsure of anything, ask your teacher.

Experimental skills tested in Paper 5: Practical Test and Paper 6: Alternative to Practical
You may be asked questions on the following experimental contexts:
measurement of physical quantities such as length or volume or force
cooling and heating
springs and balances
timing motion or oscillations
electric circuits
optics equipment such as mirrors, prisms and lenses
procedures using simple apparatus, in situations where the method may not be familiar to you. You
may be required to do the following:
o use, or describe the use of, common techniques, apparatus and materials, for example ray-
tracing equipment or the connection of electric circuits
o select the most appropriate apparatus or method for a task and justify the choice made
o draw, complete or label diagrams of apparatus
explain the manipulation of the apparatus to obtain observations or measurements, for example:
o when determining a derived quantity, such as the extension per unit load for a spring
o when testing/identifying the relationship between two variables, such as between the p.d.
across a wire and its length
o when comparing physical quantities, such as two masses using a balancing method
make estimates or describe outcomes which demonstrate their familiarity with an experiment,
procedure or technique
take readings from an appropriate measuring device or from an image of the device (for example
thermometer, rule, protractor, measuring cylinder, ammeter, stopwatch), including:
o reading analogue and digital scales with accuracy and appropriate precision
o interpolating between scale divisions when appropriate
o correcting for zero errors, where appropriate
plan to take a sufficient number and range of measurements, repeating where appropriate to obtain
an average value
describe or explain precautions taken in carrying out a procedure to ensure safety or the accuracy of
observations and data, including the control of variables
identify key variables and describe how, or explain why, certain variables should be controlled
record observations systematically, for example in a table, using appropriate units and to a consistent
and appropriate degree of precision
process data, using a calculator where necessary

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present and analyse data graphically, including the use of best-fit lines where appropriate,
interpolation and extrapolation, and the determination of a gradient, intercept or intersection
draw an appropriate conclusion, justifying it by reference to the data and using an appropriate
explanation
comment critically on a procedure or point of practical detail and suggest an appropriate
improvement
evaluate the quality of data, identifying and dealing appropriately with any anomalous results
identify possible causes of uncertainty, in data or in a conclusion
plan an experiment or investigation including making reasoned predictions of expected results and
suggesting suitable apparatus and techniques.

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Learner Guide

2: Exam advice

This section highlights some common mistakes made by learners. They are collected under various
subheadings to help you when you revise a particular topic.

General advice

Read the questions carefully and fully.

Look for details that indicate how to answer or the depth of answer required. For example the
question Describe, in terms of the movement and energies of the water molecules, how
evaporation takes place is allocated two marks on a paper. This shows that you must make two
valid points and you must refer to movement and energy of the molecules. So wording such as
some molecules have more energy than others and these leave the surface will gain both marks.
Make sure you are confident with your calculator particularly using powers of 10.
Always show your working in calculations so that you can gain marks for your method even if you
make a mistake with the final answer.
Always include units where appropriate.
Avoid vague descriptions try to write clearly and concisely using the correct physics terms.
Use a sharp pencil for graph work, taking care to plot each point with a small, neat cross and to draw
a thin best fit line.
At the end of a calculation ask yourself is this answer sensible?
Make sure you answer the question set. You will gain no marks for merely repeating the facts given
in the question.

Paper 1 and Paper 2 advice

This is the multiple-choice test.

Work through the paper with care. Do not miss out a question for any reason you may then start
placing your answers in the wrong places.
Do not attempt to look for any pattern, or any lack of pattern in the answers. In other words, do not
worry about how many questions have been answered A, B, C or D and do not worry about the
distribution of As, Bs, Cs and Ds.

Paper 3 and Paper 4 advice

These are the papers that test your knowledge and understanding of physics theory and the ability to apply
your knowledge to situations described on the paper. The following includes some tips on how to read the
questions and advice on particular items in the syllabus that often seem to be poorly understood or applied.
(This does not mean that other parts of the syllabus require any less revision of course!).

Reading the questions

It is very easy when presented with a diagram question to look at the diagram and then try to answer
the question. You must read and understand the introductory sentences above the diagram first
before trying to answer the question. There may be a part of the question near the end which
requires you to use a piece of information that is included in the introductory sentences in your
answer.
Be careful how you answer your questions. An explanation of some physics (even if correct) that
does not answer the question set does not score marks.
If there are three marks available for a calculation, two of the three marks are for showing your
working.
If a question states accurately mark or accurately draw, we expect points (e.g. a centre of gravity)
to be carefully positioned and lines to be drawn with care using a ruler. In the case of ray diagrams it
is expected that rays drawn should pass at least within 1 mm of the relevant point (e.g. principal
focus).

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When reading the questions, decide which area of physics you are being asked about. Do not just
look at a few words as you may then misunderstand the question. For example a question that
mentions heat radiation is not about radioactivity (just because the word radiation is seen). If you are
asked for a convection current diagram do not draw a circuit just because the word current is in the
question!

Answering the questions

Here are some examples that show the type of understanding that is required to answer questions
successfully.

