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Physics Specification
Physics Specification
LEVEL
PHYSICS
Specification
For teaching from onwards
For AS and A-level exams in 2016 onwards
Version 1.3 1 June 2017
AQA AS and A-level Physics . AS and A-level exams June 2016 onwards. Version 1.3 1 June 2017
Contents
1 Introduction 5
1.1 Why choose AQA for AS and A-level Physics 5
1.2 Support and resources to help you teach 6
2 Specification at a glance 8
3 Subject content 11
3.1 Measurements and their errors 11
3.2 Particles and radiation 12
3.3 Waves 18
3.4 Mechanics and materials 21
3.5 Electricity 27
3.6 Further mechanics and thermal physics (A-level only) 29
3.7 Fields and their consequences (A-level only) 33
3.8 Nuclear physics (A-level only) 41
3.9 Astrophysics (A-level only) 45
3.10 Medical physics (A-level only) 49
3.11 Engineering physics (A-level only) 54
3.12 Turning points in physics (A-level only) 59
3.13 Electronics (A-level only) 63
4 Scheme of assessment 69
4.1 Aims 69
4.2 Assessment objectives 70
4.3 Assessment weightings 71
5 General administration 73
5.1 Entries and codes 73
5.2 Overlaps with other qualifications 73
5.3 Awarding grades and reporting results 74
5.4 Re-sits and shelf life 74
5.5 Previous learning and prerequisites 74
5.6 Access to assessment: diversity and inclusion 74
5.7 Working with AQA for the first time 75
5.8 Private candidates 75
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6.4 Graphs 79
6.5 Geometry and trigonometry 81
7 AS practical assessment 83
7.1 Use of apparatus and techniques 83
7.2 Required practical activities 84
7.3 Practical skills to be assessed in written papers 84
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1 Introduction
1.1 Why choose AQA for AS and A-level Physics
Relevant in the classroom and the real world
We involved over a thousand teachers in developing these specifications, to ensure that the
subject content is relevant to real world experiences and is interesting to teach and learn. We’ve
also presented it in a straightforward way, giving you the freedom to teach in the way that works for
your students.
These Physics specifications are a stepping stone to future study, which is why we also consulted
universities, to ensure these specifications allow students to develop the skills that they want to
see.
This approach has led to specifications that will support you to inspire students, nurture a passion
for Physics and lay the groundwork for further study in science or engineering.
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Assessment success
We’ve tested our specimen question papers with students, making sure they’re interesting,
straightforward and clear and hold no hidden surprises. To ensure that your students are rewarded
for the physics skills and knowledge they’ve developed, our exams include:
• specified content tested in each of the first two papers at A-level to help students prepare for
their exams
• a variety of assessment styles within each paper so students can confidently engage with the
questions
• multiple choice questions are included to allow for a wide breadth of Physics from the
specifications to be tested
With us, your students will get the results they deserve, from the exam board you trust.
You can find out about all our science qualifications at aqa.org.uk/science.
Teaching resources
We have too many Physics resources to list here so visit aqa.org.uk/7408 to see them all. They
include:
• additional practice papers to help students prepare for exams
• guidance on how to plan both the AS and A-level courses with supporting schemes of work
for co-teaching
• several AQA-approved student textbooks reviewed by experienced senior examiners
• guidance on maths skills requirements with additional support via Exampro
• resources to support key topics (including the optional topics), with detailed lesson plans
written by experienced teachers
• training courses to help you deliver AQA Physics qualifications
• subject expertise courses for all teachers, from newly-qualified teachers who are just getting
started to experienced teachers looking for fresh inspiration.
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For information about results, including maintaining standards over time, grade boundaries and our
post-results services, visit aqa.org.uk/results
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2 Specification at a glance
These qualifications are linear. Linear means that students will sit all the AS exams at the end of
their AS course and all the A-level exams at the end of their A-level course.
Subject content
Core content
1 Measurements and their errors (page 11)
2 Particles and radiation (page 12)
3 Waves (page 18)
4 Mechanics and materials (page 21)
5 Electricity (page 27)
6 Further mechanics and thermal physics (A-level only) (page 29)
7 Fields and their consequences (A-level only) (page 33)
8 Nuclear physics (A-level only) (page 41)
Options
9 Astrophysics (A-level only) (page 45)
10 Medical physics (A-level only) (page 49)
11 Engineering physics (A-level only) (page 54)
12 Turning points in physics (A-level only) (page 59)
13 Electronics (A-level only) (page 63)
AS
Assessments
Paper 1
What's assessed
Sections 1 - 5
Assessed
• written exam: 1 hour 30 minutes
• 70 marks
• 50% of AS
Questions
70 marks of short and long answer questions split by topic.
