Physical Science Syllabus C16c28a348
Physical Science Syllabus C16c28a348
OF SECONDARY EDUCATION
Physical Science
0181
1. Introduction................................................................................ 3
3. Curriculum content.................................................................... 9
3.1 Chemistry
3.2 Physics
5. Appendix................................................................................... 36
5.1 Symbols, units and definitions of physical quantities
5.2 Prefixes
5.3 Circuit symbols
5.4 Chemical nomenclature
5.5 Notes for use in qualitative analysis
5.6 Chemistry data sheet – Periodic Table and molar gas volume
5.7 Grade descriptions
5.8 Mathematical requirements
5.9 Glossary of terms
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1. Introduction
The two-year syllabus for Lesotho General Certificate of Secondary Education (LGCSE) is
designed for all learners of different abilities and educational needs at the Senior Secondary
Level, for grades 11 and 12. The Ministry of Education and Training of Lesotho appreciates
the need for a syllabus that remains valid for many years to come. It also recognises the
importance for its citizens to identify with global educational standards and to have access
to educational institutions within the country, the Southern African Development Community
(SADC) region. For this reason, the syllabus has been developed from the basis of the
International GCSE Physical Science syllabus of Cambridge International Examinations
(CIE). This development has produced a syllabus that is distinctly appropriate to the
educational needs of the schools of Lesotho.
The syllabus achieves progressive learning by building on the foundations laid by Lesotho
Junior Certificate Science, with much of the content of that syllabus being assumed in the
construction of this. In certain topics, it has been thought necessary to repeat some of the
Junior Certificate Science content in this syllabus. A good knowledge and understanding
of all the Junior Certificate Science is considered necessary for learners proceeding
successfully to the Lesotho GCSE in Physical Science. The syllabus lays a foundation for
the CIE AS ‑level as a pre-tertiary qualification.
The syllabus will be examined for the first time in November 2018. Thereafter, any minor
changes will be published as annexes. Schools are advised to request such annexes from
ECol when teaching the syllabus.
Av ailability
The syllabus is examined in the October/November examination sessions. It is available to
all candidates, including private candidates.
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2. Syllabus aims and objectives
2.1 Aims
The aims, which are not listed in order of priority, are:
1. to provide a worthwhile educational experience for all candidates, through well-designed
studies of experimental and practical science, whether or not they go on to study science
beyond this level.
● integrity
● enquiry
● initiative
● inventiveness
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2. Syllabus aims and objectives (continued)
The syllabus content defines the factual material that candidates may be required to recall
and explain. Questions testing this will often begin with one of the following words: define,
state, describe, explain or outline.
Questions testing these skills may be based on information that is unfamiliar to candidates,
requiring them to apply the principles and concepts from the syllabus to a new situation, in
a logical, reasoned or deductive way.
Questions testing these objectives will often begin with one of the following words: discuss,
predict, suggest, calculate, or determine (see glossary of terms).
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2. Syllabus aims and objectives (continued)
Specification grid
The approximate weightings allocated to each of the assessment objectives in the assessment
model are summarised in the table below.
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2. Syllabus aims and objectives (continued)
Candidates who have only studied the Core Curriculum, or who are expected to achieve a
grade D or below, should normally be entered for Paper 2.
Candidates who have studied the Extended Curriculum, and who are expected to achieve a
grade C or above, should be entered for Paper 3.
All candidates must take the practical paper: Paper 4 (Practical Knowledge).
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2. Syllabus aims and objectives (continued)
Throughout the curriculum content section of this syllabus some clear indications are given
of opportunities to use practical work, using the command words ‘perform experiments
to’ and ‘investigate’. These instructions mean that such statements may be examined in
terms of practical skills (assessment objective C) in Paper 4, but also in terms of other skills
(assessment objectives A and B) in Papers 1, 2 and 3 covering such skills as planning,
prediction, recall, explanation, handling of data (including calculations) and interpretation of
results.
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3. Curriculum content
The curriculum content that follows is divided into two parts: Chemistry (5 sections) and
Physics (5 sections). Candidates must study both parts. Both the Chemistry and the Physics
parts of the curriculum are arranged into core and the supplement. Together the core and
supplement form the Extended Curriculum. Candidates can either follow the Core Curriculum
only, or they can follow the Extended Curriculum, which includes both the core and the
supplement.
All candidates can be taught the Extended Curriculum, for exposure to a broad Physical
Science content. However, not all candidates should be entered for examinations in the
Extended Curriculum. Candidates who have been observed to have the capability to achieve
a D grade or lower should be entered for Paper 2; which would give them a chance of a
better performance. Those who are capable of obtaining C, B & A grades, and plan to pursue
a career in science, should study the Extended Curriculum and be entered for Paper 3.
The curriculum content below is a guide to the areas on which candidates are assessed.
It is designed to provide guidance to teachers as to what will be assessed in the overall
evaluation of the candidate. It is not meant to limit, in any way, the teaching programme of
any particular school, and it should be noted that the order of topics in this syllabus does
not form a sequential programme of study – the order of teaching is left to the teacher to
determine.