You must understand the turning effect of a force and that it is called the moment of the force.
You must be clear about the names given to types of energy and use them appropriately.
You should know the circuit symbols required for use in describing electrical circuits. The symbol for
a fuse is often not known and the symbols for a thermistor and a variable resistor are commonly
confused with each other.
You must know how to connect a voltmeter in parallel with the component across which you are
measuring the potential difference.
You must have a clear understanding of electromagnetic induction. For example, you must know that
when a magnet is moved in or out of a solenoid that is part of a circuit, a current will be induced. It is
the movement of the magnet in the solenoid that causes the current as its magnetic field lines cut
the coil.
You must understand the difference between mass and weight.
You must understand basic radioactivity. You should know about the characteristics of the three
types of emission (alpha, beta and gamma), half-life and safety precautions.

Paper 5 and Paper 6 advice

You will take one of these papers that test practical physics. There are some particular points that are
relevant to answering the questions here.

When plotting a graph it is important to choose the scales so that the plots occupy more than half of
the graph grid. Careless, rushed graph plotting can lose several marks. You should always use a
sharp pencil and plot small, neat, accurately placed crosses. Then draw a neat thin best-fit line.
You should understand that if y is proportional to x then the graph will be a straight line through the
origin.
Diagrams should be drawn with care using a sharp pencil.
It is important to be able to set up a circuit from a diagram, draw a circuit diagram of a circuit already
set up and also to draw a circuit diagram from a written description.
You need to know that to read the current through a component (e.g. a lamp or a resistor) and the
voltage across it, the ammeter is placed in series with the component but the voltmeter must be
connected in parallel with the component.
Column headings in tables of readings must be headed with the quantity and unit as in these
examples: I/A, or t/s, or y/m. Graph axes are labelled in the same way.
Final answers should be given to two or three significant figures.
When carrying out practical work there are usually measurements that are in some way difficult to
take in spite of taking great care. You should comment about these difficulties when asked about
precautions taken to improve accuracy.
You should understand that the control of variables is an important aspect of practical work. You
should be able to comment on the control of variables in a particular experiment.
You should understand the significance of wording such as within the limits of experimental
accuracy.
If you are asked to justify a statement that you have made it must be justified by reference to the
readings. A theoretical justification in a practical test will not gain marks.

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Learner Guide

3: What will be tested?

The examiners will take account of the following areas in your exam papers:
your knowledge (what you remember) and understanding (how you use what you know and apply it
to unfamiliar situations).
how you handle information and solve problems.
your use of experimental skills.

These areas of knowledge and skills are called assessment objectives. The theory papers (Papers 1 and 3, or
Papers 2 and 4) test mainly Assessment Objective 1 (knowledge with understanding) and Assessment
Objective 2 (handling information and problem solving). The purpose of the practical paper (Paper 5 or 6) is to
test Assessment Objective 3 (experimental skills). Your teacher will be able to give you more information
about how each of these is used in the exam papers.

The table shows you the range of skills you should try to develop:

Assessment What the skill What you need to be able to do?

Objective means?

AO1 remembering 1. use scientific ideas, facts and theories

Knowledge with facts and 2. know scientific definitions e.g. centre of mass
understanding applying these 3. know about apparatus and how it works
facts to new 4. know about S I units, quantities (e.g. mass and
situations weight) and symbols (e.g. kg and N)
5. understand the importance of science in everyday
life

AO2 Handling how you extract 1. select and organise information from graphs, tables
information and information and written text
problem solving and rearrange 2. change information from one form to another, e.g.
it in a sensible draw graphs
pattern and 3. arrange data and carry out calculations
how you carry 4. identify patterns from information given and draw
out calculations conclusions
and make 5. explain scientific relationships, e.g. use the moving
predictions (kinetic) particle theory to explain ideas about solids,
liquids and gases
6. make predictions and develop scientific ideas
7. solve problems

AO3 planning and 1. set up and use apparatus safely

Experimental carrying out 2. make observations and measurements and record
skills experiments them
and recording 3. analyse experimental results and suggest how valid
and analysing they are
information 4. plan and carry out your own experiment and
describe to what extent your plan worked and
suggest improvements

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4: What you need to know

The table describes the things you may be tested on in the exam. It is arranged in 21 topic areas. If youre
studying only the Core material (Papers 1 and 3), you will need to refer only to the column headed Core
material. If youre studying the Extended syllabus (Papers 2 and 4), you will need to refer to both the Core
and Supplement material columns. Read Section 1 if youre unsure about which material to use.

How to use the table

You can use the table throughout your course to check the topic areas you have covered. You can also use it
as a revision aid. When you think you have a good knowledge of a topic, you can tick the appropriate box in
the checklist column. The main headings in the topic areas are usually followed by the details of what you
should know.

Test yourself as follows:

cover up the details with a piece of paper
try to remember the details
when you have remembered the details correctly, put a tick in the appropriate box.

If you use a pencil to tick the boxes, you can retest yourself whenever you want by simply rubbing out the
ticks. If youre using the table to check the topics you have covered, you can put a tick in the topic column
next to the appropriate bullet point.