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Paper 2
What's assessed
Sections 1 - 5
Assessed
• written exam: 1 hour 30 minutes
• 70 marks
• 50% of AS
Questions
Section A: 20 marks of short and long answer questions on practical skills and data analysis
Section B: 20 marks of short and long answer questions from across all areas of AS content
Section C: 30 multiple choice questions
A-level
Assessments
Paper 1
What's assessed
Sections 1 - 5 and 6.1 (Periodic motion)
Assessed
• written exam: 2 hours
• 85 marks
• 34% of A-level
Questions
60 marks of short and long answer questions and 25 multiple choice questions on content.
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Paper 2
What's assessed
Sections 6.2 (Thermal Physics), 7 and 8
Assumed knowledge from sections 1 to 6.1
Assessed
• written exam: 2 hours
• 85 marks
• 34% of A-level
Questions
60 marks of short and long answer questions and 25 multiple choice questions on content.
Paper 3
What's assessed
Section A: Compulsory section: Practical skills and data analysis
Section B: Students enter for one of sections 9, 10, 11, 12 or 13
Assessed
• written exam: 2 hours
• 80 marks
• 32% of A-level
Questions
45 marks of short and long answer questions on practical experiments and data analysis.
35 marks of short and long answer questions on optional topic.
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3 Subject content
Sections 3.1 to 3.5 are designed to be covered in the first year of the A-level and are also the AS
subject content. So you can teach AS and A-level together.
These specifications are presented in a two column format. The left hand column contains the
specification content that all students must cover, and that can be assessed in the written papers.
The right hand column exemplifies the opportunities for skills to be developed throughout the
course. As such knowledge of individual experiments on the right hand side is not assumed
knowledge for the assessment. The codes in the right hand column refer to the skills in relevant
appendices. MS refers to the Mathematical Skills, AT refers to the Apparatus and Techniques and
PS refers to the Practical Skills.
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3.1.2 Limitation of physical measurements
Content Opportunities for skills
development
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3.2.1 Particles
3.2.1.1 Constituents of the atom
Content Opportunities for skills
development
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3.2.1.3 Particles, antiparticles and photons
Content Opportunities for skills
development
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3.2.1.6 Quarks and antiquarks
Content Opportunities for skills
development
+
Change of quark character in β−and in β decay.
Application of the conservation laws for charge, baryon
number, lepton number and strangeness to particle
interactions. The necessary data will be provided in
questions for particles outside those specified.
Students should recognise that energy and momentum
are conserved in interactions.
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3.3 Waves
GCSE studies of wave phenomena are extended through a development of knowledge of the
characteristics, properties, and applications of travelling waves and stationary waves. Topics
treated include refraction, diffraction, superposition and interference.
Nature of longitudinal and transverse waves. PS 2.2, 2.4 / MS 1.2, 3.2, 3.4, 3.5 /
AT i
Examples to include: sound, electromagnetic waves, and
waves on a string. Students can investigate the factors
that determine the speed of a water
Students will be expected to know the direction of
wave.
displacement of particles/fields relative to the direction of
energy propagation and that all electromagnetic waves
travel at the same speed in a vacuum.
Polarisation as evidence for the nature of transverse
waves.
Applications of polarisers to include Polaroid material and
the alignment of aerials for transmission and reception.
Malus’s law will not be expected.
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3.3.2 Refraction, diffraction and interference
3.3.2.1 Interference
Content Opportunities for skills
development
Fringe spacing, w = λD
s
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3.3.2.2 Diffraction
Content Opportunities for skills
development
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3.4.1 Force, energy and momentum
3.4.1.1 Scalars and vectors
Content Opportunities for skills
development
3.4.1.2 Moments
Content Opportunities for skills
development
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3.4.1.4 Projectile motion
Content Opportunities for skills
development
Knowledge and application of the three laws of motion in PS 4.1 / MS 0.5, 3.2 / AT a, b, d
appropriate situations.
Students can verify Newton’s second
F = ma for situations where the mass is constant. law of motion.
MS 4.1, 4.2
Students can use free-body
diagrams.
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3.4.1.6 Momentum
Content Opportunities for skills
development
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3.4.1.8 Conservation of energy
Content Opportunities for skills
development
3.4.2 Materials
3.4.2.1 Bulk properties of solids
Content Opportunities for skills
development
m
Density, ρ = V MS 0.2, 4.3 / PS 3.3, 4.1
Students can compare the use of
Hooke’s law, elastic limit, analogue and digital meters.
F = k∆L , k as stiffness and spring constant. MS 0.4, 4.3 / AT e
Tensile strain and tensile stress. Estimate the volume of an object
Elastic strain energy, breaking stress. leading to an estimate of its density.