The content is set out in sections within Chemistry and Physics. Each section is divided into
a number of topics. The middle column outlines the supplement content, which should be
studied by candidates following the Extended Curriculum.
It is important that, throughout the course, teachers should make candidates aware of the
relevance of the concepts studied to everyday life, and to the natural and man-made worlds.
In particular, attention should be paid to:
● the incorporation of scientific explanations into cultural practices and beliefs
● the dependence of humanity on the world’s natural resources
● the finite nature of the world’s resources, the impact of human activities on the
environment, and the need for recycling and conservation
● economic considerations for agriculture and industry, such as the availability and cost
Specific content has been limited in order to encourage this approach and to allow flexibility
in the design of teaching programmes.
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3. Curriculum content (continued)
Introduction
Chemistry is an experimental science and uses a number of standard laboratory procedures.
Learners should be able to name and use apparatus accurately and appropriately for
measuring:
● volume (measuring cylinder, burette, pipette)
● mass (digital balance, triple beam balance, lever arm balance)
● temperature (laboratory thermometer)
● time (stopwatch – analogue and digital) and standard items of laboratory glassware
In all measurements, learners should use the appropriate units. Relevant safety precautions
should also be incorporated in the teaching of the syllabus, especially for practical activities.
List of topics
CPT: Atomic structure and the Periodic Table
CR: Chemical reactions
CS: Stoichiometry
CAW: Air, water and the environment
CO: Organic chemistry
NB: These topics do not form a teaching sequence, either individually or as a whole.
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3.1 Chemistry
CORE SUPPLEMENT REMARKS (Notes)
CPT: Atomic structure and the Periodic Table
CPT1: Elements, compounds and mixtures
1. demonstrate the differences Learners are expected
between, and use these to to know and use
identify, elements, compounds the symbols of the
and mixtures elements mentioned in
2. determine purity through paper this syllabus.
chromatography and fixed points
3. state and explain the Revise kinetic particle
interconversions of the states of theory covered in the
matter Physics section.
4. investigate the melting and
boiling of mixtures
5. construct and interpret 6. explain temperature/time graphs
temperature/time graphs and as a means of assessing purity
tables
CPT2: Atomic structure
1. state the relative charge and Revise the particulate
approximate relative mass of a nature of matter.
proton, a neutron and an electron
2. define proton number and Use the history of
nucleon number particle ideas and the
a
3. use the notation b X for an atom 4. define isotopes, and explain that atom to form a storyline
mass number of an element is through this topic.
the average of the masses of the
isotopes The ideas of the
5. describe the simple structure of 6. use proton number and simple distribution of electrons
atoms with particular reference atomic structure to explain the in s- and p-orbitals and
to the elements of proton number arrangement of elements in the in d-block elements are
1 to 20 Periodic Table not required.
7. describe the build-up of electrons 8. relate the inert nature of the
in ‘shells’ noble gases to their electron A copy of the Periodic
arrangements Table will be provided
in Papers 1, 2 and 3.
CPT3: The Periodic Table
1. describe the Periodic Table
as a method of classifying
elements into families of similar
elements called Groups, forming
sequences from family to family
called periods
2. describe the change from 3. describe the relationship
metallic to non-metallic character between group number and the
across a Period number of outer electrons
4. relate atomic structure to
classification of the elements into
metals and non-metals in the
Periodic Table
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CPT4: Group properties
1. describe trends in physical Group II elements
properties of Group I metals and (Mg and Ca) are a
in their reactions with water good example for a
2. describe trends in physical 3. explain trends in physical class investigation by
properties of Group VII elements properties of Group I metals students.
and state their reactions with 4. predict the properties of other
other halide ions elements in the group given
data, where appropriate
5. identify trends in other groups,
given data about the elements
concerned
CPT5: Transition elements
1. investigate the characteristic 2. give examples of the use of
physical properties (density, fixed transition metals as catalysts
points, hardness, conductivity (e.g. iron in the Haber process)
and colour of compounds) and
chemical properties (variable
oxidation states) of the transition
metals and their compounds,
exemplified by copper and iron
CPT6: Bonding
CPT6.1: Ions and ionic bonds
1. describe the formation of ions by Formulae of ionic
electron transfer leading to the compounds should
noble gas configuration and use be known. Word,
the term valency symbol and ionic
2. describe the formation of ionic 3. describe and explain the equations are included,
bonds in the reactions between formation of ionic bonds between also diagrammatic
the alkali metals and the metallic and non-metallic explanations of ionic
halogens elements compound formation.
4. deduce the formulae of ionic
compounds from the ions and
the numbers of atoms present
5. relate the electrostatic forces
in the lattice structures of ionic
compounds to their typical
physical properties
CPT6.2: Metallic bonding
1. describe the structure of metallic
solids as a lattice of positive
ions in a ‘sea of electrons’ and
use this to explain the electrical
conductivity and malleability of
metals
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CPT6.3: Molecules and covalent bonds
1. describe the formation of single Formulae of molecules
covalent bonds in H2, Cl2, H2O, should be known. Word
CH4 and HCl and symbol equations
2. relate sharing of electrons to the to be included, also use
noble gas configuration of structural formulae.