The column headed Comments can be used:

to add further information about the details for each bullet point
to add learning aids
to highlight areas of difficulty/things which you need to ask your teacher about.

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Learner Guide

Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

1. General physics

1.1 Length and Use and describe the use of Understand that a
time rules and measuring cylinders to micrometre screw gauge
find a length or a volume is used to measure very
Use and describe the use of small distances
clocks and devices, both
analogue and digital, for
measuring an interval of time
Obtain an average value for a
small distance and for a short
interval of time by measuring
multiples (including the period of
a pendulum)

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

1.2 Motion Define speed and calculate Distinguish between

total distance speed and velocity
speed from
time Define and calculate
Plot and interpret a speed-time acceleration using
graph or a distance-time graph change of velocity
Recognise from the shape of a time taken
speed-time graph when a body Calculate speed from the
is gradient of a distance-
o At rest time graph
Calculate acceleration
o Moving with constant speed
o Moving with changing speed from the gradient of a
speed-time graph
Calculate the area under a
speed-time graph to work out the Recognise linear motion
distance travelled for motion with for which the
constant acceleration acceleration is constant
Demonstrate understanding that Recognise motion for
acceleration and deceleration which the acceleration is
are related to changing speed not constant
including qualitative analysis of Understand deceleration
the gradient of a speed-time as a negative
graph acceleration
State that the acceleration of Describe qualitatively the
free fall for a body near to the motion of bodies falling
Earth is constant in a uniform gravitational
field with and without air
resistance (including
reference to terminal

velocity)

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Learner Guide

Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

1.3 Mass and Show familiarity with the idea of Demonstrate an

weight the mass of a body understanding that mass
State that weight is a is a property that resists
gravitational force change in motion
Distinguish between mass and Describe, and use the
weight concept of, weight as
Recall and use the equation the effect of a
W = mg gravitational field on a
Demonstrate understanding that mass
weights (and hence masses)
may be compared using a
balance
Recall and use the equation

1.4 Density =

Describe an experiment to
determine the density of a liquid
and of a regularly shaped solid
and make the necessary
calculation
Describe the determination of
the density of an irregularly
shaped solid by the method of
displacement
Predict whether an object will
float based on density data

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

1.5 Forces Recognise that a force may State Hookes Law and
produce a change in size and recall and use the
shape of a body expression F = k x,
1.5.1 Effects
Plot and interpret extension-load where k is the spring
of forces graphs and describe the constant
associated experimental Recognise the
procedure significance of the limit
Describe the ways in which a of proportionality for an
force may change the motion of extension-load graph
a body Recall and use the
Find the resultant of two or more relation between force,
forces acting along the same line mass and acceleration
Recognise that if there is no

(including the direction),
resultant force on a body it either F = ma
remains at rest or continues at Describe qualitatively
constant speed in a straight line motion in a circular path
Understand friction as the force due to a perpendicular
between two surfaces which force (F = mv 2/r is not
impedes motion and results in required)
heating
Recognise air resistance as a
form of friction

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

1.5.2 Turning effect Describe the moment of a force Apply the principle of
as a measure of its turning effect moments to different
and give everyday examples situations
Understand that increasing force
or distance from the pivot
increases the moment of a force
Calculate moment using the
product force perpendicular
distance from the pivot
Apply the principle of moments
to the balancing of a beam about

a pivot
1.5.3 Conditions Recognise that, when there is no Perform and describe an
for equilibrium resultant force and no resultant experiment (involving
turning effect, a system is in vertical forces) to show
equilibrium that there is no net
moment on a body in
equilibrium

1.5.4 Centre of Perform and describe an

mass experiment to determine the
position of the centre of mass of
a plane lamina
Describe qualitatively the effect
of the position of the centre of
mass on the stability of simple

objects

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

Understand that vectors

1.5.5 Scalars and have a magnitude and
vectors direction
Demonstrate an
understanding of the
difference between
scalars and vectors and
give common examples
Determine graphically
the resultant of two
vectors
1.6 Momentum Understand the
concepts of momentum
and impulse
Recall and use the
equation momentum =
mass velocity, p = mv
Recall and use the
equation for impulse Ft =
mv mu
Apply the principle of the
conservation of
momentum to solve
simple problems in one
dimension

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

1.7 Energy, work Identify changes in kinetic, Recall and use the
and power gravitational potential, chemical, expressions kinetic
elastic (strain), nuclear and energy = mv 2 and
1.7.1 Energy internal energy that have change in gravitational
occurred as a result of an event potential energy = mgh

or process Apply the principle of
Recognise that energy is conservation of energy
transferred during events and to examples involving
processes, including examples of multiple stages
transfer by forces (mechanical Explain that in any event
or process the energy
working), by electrical currents
tends to become more
(electrical working), by heating spread out among the
and by waves objects and surroundings
Apply the principle of (dissipated)
conservation of energy to simple
examples