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3.5 Electricity
This section builds on and develops earlier study of these phenomena from GCSE. It provides
opportunities for the development of practical skills at an early stage in the course and lays the
groundwork for later study of the many electrical applications that are important to society.
Resistance defined as R = VI
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3.5.1.3 Resistivity
Content Opportunities for skills
development
3.5.1.4 Circuits
Content Opportunities for skills
development
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E
ε= Q , ε= I R+r
Terminal pd; emf
Students will be expected to understand and perform
calculations for circuits in which the internal resistance of
the supply is not negligible.
Required practical 6: Investigation of the emf and MS 3.1, 3.3 / PS 2.2, 3.1 / AT f
internal resistance of electric cells and batteries by
measuring the variation of the terminal pd of the cell with
current in it.
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3.6.1 Periodic motion (A-level only)
3.6.1.1 Circular motion (A-level only)
Content Opportunities for skills
development
Maximum acceleration = ω A
2
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3.6.2 Thermal physics (A-level only)
3.6.2.1 Thermal energy transfer (A-level only)
Content Opportunities for skills
development
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3.7.1 Fields (A-level only)
Content Opportunities for skills
development
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3.7.3 Electric fields (A-level only)
3.7.3.1 Coulomb's law (A-level only)
Content Opportunities for skills
development
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Q
Definition of capacitance: C = V
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3.7.4.3 Energy stored by a capacitor (A-level only)
Content Opportunities for skills
development
Required practical 9: Investigation of the charge and MS 3.8, 3.10, 3.11 / PS 2.2, 2.3 / AT
discharge of capacitors. Analysis techniques should f, k
include log-linear plotting leading to a determination of the
time constant, RC
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3.7.5.4 Electromagnetic induction (A-level only)
Content Opportunities for skills
development
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N V MS 0.3 / AT b, h
The transformer equation: N s = V s
p p
Investigate relationships between
I V currents, voltages and numbers of
Transformer efficiency = I SV S
P P coils in transformers.
Production of eddy currents.
Causes of inefficiencies in a transformer.
Transmission of electrical power at high voltage including
calculations of power loss in transmission lines.
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3.8.1.2 α, β and γ radiation (A-level only)
Random nature of radioactive decay; constant decay MS 1.3, 3.10, 3.11 / PS 3.1, 3.2
probability of a given nucleus; Investigate the decay equation using
∆N a variety of approaches (including
= − λN
∆t the use of experimental data, dice
simulations etc) and a variety of
N = N 0e− λt analytical methods.
Use of activity, A = λN
Modelling with constant decay probability.
Questions may be set which require students to use
A = A0e−λt
Questions may also involve use of molar mass or the
Avogadro constant.
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3.8.1.6 Mass and energy (A-level only)
Content Opportunities for skills
development
2
Appreciation that E = mc applies to all energy changes,
Simple calculations involving mass difference and binding
energy.
Atomic mass unit, u.
Conversion of units; 1 u = 931.5 MeV.
Fission and fusion processes.
Simple calculations from nuclear masses of energy
released in fission and fusion reactions.
Graph of average binding energy per nucleon against
nucleon number.
Students may be expected to identify, on the plot, the
regions where nuclei will release energy when undergoing
fission/fusion.
Appreciation that knowledge of the physics of nuclear
energy allows society to use science to inform decision
making.
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Cassegrain arrangement using a parabolic concave primary mirror and convex secondary mirror.
Ray diagram to show path of rays through the telescope up to the eyepiece.
Relative merits of reflectors and refractors including a qualitative treatment of spherical and
chromatic aberration.
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3.9.1.3 Single dish radio telescopes, I-R, U-V and X-ray telescopes (A-level only)
Content
Apparent magnitude, m.
The Hipparcos scale.
Dimmest visible stars have a magnitude of 6.
Relation between brightness and apparent magnitude. Difference of 1 on magnitude scale is
equal to an intensity ratio of 2.51.
Brightness is a subjective scale of measurement.
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P = σAT 4
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3.9.2.5 The Hertzsprung-Russell (HR) diagram (A-level only)
Content
Defining properties: rapid increase in absolute magnitude of supernovae; composition and density
of neutron stars; escape velocity > c for black holes.
Gamma ray bursts due to the collapse of supergiant stars to form neutron stars or black holes.
Comparison of energy output with total energy output of the Sun.
Use of type 1a supernovae as standard candles to determine distances. Controversy concerning
accelerating Universe and dark energy.
Students should be familiar with the light curve of typical type 1a supernovae.
Supermassive black holes at the centre of galaxies.
Calculation of the radius of the event horizon for a black hole, Schwarzschild radius Rs ,
2GM
Rs ≈ c2
∆f v ∆λ v
f = c and z= λ = − c for v ≪ c applied to optical and radio frequencies.
Calculations on binary stars viewed in the plane of orbit.
Galaxies and quasars.
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Red shift v = Hd
Simple interpretation as expansion of universe; estimation of age of universe, assuming H is
constant.
Qualitative treatment of Big Bang theory including evidence from cosmological microwave
background radiation, and relative abundance of hydrogen and helium.
The eye as an optical refracting system, including ray diagrams of image formation.
Sensitivity of the eye; spectral response as a photodetector.
Spatial resolution of the eye; explanation in terms of the behaviour of rods and cones.
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3.10.1.2 Defects of vision and their correction using lenses (A-level only)
Content
Properties of converging and diverging lenses; principal focus, focal length and power,
1 1 1 1 v
power = f; u + v = f ;m = u
Measurement of sound intensity levels and the use of dB and dBA scales; relative intensity levels
of sounds.
The effect on equal loudness curves and the changes experienced in terms of hearing loss due to
injury resulting from exposure to excessive noise or deterioration with age (excluding
physiological changes).
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Principles of operation for obtaining the ECG waveform; explanation of the characteristic shape of
a normal ECG waveform.
Properties of fibre optics and applications in medical physics; including total internal reflection at
the core–cladding interface.
Physical principles of the optical system of a flexible endoscope; the use of coherent and non-
coherent fibre bundles; examples of use for internal imaging and related advantages.
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3.10.4.3 Magnetic resonance (MR) scanner (A-level only)
Content
Physical principles of the production of X-rays; maximum photon energy, energy spectrum;
continuous spectrum and characteristic spectrum.
Rotating-anode X-ray tube; methods of controlling the beam intensity, the photon energy, the
image sharpness and contrast, and the patient dose.
Flat panel (FTP) detector including X-ray scintillator, photodiode pixels, electronic scanning.
Advantages of FTP detector compared with photographic detection.
Contrast enhancement; use of X-ray opaque material as illustrated by the barium meal technique.
Photographic detection with intensifying screen and fluoroscopic image intensification; reasons
for using these.
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Exponential attenuation.
Linear coefficient μ, mass attenuation coefficient μm, half-value thickness
μ
I = I 0 e− μx μm = ρ
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3.10.6.3 Gamma camera (A-level only)
Content
External treatment using high-energy X-rays. Methods used to limit exposure to healthy cells.
Students will be required to make comparisons between imaging techniques. Questions will be
limited to consideration of image resolution, convenience and safety issues.
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Ek = 12 Iω2
Factors affecting the energy storage capacity of a flywheel.
Use of flywheels in machines.
Use of flywheels for smoothing torque and speed, and for storing energy in vehicles, and in
machines used for production processes.
T = Fr
T = Iα
angular momentum = Iω
Conservation of angular momentum.
Angular impulse = change in angular momentum; T ∆ t = ∆ Iω where T is constant.
Applications may include examples from sport.
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3.11.1.6 Work and power (A-level only)
Content
W = Tθ; P = Tω
Awareness that frictional torque has to be taken into account in rotating machinery.
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Understanding of a four-stroke petrol engine cycle and a diesel engine cycle, and of the
corresponding indicator diagrams.
Comparison with the theoretical diagrams for these cycles; use of indicator diagrams for
predicting and measuring power and efficiency
input power = calorific value × fuel flow rate
Indicated power as area of p−V loop × no. of cycles per second × no. of cylinders
Output or brake power, P = Tω
friction power = indicated power – brake power
Engine efficiency; overall, thermal and mechanical efficiencies.
brake power
Overall efficiency = input power
indicated power
Thermal efficiency = input power
brake power
Mechanical efficiency = indicated power
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3.11.2.5 Second Law and engines (A-level only)
Content
TH − TC
maximum theoretical efficiency = TH
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Coefficients of performance:
Q Q T
refrigerator: COPref = WC = Q −CQ = T −CT
H C H C
Q Q T
heat pump: COPhp = WH = Q −HQ = T −HT
H C H C
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3.12.1.3 Specific charge of the electron (A-level only)
Content
Condition for holding a charged oil droplet, of charge Q, stationary between oppositely charged
parallel plates.
QV
d = mg
Motion of a falling oil droplet with and without an electric field; terminal speed to determine the
mass and the charge of the droplet.
Stokes’ Law for the viscous force on an oil droplet used to calculate the droplet radius.
F = 6πηrv
Significance of Millikan’s results.
Quantisation of electric charge.
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where μ0 is the permeability of free space and ε0 is the permittivity of free space.
Students should appreciate that ε0 relates to the electric field strength due to a charged object in
free space and μ0 relates to the magnetic flux density due to a current-carrying wire in free space.
Hertz’s discovery of radio waves including measurements of the speed of radio waves.