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

1.7.2 Energy Describe how electricity or other Understand that the Sun
resources useful forms of energy may be is the source of energy
obtained from: for all our energy
o chemical energy stored in resources except
fuel geothermal, nuclear and
o water, including the energy tidal
stored in waves, in tides, Show an understanding
o and in water behind that energy is released
hydroelectric dams by nuclear fusion in the
o geothermal resources Sun
o nuclear fission Recall and use the
o heat and light from the Sun equation: efficiency =
(solar cells and panels)
useful energy output
100
o wind energy input
Give advantages and efficiency =
useful power output
disadvantages of each method in 100
power input
terms of renewability, cost,
reliability, scale and
environmental impact
Show a qualitative understanding
of efficiency

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

1.7.3 Work Demonstrate understanding that Recall and use

work done = energy transferred W = Fd = E
Relate (without calculation) work
done to the magnitude of a force
and the distance moved in the
direction of the force

1.7.4 Power Relate (without calculation) Recall and use the

power to work done and time equation P = E / t in
taken, using appropriate simple systems
examples
1.8 Pressure Recall and use the equation p = Recall and use the
F/A equation p = hg
Relate pressure to force and
area, using appropriate examples
Describe the simple mercury
barometer and its use in
measuring atmospheric pressure
Relate (without calculation) the
pressure beneath a liquid surface
to depth and to density, using
appropriate examples
Use and describe the use of a
manometer

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

2 Thermal physics
2.1 Simple kinetic
molecular model of State the distinguishing
matter properties of solids, liquids and
gases
2.1.1 States of
matter

2.1.2 Molecular Describe qualitatively the Relate the properties of

mode molecular structure of solids, solids, liquids and gases
liquids and gases in terms of the to the forces and
arrangement, separation and distances between
motion of the molecules
molecules and to the
Interpret the temperature of a motion of the molecules
gas in terms of the motion of its Explain pressure in
molecules terms of the change of
Describe qualitatively the momentum of the
pressure of a gas in terms of the particles striking the
motion of its molecules walls creating a force
Show an understanding of the Show an appreciation
random motion of particles in a that massive particles
suspension as evidence for the may be moved by light,
kinetic molecular model of matter fast-moving molecules
Describe this motion (sometimes
known as Brownian motion) in
terms of random molecular
bombardment

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

2.1.3 Evaporation
Describe evaporation in terms of Demonstrate an
the escape of more-energetic understanding of how
temperature, surface
molecules from the surface of a
liquid area and draught over a
Relate evaporation to the surface influence
consequent cooling of the liquid evaporation
Explain the cooling of a
body in contact with an
evaporating liquid

2.1.4 Pressure
changes Describe qualitatively, in terms of Recall and use the
molecules, the effect on the equation pV = constant
pressure of a gas of:
for a fixed mass of gas
o a change of temperature at at constant temperature
constant volume
o a change of volume at
constant temperature

2.2 Thermal Describe qualitatively the thermal Explain, in terms of the

properties and expansion of solids, liquids, and motion and arrangement
temperature gases at constant pressure of molecules, the relative
Identify and explain some of the order of the magnitude
2.2.1 Thermal everyday applications and of the expansion of
expansion of consequences of thermal solids, liquids and gases
solids, liquids and expansion
gases

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

2.2.2
Measurement of Appreciate how a physical Demonstrate
temperature property that varies with understanding of
temperature may be used for the sensitivity, range and
measurement of temperature, linearity
and state examples of such Describe the structure of
properties a thermocouple and
Recognise the need for and show understanding of
identify fixed points its use as a thermometer
Describe and explain the for measuring high
structure and action of liquid-in- temperatures and those
glass thermometers that vary rapidly
Describe and explain
how the structure of a
liquid-in-glass
thermometer relates to
its sensitivity, range and
linearity

2.2.3 Thermal Relate a rise in the temperature Give a simple molecular

capacity (heat of a body to an increase in its account of an increase in
capacity) internal energy
internal energy
Show an understanding of what Recall and use the
is meant by the thermal capacity
equation thermal
of a body capacity = mc
Define specific heat
capacity
Describe an experiment
to measure the specific
heat capacity of a
substance
Recall and use the
equation change in
energy = mcT

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

2.2.4 Melting and

boiling Describe melting and boiling in Distinguish between
terms of energy input without a boiling and evaporation
change in temperature
Use the terms latent heat
State the meaning of melting of vaporisation and latent
point and boiling point heat of fusion and give a
Describe condensation and molecular interpretation
solidification in terms of of latent heat
molecules Define specific latent
heat
Describe an experiment
to measure specific latent
heats for steam and for
ice
Recall and use the
equation energy = ml
2.3 Thermal Describe experiments to Give a simple molecular
processes demonstrate the properties of account of conduction in
good and bad thermal solids including lattice
2.3.1 Conduction conductors vibration and transfer by
electrons
2.3.2 Convection Recognise convection as an
important method of thermal
transfer in fluids
Relate convection in fluids to
density changes and describe
experiments to illustrate
convection