Fizeau’s determination of the speed of light and its implications.
de Broglie’s hypothesis: p = λh ;
h
λ= 2meV
Estimate of anode voltage needed to produce wavelengths of the order of the size of the atom.
Principle of operation of the transmission electron microscope (TEM).
Principle of operation of the scanning tunnelling microscope (STM).
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3.12.3 Special relativity (A-level only)
3.12.3.1 The Michelson-Morley experiment (A-level only)
Content
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2 m0c2
Equivalence of mass and energy, E = mc ; E = 2
1 − v2
c
Characteristic curve showing zener breakdown voltage and typical minimum operating current.
Anode and cathode.
Use with a resistor as a constant voltage source.
Use to provide a reference voltage.
Use as a stabiliser is not required.
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3.13.1.3 Photodiode (A-level only)
Content
Bits, bytes.
Analogue-to-digital conversion:
• sampling audio signals for transmission in digital form
• conversion of analogue signals into digital data using two voltage levels
• quantisation
• sampling rate
• effect of sampling rate and number of bits per sample on quality of conversion
• advantages and disadvantages of digital sampling
• process of recovery of original data from noisy signal
• effect of noise in communication systems.
Pulse code modulation.
Students should appreciate the use of a variety of sensors to collect analogue data.
The ability to carry out binary arithmetic is not required. Knowledge of binary numbers 1 to 10 is
adequate.
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1
Resonant frequency, f 0 =
2π LC
Use as a comparator.
The operational amplifier should be treated as an important system building block.
V R
Derivation of Vout = − R f , calculations.
in in
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3.13.4.2 non-inverting amplifier configuration (A-level only)
Content
V out Rf
V in = 1 + Rl
V1 V2 V3
V out = − Rf R1 + R2 + R3 + …
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Counting circuits:
• Binary counter
• BCD counter
• Johnson counter.
Inputs to the circuits, clock, reset, up/down.
Outputs from the circuits.
Modulo- n counter from basic counter with the logic driving a reset pin.
The gates should be treated as building blocks. The internal structure or circuit of the gates is not
required.
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3.13.6.2 Transmission media (A-level only)
Content
3.13.6.4 Amplitude (AM) and frequency modulation (FM) techniques (A-level only)
Content
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4 Scheme of assessment
Find past papers and mark schemes, and specimen papers for new courses, on our website at
aqa.org.uk/pastpapers
The AS specification is designed to be taken over one or two years with all assessments taken at
the end of the course. The A-level specification is designed to be taken over two years with all
assessments taken at the end of the course.
Assessments and certification for the AS specification are available for the first time in May/June
and then every May/June for the life of the specification.
Assessments and certification for the A-level specification are available for the first time in May/
June and then every May/June for the life of the specification.
These are linear qualifications. In order to achieve the award, students must complete all exams in
May/June in a single year. All assessments must be taken in the same series.
Questions for these specifications will be set which require students to demonstrate:
• their knowledge and understanding of the content developed in one section or topic,
including the associated mathematical and practical skills or
• the ability to apply mathematical and practical skills to areas of content they are not normally
developed in or
• the ability to draw together different areas of knowledge and understanding within one
answer.
A range of question types will be used, including those that require extended responses. Extended
response questions will allow students to demonstrate their ability to construct and develop a
sustained line of reasoning which is coherent, relevant, substantiated and logically structured.
Extended responses may be in written English, extended calculations, or a combination of both, as
appropriate to the question.
All materials are available in English only.
4.1 Aims
Courses based on these specifications should encourage students to:
• develop their interest in and enthusiasm for the subject, including developing an interest in
further study and careers associated with the subject
• develop essential knowledge and understanding of different areas of the subject and how
they relate to each other
• develop and demonstrate a deep appreciation of the skills, knowledge and understanding of
scientific methods
• develop competence and confidence in a variety of practical, mathematical and problem
solving skills
• understand how society makes decisions about scientific issues and how the sciences
contribute to the success of the economy and society
• use theories, models and ideas to develop scientific explanations
• use knowledge and understanding to pose scientific questions, define scientific problems,
present scientific arguments and scientific ideas
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• use appropriate methodology, including information and communication technology (ICT), to
answer scientific questions and solve scientific problems
• carry out experimental and investigative activities, including appropriate risk management, in
a range of contexts
• analyse and interpret data to provide evidence, recognising correlations and causal
relationships
• evaluate methodology, evidence and data, and resolve conflicting evidence
• know that scientific knowledge and understanding develops over time
• communicate information and ideas in appropriate ways using appropriate terminology
• consider applications and implications of science and evaluate their associated benefits and
risks
• consider ethical issues in the treatment of humans, other organisms and the environment
• evaluate the role of the scientific community in validating new knowledge and ensuring
integrity
• evaluate the ways in which society uses science to inform decision making.