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

2.3.3 Radiation Identify infra-red radiation as Describe experiments to

part of the electromagnetic show the properties of
spectrum good and bad emitters
Recognise that thermal energy and good and bad
transfer by radiation does not absorbers of infra-red
require a medium radiation
Describe the effect of surface Show understanding that
colour (black or white) and the amount of radiation
texture (dull or shiny) on the emitted also depends on

emission, absorption and the surface temperature
reflection of radiation and surface area of a
body

2.3.4 Identify and explain some of the
Consequences of everyday applications and
energy transfer consequences of conduction,
convection and radiation

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Learner Guide

Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

3. Properties of waves, including light and sound

3.1 General wave Recall and use the
properties Demonstrate understanding that
equation v = f
waves transfer energy without
Describe how
transferring matter
wavelength and gap size
Describe what is meant by wave
affects diffraction
motion as illustrated by vibration
through a gap
in ropes and springs and by
Describe how
experiments using water waves
wavelength affects
Use the term wavefront
diffraction at an edge
Give the meaning of speed,
frequency, wavelength and
amplitude
Distinguish between transverse
and longitudinal waves and give
suitable examples

Describe how waves can
undergo:
o reflection at a plane surface
o refraction due to a change of
speed
o diffraction through a narrow
gap
Describe the use of water waves
to demonstrate reflection,
refraction and diffraction

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Recall that the image in a

3.2 Light Describe the formation of an
plane mirror is virtual
optical image by a plane mirror,
Perform simple
3.2.1 and give its characteristics
constructions,
Reflection of Recall and use the law angle of
measurements and
incidence = angle of reflection
light calculations for reflection
by plane mirrors

3.2.2 Refraction of Describe an experimental Recall and use the

light demonstration of the refraction definition of refractive
of light index n in terms of speed
Use the terminology for the
angle of incidence i and angle of Recall and use the
sin
refraction r and describe the equation =
sin
passage of light through parallel- 1
Recall and use =
sided transparent material sin
Give the meaning of critical angle
Describe internal and total Describe and explain the
internal reflection action of optical fibres
particularly in medicine
and communications
technology

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

3.2.3 Thin
converging lens Describe the action of a thin Draw and use ray
converging lens on a beam of diagrams for the
light formation of a virtual
Use the terms principal focus image by a single lens
and focal length Use and describe the
Draw ray diagrams for the use of a single lens as a
magnifying glass

formation of a real image by a
single lens Show understanding of
Describe the nature of an image the terms real image and
using the terms enlarged/same virtual image
size/ diminished and upright/
inverted
3.2.4 Dispersion of Give a qualitative account of the Recall that light of a
light dispersion of light as shown by single frequency is
the action on light of a glass described as
prism including the seven monochromatic
colours of the spectrum in their
correct order

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Topic Core material Supplement material

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State that the speed of

3.3 Describe the main features of the
electromagnetic waves
Electromagn electromagnetic spectrum in
in a vacuum is 3.0 10 8
etic spectrum order of wavelength
m / s and is
State that all e.m. waves travel
approximately the same
with the same high speed in a in air
vacuum
Describe typical properties and
uses of radiations in all the
different regions of the
electromagnetic spectrum
including:
o radio and television
communications (radio
waves)
o satellite television and
telephones (microwaves)
o electrical appliances, remote
controllers for televisions and
intruder alarms (infra- red)
o medicine and security (X-
rays)
Demonstrate an awareness of
safety issues regarding the use
of microwaves and X-rays

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

3.4 Sound Describe the production of sound Describe compression

by vibrating sources and rarefaction
Describe the longitudinal nature State typical values of
of sound waves the speed of sound in
State that the approximate range gases, liquids and solids
of audible frequencies for a
healthy human ear is 20 Hz to
20 000 Hz
Show an understanding of the
term ultrasound
Show an understanding that a
medium is needed to transmit
sound waves
Describe an experiment to
determine the speed of sound in
air
Relate the loudness and pitch of
sound waves to amplitude and
frequency
Describe how the reflection of
sound may produce an echo

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Topic Core material Supplement material

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4 Electricity and magnetism

4.1 Simple Describe the forces between
phenomena of Explain that magnetic
magnets, and between magnets
magnetism forces are due to
and magnetic materials
interactions between
Give an account of induced magnetic fields
magnetism
Describe methods of
Distinguish between magnetic
demagnetisation, to
and non- magnetic materials
include hammering,
Describe methods of heating and use of a.c. in
magnetisation, to include a coil
stroking with a magnet, use of
d.c. in a coil and hammering in a
magnetic field
Draw the pattern of magnetic
field lines around a bar magnet
Describe an experiment to
identify the pattern of magnetic
field lines, including the direction
Distinguish between the
magnetic properties of soft iron
and steel
Distinguish between the design
and use of permanent magnets
and electromagnets