40% of the overall assessment of AS Physics will contain mathematical skills equivalent to Level 2
or above.
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At least 15% of the overall assessment of AS Physics will assess knowledge, skills and
understanding in relation to practical work.
40% of the overall assessment of A-level Physics will contain mathematical skills equivalent to
Level 2 or above.
At least 15% of the overall assessment of A-level Physics will assess knowledge, skills and
understanding in relation to practical work.
AS
Component Maximum raw mark Scaling factor Maximum scaled mark
Paper 1 70 x1 70
Paper 2 70 x1 70
Total scaled mark: 140
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A-level
Component Maximum Scaling Maximum
raw mark factor scaled mark
Paper 1 85 x1 85
Paper 2 85 x1 85
Paper 3: Section A 45 x1 45
Paper 3: Section B (Astrophysics - option) 35 x1 35
Paper 3: Section B (Medical physics - option) 35 x1 35
Paper 3: Section B (Engineering physics - option) 35 x1 35
Paper 3: Section B (Turning points in physics - 35 x1 35
option)
Paper 3: Section B (Electronics - option) 35 x1 35
Total scaled 250
mark:
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5 General administration
You can find information about all aspects of administration, as well as all the forms you need, at
aqa.org.uk/examsadmin
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5.3 Awarding grades and reporting results
The A-level qualification will be graded on a six-point scale: A*, A, B, C, D and E.
Students who fail to reach the minimum standard for grade E will be recorded as U (unclassified)
and will not receive a qualification certificate.
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Special consideration
We can give special consideration to students who have been disadvantaged at the time of the
assessment through no fault of their own – for example a temporary illness, injury or serious
problem such as the death of a relative. We can only do this after the assessment.
Your exams officer should apply online for special consideration at aqa.org.uk/eaqa
For more information and advice about access arrangements, reasonable adjustments and special
consideration please see aqa.org.uk/access or email [email protected]
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6 Mathematical requirements
and exemplifications
In order to be able to develop their skills, knowledge and understanding in physics, students need
to have been taught, and to have acquired competence in, the appropriate areas of mathematics
as indicated in the table of coverage below.
Overall, at least 40% of the marks in assessments for physics will require the use of mathematical
skills. These skills will be applied in the context of Physics A-level and will be at least the standard
of higher tier GCSE Mathematics.
The following tables illustrate where these mathematical skills may be developed during teaching
or could be assessed. Those shown in bold type would only be tested in the full A-level course.
This list of examples is not exhaustive. These skills could be developed or assessed in other areas
of specification content. Other areas where these skills could be developed have been exemplified
throughout the specifications.
MS 0.1 Recognise and make use of Students may be tested on their ability to:
appropriate units in calculations
• identify the correct units for physical
properties such as m s−1, the unit for velocity
• convert between units with different prefixes
eg cm3 to m3
MS 0.2 Recognise and use expressions in Students may be tested on their ability to:
decimal and standard form
• use physical constants expressed in
8
standard form such as c = 3.00 x 10
m s−1
MS 0.3 Use ratios, fractions and Students may be tested on their ability to:
percentages
• calculate efficiency of devices
• calculate percentage uncertainties in
measurements
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Mathematical skills Exemplification of mathematical skill in the
context of A-level Physics
MS 0.5 Use calculators to find and use Students may be tested on their ability to:
power, exponential and
• solve for unknowns in decay problems
logarithmic functions −λt
such as N = N0e
MS 0.6 Use calculators to handle sin x, Students may be tested on their ability to:
cos x, tan x when x is expressed • calculate the direction of resultant vectors
in degrees or radians
MS 1.1 Use an appropriate number of Students may be tested on their ability to:
significant figures
• report calculations to an appropriate number
of significant figures given raw data quoted to
varying numbers of significant figures
• understand that calculated results can only
be reported to the limits of the least accurate
measurement
MS 1.2 Find arithmetic means Students may be tested on their ability to:
• calculate a mean value for repeated
experimental readings
MS 1.3 Understand simple probability Students may be tested on their ability to:
• understand probability in the context of
radioactive decay
MS 1.4 Make order of magnitude Students may be tested on their ability to:
calculations
• evaluate equations with variables expressed
in different orders of magnitude
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6.3 Algebra
Mathematical skills Exemplification of mathematical skill in the
context of A-level Physics
MS 2.1 Understand and use the symbols: Students may be tested on their ability to:
=, <, <<, >>, >, ∝, ≈, ∆
• recognise the significance of the symbols in
∆p
the expression F ∝ ∆t
MS 2.2 Change the subject of an Students may be tested on their ability to:
equation, including non-linear
• rearrange E = mc2 to make m the subject
equations
MS 2.3 Substitute numerical values into Students may be tested on their ability to:
algebraic equations using
• calculate the momentum p of an object by
appropriate units for physical
quantities substituting the values for mass m and
velocity v into the equation p = mv
MS 2.4 Solve algebraic equations, Students may be tested on their ability to:
including quadratic equations
• solve kinematic equations for constant
acceleration such as v = u + at and
s = ut + ½ at2
MS 2.5 Use logarithms in relation to Students may be tested on their ability to:
quantities that range over
• recognise and interpret real world
several orders of magnitude
examples of logarithmic scales
6.4 Graphs
Mathematical skills Exemplification of mathematical skill in the
context of A level Physics
MS 3.1 Translate information between Students may be tested on their ability to:
graphical, numerical and algebraic
• calculate Young modulus for materials using
forms
stress–strain graphs
MS 3.2 Plot two variables from Students may be tested on their ability to:
experimental or other data
• plot graphs of extension of a wire against
force applied
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Mathematical skills Exemplification of mathematical skill in the
context of A level Physics
MS 3.4 Determine the slope and intercept Students may be tested on their ability to:
of a linear graph
• read off and interpret intercept point from a
graph eg the initial velocity in a velocity–time
graph
MS 3.5 Calculate rate of change from a Students may be tested on their ability to:
graph showing a linear relationship
• calculate acceleration from a linear velocity–
time graph
MS 3.6 Draw and use the slope of a Students may be tested on their ability to:
tangent to a curve as a measure of
• draw a tangent to the curve of a
rate of change
displacement–time graph and use the
gradient to approximate the velocity at a
specific time
MS 3.7 Distinguish between instantaneous Students may be tested on their ability to:
rate of change and average rate of
• understand that the gradient of the tangent of
change
a displacement–time graph gives the velocity
at a point in time which is a different measure
to the average velocity
MS 3.8 Understand the possible physical Students may be tested on their ability to:
significance of the area between a
• recognise that for a capacitor the area under
curve and the x axis and be able
a voltage–charge graph is equivalent to the
to calculate it or estimate it by
energy stored
graphical methods as appropriate
MS 3.9 Apply the concepts underlying Students may be tested on their ability to:
calculus (but without requiring the
• determine g from distance-time plot for
explicit use of derivatives or
integrals) by solving equations projectile motion
involving rates of change, eg
Δx
Δt = – λx using a graphical
method or spreadsheet modelling
MS 3.10 Interpret logarithmic plots Students may be tested on their ability to:
• obtain time constant for capacitor
discharge by interpreting plot of log V
against time
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MS 3.11 Use logarithmic plots to test Students may be tested on their ability to:
exponential and power law
• use logarithmic plots with decay law of
variations
radioactivity / charging and discharging
of a capacitor
MS 3.12 Sketch relationships which are Students may be tested on their ability to:
2
modelled by y = k / x, y = kx , • sketch relationships between pressure
y = k / x2, y = kx, y = sin x, and volume for an ideal gas
y = cos x, y = e±x, and
2
y = sin x, y = cos2x as applied
to physical relationships
MS 4.1 Use angles in regular 2D and 3D Students may be tested on their ability to:
structures
• interpret force diagrams to solve problems
MS 4.2 Visualise and represent 2D and Students may be tested on their ability to:
3D forms including two-
• draw force diagrams to solve mechanics
dimensional representations of 3D
problems
objects
MS 4.3 Calculate areas of triangles, Students may be tested on their ability to:
circumferences and areas of
• calculate the area of the cross–section to
circles, surface areas and volumes
work out the resistance of a conductor given
of rectangular blocks, cylinders
its length and resistivity
and spheres
MS 4.4 Use Pythagoras’ theorem, and the Students may be tested on their ability to:
angle sum of a triangle
• calculate the magnitude of a resultant vector,
resolving forces into components to solve
problems
MS 4.5 Use sin, cos and tan in physical Students may be tested on their ability to:
problems
• resolve forces into components
MS 4.6 Use of small angle approximations Students may be tested on their ability to:
including sinθ ≈ θ, tanθ ≈ θ, • calculate fringe separations in interference
cosθ ≈ 1 for small θ where patterns
appropriate
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Mathematical skills Exemplification of mathematical skill in the
context of A-level Physics
MS 4.7 Understand the relationship Students may be tested on their ability to:
between degrees and radians and
• convert angle in degrees to angle in radians
translate from one to the other
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7 AS practical assessment
Practical work is at the heart of physics, so we have placed it at the heart of this specification.
Assessment of practical skills in this AS specification will be by written exams only.
The practical endorsement does not apply to the AS specification. A rich diet of practical work is
essential to develop students' manipulative skills and understanding of the processes of scientific
investigation. It also contributes to teaching and learning of the concepts within this specification.
Questions in the papers have been written in the expectation that students have carried out at least
the six required practical activities in Section 7.2.
15% of the marks in the papers will relate to practical work.
ATa use appropriate analogue apparatus to record a range of measurements (to include
length/distance, temperature, pressure, force, angles, volume) and to interpolate
between scale markings
ATb use appropriate digital instruments, including electrical multimeters, to obtain a range
of measurements (to include time, current, voltage, resistance, mass)
ATc use methods to increase accuracy of measurements, such as timing over multiple
oscillations, or use of fiducial marker, set square or plumb line
ATe use calipers and micrometers for small distances, using digital or vernier scales
ATf correctly construct circuits from circuit diagrams using DC power supplies, cells, and
a range of circuit components, including those where polarity is important
ATg design, construct and check circuits using DC power supplies, cells, and a range of
circuit components
ATh use signal generator and oscilloscope, including volts/division and time-base
ATi generate and measure waves, using microphone and loudspeaker, or ripple tank, or
vibration transducer, or microwave / radio wave source
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apparatus and techniques
ATj use laser or light source to investigate characteristics of light, including interference
and diffraction
ATk use ICT such as computer modelling, or data logger with a variety of sensors to
collect data, or use of software to process data
Teachers are encouraged to vary their approach to these practical activities. Some are more
suitable for highly structured approaches that develop key techniques. Others allow opportunities
for students to develop investigative approaches.
This list is not designed to limit the practical activities carried out by students. A rich practical
experience for students will include more than the six required practical activities. The explicit
teaching of practical skills will build students’ competence. Many teachers will also use practical
approaches to the introduction of content knowledge in the course of their normal teaching.
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In order to be able to answer these questions, students need to have been taught, and to have
acquired competence in, the appropriate areas of practical skills as indicated in the table of
coverage below.
PS3.2 Process and analyse data using appropriate mathematical skills as exemplified
in the mathematical appendix for each science
PS4.1 Know and understand how to use a wide range of experimental and practical
instruments, equipment and techniques appropriate to the knowledge and
understanding included in the specification
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ATa use appropriate analogue apparatus to record a range of measurements (to include
length/distance, temperature, pressure, force, angles, volume) and to interpolate
between scale markings
ATb use appropriate digital instruments, including electrical multimeters, to obtain a range
of measurements (to include time, current, voltage, resistance, mass)
ATc use methods to increase accuracy of measurements, such as timing over multiple
oscillations, or use of fiducial marker, set square or plumb line
ATe use calipers and micrometers for small distances, using digital or vernier scales
ATf correctly construct circuits from circuit diagrams using DC power supplies, cells, and
a range of circuit components, including those where polarity is important
ATg design, construct and check circuits using DC power supplies, cells, and a range of
circuit components
ATh use signal generator and oscilloscope, including volts/division and time-base
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Apparatus and techniques
ATi generate and measure waves, using microphone and loudspeaker, or ripple tank, or
vibration transducer, or microwave / radio wave source
ATj use laser or light source to investigate characteristics of light, including interference
and diffraction
ATk use ICT such as computer modelling, or data logger with a variety of sensors to
collect data, or use of software to process data
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Teachers are encouraged to vary their approach to these practical activities. Some are more
suitable for highly structured approaches that develop key techniques. Others allow opportunities
for students to develop investigative approaches.
This list is not designed to limit the practical activities carried out by students. A rich practical
experience for students will include more than the 12 required practical activities. The explicit
teaching of practical skills will build students’ competence. Many teachers will also use practical
approaches to the introduction of content knowledge in the course of their normal teaching.
Students’ work in these activities can also contribute towards the endorsement of practical skills.
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Practical skill
PS3.2 Process and analyse data using appropriate mathematical skills as exemplified
in the mathematical appendix for each science
PS4.1 Know and understand how to use a wide range of experimental and practical
instruments, equipment and techniques appropriate to the knowledge and
understanding included in the specification
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Competency Practical mastery
3. Safely uses a range of practical equipment (a) Identifies hazards and assesses risks
and materials associated with those hazards, making safety
adjustments as necessary, when carrying out
experimental techniques and procedures in the
lab or field.
(b) Uses appropriate safety equipment and
approaches to minimise risks with minimal
prompting.
4. Makes and records observations (a) Makes accurate observations relevant to the
experimental or investigative procedure.
(b) Obtains accurate, precise and sufficient data
for experimental and investigative procedures
and records this methodically using appropriate
units and conventions.
5. Researches, references and reports (a) Uses appropriate software and/or tools to
process data, carry out research and report
findings.
(b) Cites sources of information demonstrating
that research has taken place, supporting
planning and conclusions.
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Get help and support
Visit our website for information, guidance, support and resources at
You can talk directly to the Physics subject team:
E: [email protected]
T: 01483 477 756
aqa.org.uk
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