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

4.2 Electrical State that there are positive and State that charge is
qualities negative charges
measured in coulombs
State that unlike charges attract State that the direction
4.2.1 Electric and that like charges repel of an electric field at a
charge Describe simple experiments to point is the direction of
show the production and the force on a positive
detection of electrostatic charges charge at that point
State that charging a body Describe an electric field
involves the addition or removal as a region in which an

of electrons electric charge
Distinguish between electrical experiences a force
conductors and insulators and Describe simple field
give typical examples patterns, including the
field around a point
charge, the field around
a charged conducting
sphere and the field
between two parallel
plates (not including end
effects)
Give an account of
charging by induction
Recall and use a simple
electron model to
distinguish between
conductors and
insulators

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4.2.2 Current State that current is related to Show understanding that

the flow of charge a current is a rate of flow
Use and describe the use of an of charge and recall and
ammeter, both analogue and use the equation I = Q / t
digital Distinguish between the
State that current in metals is direction of flow of
due to a flow of electrons electrons and
conventional current

4.2.3 Electromotive State that the e.m.f. of an Show understanding that

force electrical source of energy is
e.m.f. is defined in terms
measured in volts of energy supplied by a
source in driving charge
round a complete circuit
4.2.4 Potential State that the potential difference Recall that 1 V is
difference (p.d.) across a circuit component equivalent to 1 J / C
is measured in volts
Use and describe the use of a
voltmeter, both analogue and
digital

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

4.2.5 Resistance
Sketch and explain the
State that resistance = p.d. /
current-voltage
current and understand
characteristic of an ohmic
qualitatively how changes in p.d.
resistor and a filament
or resistance affect current
lamp
Recall and use the equation
R = V/I Recall and use
quantitatively the
Describe an experiment to proportionality between
determine resistance using a
resistance and length, and
voltmeter and an ammeter
the inverse proportionality
Relate (without calculation) the
between resistance and
resistance of a wire to its length
cross- sectional area of a
and to its diameter
wire
4.2.6 Electrical
Understand that electric circuits
Recall and use the
transfer energy from the battery
working equations P = IV and E =
or power source to the circuit
components then into the IVt
surroundings

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Topic Core material Supplement material

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4.3 Electric circuits

Draw and interpret circuit Draw and interpret circuit
diagrams containing sources, diagrams containing
4.3.1 Circuit switches, resistors (fixed and diodes
diagrams
variable), heaters, thermistors,
light-dependent resistors, lamps,
ammeters, voltmeters,
galvanometers, magnetising
coils, transformers, bells, fuses
and relays

4.3.2 Series and Understand that the current at Calculate the combined
parallel circuits every point in a series circuit is e.m.f. of several sources
the same in series
Give the combined resistance of Recall and use the fact
two or more resistors in series that the sum of the p.d.s
State that, for a parallel circuit, across the components
the current from the source is in a series circuit is
larger than the current in each equal to the total p.d.
branch across the supply
State that the combined Recall and use the fact
resistance of two resistors in that the current from the
parallel is less than that of either source is the sum of the
resistor by itself currents in the separate
State the advantages of branches of a parallel
connecting lamps in parallel in a circuit
lighting circuit Calculate the effective
resistance of two

resistors in parallel

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

4.3.3 Action and

use of circuit Describe the action of a variable Describe the action of a
potential divider (potentiometer) diode and show
components
Describe the action of understanding of its use
thermistors and light- dependent as a rectifier
resistors and show Recognise and show
understanding of their use as understanding of circuits
input transducers operating as light-
Describe the action of a relay sensitive switches and
and show temperature-operated
understanding of its use in alarms (to include the
switching circuits use of a relay)

4.4 Digital Explain and use the
electronics terms analogue and
digital in terms of
continuous variation and
high/low states
Describe the action of
NOT, AND, OR, NAND
and NOR gates
Recall and use the
symbols for logic gates
Design and understand
simple digital circuits
combining several logic
gates
Use truth tables to
describe the action of
individual gates and
simple combinations of
gates

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Topic Core material Supplement material

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4.5 Dangers of State the hazards of:

electricity o damaged insulation
o overheating of cables
o damp conditions
State that a fuse protects a
circuit
Explain the use of fuses and
circuit breakers and choose
appropriate fuse ratings and
circuit- breaker settings
Explain the benefits of earthing
t l
4.6 Electromagnetic Show understanding that a Show understanding that
effects conductor moving across a the direction of an
magnetic field or a changing induced e.m.f. opposes
4.6.1 Electromagnetic
magnetic field linking with a the change causing it
induction
conductor can induce an e.m.f. in State and use the relative
the conductor directions of force, field
Describe an experiment to and induced current
demonstrate electromagnetic
induction
State the factors affecting the
magnitude of an induced e.m.f.

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

4.6.2 a.c. Distinguish between direct

generator Describe and explain a
current (d.c.) and alternating
rotating-coil generator and
current (a.c.)
the use of slip rings
Sketch a graph of voltage
output against time for a
simple a.c. generator
Relate the position of the
generator coil to the
peaks and zeros of the

voltage output
4.6.3 Transformer
Describe the construction of a Describe the principle of
basic transformer with a soft- iron operation of a transformer
core, as used for voltage Recall and use the
transformations equation Ip Vp = Is Vs (for
Recall and use the equation 100% efficiency)
(Vp / Vs) = (Np / Ns) Explain why power losses
Understand the terms step-up in cables are lower when
and step-down the voltage is high

Describe the use of the
transformer in high- voltage

transmission of electricity
Give the advantages of high-
voltage transmission

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Topic Core material Supplement material

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4.6.4 The magnetic

effect of a current Describe the pattern of the State the qualitative
variation of the strength
magnetic field (including
of the magnetic field over
direction) due to currents in salient parts of the
straight wires and in solenoids pattern
Describe applications of the State that the direction of
magnetic effect of current, a magnetic field line at a
including the action of a relay

point is the direction of
the force on the N pole of
a magnet at that point
Describe the effect on the
magnetic field of
changing the magnitude
and direction of the
current

4.6.5 Force on a Describe an experiment to show State and use the relative
current-carrying that a force acts on a current- directions of force, field
conductor carrying conductor in a magnetic and current
field, including the effect of Describe an experiment
reversing: to show the
o the current corresponding force on
o the direction of the field beams of charged
particles
4.6.6 d.c. motor
State that a current- carrying coil Relate this turning effect
in a magnetic field experiences a to the action of an electric

turning effect and that the effect motor including the action
is increased by: of a split-ring commutator
o increasing the number of turns
on the coil
o increasing the current
o increasing the strength of the
magnetic field

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Topic Core material Supplement material

You should be able to: Checklist Comments You should be able to: Checklist Comments

5. Atomic physics

5.1 The nuclear atom Describe how the

Describe the structure of an atom
scattering of a-particles
in terms of a positive nucleus and
5.1.1 Atomic model by thin metal foils
negative electrons
provides evidence for the
nuclear atom

5.1.2 Nucleus Describe the composition of the State the meaning of

nucleus in terms of protons and nuclear fission and
neutrons nuclear fusion
State the charges of protons and Balance equations
neutrons involving nuclide notation
Use the term proton number Z
Use the term nucleon number A
Use the term nuclide and use the
nuclide notation
AX
Z

Use and explain the term isotope

5.2 Radioactivity Demonstrate understanding of
background radiation
5.2.1 Detection of Describe the detection of -
radioactivity
particles, -particles and -rays
( + are not included: -particles
will be taken to refer to )

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Topic Core material Supplement material

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5.2.2 Characteristics Discuss the random nature of Describe their deflection

of the three kinds of radioactive emission in electric fields and in
emission Identify , and -emissions by magnetic fields
recalling Interpret their relative
o their nature ionising effects
o their relative ionising effects Give and explain
o their relative penetrating examples of practical
abilities applications of , and
(+ are not included, particles -emissions

will be taken to refer to )

5.2.3 Radioactive State the meaning of radioactive Use equations involving

decay decay nuclide notation to

State that during - or -decay the represent changes in the
nucleus changes to that of a composition of the
different element nucleus when particles
are emitted
5.2.4 Half-life Use the term half-life in simple Calculate half-life from
calculations, which might involve data or decay curves
information in tables or decay from which background
curves radiation has not been
subtracted
5.2.5 Safety Recall the effects of ionising
precautions radiations on living things
Describe how radioactive

materials are handled, used and
stored in a safe way

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5: Mathematical skills

This is a checklist of the mathematical skills you need for your Biology exam. You should tick each box in the
checklist when you know that you have learned the skill. Ask your teacher to explain any skill youre unsure about.
The Comments column is for extra notes and examples.

You can use a calculator for all the exam papers. If your calculator is one that can be programmed, you should make
sure that any information in it is removed before the exam.

You should be able to: Checklist Comments

Add, subtract, multiply and divide

use averages
use decimals

use fractions
use percentages
use ratios
use reciprocals

recognise standard notation (notation is

putting symbols for numbers e.g. x = 2, y =
5, atomic mass, Z = 12)
use standard notation

understand significant figures and use them

appropriately

use direct proportion (stepwise increases) You should know that if you plot a
graph of y against x, then a straight
use inverse proportion (inverse means turned line through the origin shows that y
upside down)
is directly proportional to x.
The inverse of 4 is (= 0.25).

Use positive, whole number indices in

algebraic expressions

draw charts You will be given the data.

draw graphs with line of best fit

interpret bar graphs

interpret pie charts
interpret line graphs

determine the gradient and intercept of a

graph
select suitable scales and axes for graphs
make approximate evaluations of numerical
expressions

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recall and use equations for:

the area of a rectangle

the area of a triangle
the area of a circle
the volume of a rectangular block
the volume of a cylinder

use a ruler, compasses, protractor and set

square

understand the meaning of:

angle
curve
circle
radius
diameter
square

circumference

rectangle

parallelogram

diagonal

solve equations of the form x = y + z and

x = yz for any one term when the other two are
known

Recognise and use clockwise and

anticlockwise directors
Recognise and use points of the compass (N,
S, E, W)
Use sines and inverse sines (Extended
syllabus only)

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6: Appendices

Symbols, units and definitions of physical quantities

You should be able to state the symbols for the following physical quantities and, where indicated, state the units in
which they are measured. The list for the Extended syllabus includes both the Core and the Supplement.

You should be familiar with the following multipliers: M mega, k kilo, c centi, m milli.

Core Supplement

Quantity Usual Usual unit Quantity Usual Usual unit

symbol symbol
length l, h km, m, cm, mm

area A m2, cm2

volume V m3, cm3

weight W N

mass m, M kg, g mass m, M mg

time t h, min, s time t ms
density 3
g / cm , kg / m 3

speed u, v km / h, m / s, cm / s

acceleration a acceleration a m / s2

acceleration of g acceleration of free g m / s2

free fall fall
force F N

gravitational field g N / kg
strength
momentum p kg m / s

impulse Ns

moment of a force Nm
work done W, E J, kJ, MJ

energy E J, kJ, MJ

power P W, kW, MW
pressure p N / m2 pressure p Pa
atmospheric mm Hg
pressure

temperature , T C

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Core Supplement

Quantity Usual Usual unit Quantity Usual Usual unit

symbol symbol
thermal capacity C J / C
(heat capacity)

specific heat c J / (g C),

capacity J / (kg C)

latent heat L J

specific latent heat l J / kg, J / g

frequency f Hz, kHz

wavelength m, cm

focal length f cm

angle of incidence i degree ()

angle of reflection, r degree ()

refraction
critical angle c degree ()

refractive index n

potential V V, mV
difference/voltage
current I A, mA

e.m.f. E V

resistance R

charge Q C

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Command words and phrases

We use command words to help you to write down the answer they are looking for. This table explains what each of
these words or phrases means and will help you to understand the kind of answer you should write. The list is in
alphabetical order. You should bear in mind that the meaning of a term may vary slightly according to how the
question is worded.

Command Meaning
word/phrase
Calculate A numerical answer is needed. You should show any working, especially when there
are two or more steps in a calculation.
e.g. calculate the refractive index
Deduce This may be used in two ways:

(i) You find the answer by working out the patterns in the information given to you
and drawing logical conclusions from them. You may need to use information
from tables and graphs and do calculations
e.g. deduce what will happen to velocity of the vehicle if
(ii) You have to refer to a Law or scientific theory or give a reason for your answer
e.g. use your knowledge of the kinetic theory to deduce what will happen when
...
Define You need to state the meaning of something,
e.g. define speed
Describe You need to state the main points about something (using labelled diagrams if it helps
you).
e.g. describe a rotating-coil generator

You may also be asked to describe

observations
e.g. describe the ways in which a force may change the motion of a body
how to do particular experiments
e.g. describe an experiment to determine resistance using a voltmeter and an
ammeter
Determine You are expected to use a formula or method that you know to calculate a quantity.
e.g. determine graphically the resultant of two vectors
Discuss You have to write down points for and against an argument.
e.g. discuss the energy loss in cables
Estimate Suggest an approximate value for a quantity based on reasons and data. You may
need to make some approximations.
e.g. estimate the volume of a test tube.
Explain You have to give reasons for your answer OR refer to a particular theory.
Find This is a general term meaning several similar things such as calculate, measure,
determine, etc.
List Write down a number of separate points. Where the number of points is stated in the
question, you should not write more than this number.
e.g. list three uses of converging lenses

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Command Meaning
word/phrase
Meant See Understand
(what is meant
by the term)
Measure You are expected to find a quantity by using a measuring instrument.
e.g. length (by using a ruler), volume (by using a measuring cylinder)
Outline State the main points briefly.
e.g. outline a method of magnetising an iron bar
Predict This can be used in two ways:

(i) You find the answer by working out the patterns in the information provided and
drawing logical conclusions from this. You may need to use information from
tables and graphs and do calculations.
e.g. predict what will happen to the direction of the resultant force if .
(ii) It may also mean giving a short answer to a question stating what might happen
next.
e.g. predict what effect an increase in temperature will have on the resistance.
Sketch (i) When drawing graphs, this means that you may draw the approximate shape
and/or position of the graph BUT you need to make sure that important details,
such as the line passing through the origin or finishing at a certain point, are
drawn accurately.
(ii) When drawing apparatus or other diagrams, a simple line drawing is all that
is needed, but you must make sure that the proportions are correct and the
most important details are shown. You should always remember to label your
diagrams.
State You should give a short answer without going into any detail.
e.g. state the hazards of damaged electrical insulation BUT: state the meaning of is
different. It is more like understand.
Suggest This may be used in two ways:

(i) There may be more than one correct answer.

e.g. suggest a precaution to improve the accuracy of the experiment
(ii) You are being asked to apply your general knowledge of physics or reasoning
skills to a topic area that is not on the syllabus.
e.g. applying ideas about moments to the stability of a vehicle
Understand You should (i) define something and (ii) make a more detailed comment about it. The
(what do you amount of detail depends on the number of marks awarded.
understand by e.g. what do you understand by the term total internal reflection
the term.)

Cambridge IGCSE (91) Physics 0972 47

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