3. draw dot-and-cross diagrams 4. describe the electron
to show the formation of single arrangement in more complex
covalent bonds covalent molecules such as
N2, C2H4, CH3OH and CO2,
including the drawing of dot-and-
cross diagrams
5. investigate the differences in 6. explain the differences in
volatility, solubility in water, and properties between ionic and
electrical conductivity between covalent compounds
ionic and covalent compounds
CPT6.4: Giant structures
1. describe the structure of graphite
and of diamond
2. relate the structures of graphite
and diamond to their melting
points, hardness, conductivities,
and uses
CPT7: Metals
CPT7.1: Properties of metals
1. describe differences in the
general physical and chemical
properties of metals and
non‑metal
CPT7.2: Reactivity series
1. deduce the order of reactivity 2. design experiments to
for aluminium, calcium, copper, investigate the order of reactivity
(hydrogen), iron, magnesium, of metals
potassium, sodium, and zinc, 3. explain the apparent unreactivity
using the reactions, if any and of aluminium in terms of the
where relevant, of the metals with: oxide layer adhering to the metal
● water or steam
● oxygen
● dilute hydrochloric acid
● aqueous ions of other metals
● oxides of other metals
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CPT7.4: Uses of metals
1. define an alloy
2. name and state the composition 3. draw structural diagrams to show
and important uses of the how atoms of other elements
alloys: brass, bronze, mild steel, can change the properties of the
stainless steel main element in an alloy
4. state the uses, related to their
properties, of copper (electrical
wiring and in cooking utensils)
and of aluminium (aircraft parts
and food containers)
5. state the uses of zinc for 6. relate the protective effect of
galvanising and making brass galvanising steel to the oxide
layer on the surface of zinc
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CR: Chemical reactions
CR1.1: Physical and chemical change
1. distinguish between physical and
chemical changes using general
characteristics
2. classify physical and chemical
changes
CR1.2: Energy changes
1. define exothermic and 2. explain why bond breaking is Simple test-tube
endothermic reactions in terms endothermic and bond forming is reactions should be
of associated energy changes exothermic used to measure
3. recall that light can provide 4. perform an experiment to temperature changes.
the energy needed for some measure the energy released in
endothermic chemical reactions combustion of fuels (e.g. ethanol) Relate results to
to occur, exemplified by and foods (e.g. peanuts), with nutritional information
photosynthesis and photography associated calculations to find on food labels.
the energy released per unit NB: check that nobody
mass has an allergy to nuts
5. write a symbol chemical equation before using peanuts in
for photosynthesis this experiment.
CR1.3: Speed of reaction
1. describe the effects of
concentration, particle size,
catalysts (including enzymes)
and temperature on the speeds
of reactions
2. define a catalyst
3. describe a practical method
for investigating the speed of a
reaction involving gas evolution
4. plot graphs and interpret data 5. devise and explain a suitable
obtained from experiments method for investigating the
concerned with speed of reaction effect of a given variable on the
speed of a reaction
6. explain the effects of
temperature, concentration
and surface area in terms of
collisions between reacting
particles
7. describe the application of the Use the custard
above factors to the danger of powder explosion
explosive combustion with fine demonstration with
powders (e.g. flour mills) and proper care. This may
gases (e.g. mines) be dangerous if not
used in small amounts.
CR1.4: Redox
1. define oxidation and reduction in Teachers may wish
terms of gain/loss of oxygen and to use the concept of
hydrogen oxidation number.
2. define oxidation and reduction 3. define oxidation and reduction
in terms of electron transfer, in terms of electron transfer in
limited to the formation of binary reactions involving compounds
compounds covered in the syllabus
4. identify redox reactions
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CR2: Acids, bases and salts
CR2.1: The characteristic properties of acids and bases
1. define acids in terms of release
of hydrogen ions in solution
2. define a soluble base (alkali) in
terms of release of OH– ions in
solution
3. investigate the characteristic
properties of acids, including the
three common mineral acids:
hydrochloric acid, nitric acid
and sulphuric acid, as in their
reactions with metals, bases,
and carbonates
4. investigate the reaction of alkalis
with ammonium salts and with
indicators
5. describe effects of acids and
alkalis on indicators, including
Universal Indicator paper and
litmus
6. describe neutrality, relative 7. write a ionic equation for
acidity and alkalinity in terms neutralisation in aqueous
of pH (whole numbers only) solution
measured using Universal
Indicator paper and pH scale
8. describe and explain applications 9. classify acids and alkalis as
of neutralisation, e.g. laboratory strong or weak
preparation of salts, use of lime
to control acidity in soil and
water, and of antacids (e.g.
bicarbonate of soda) to control
stomach acid
CR2.2: Types of oxides
1. by investigation, classify 2. classify other oxides as
oxides as acidic, basic or amphoteric, given sufficient
neutral, related to metallic and information
non‑metallic character of the
element forming the oxide
CR2.3: Preparation of Salts
1. describe different ways for 2. suggest a method of making a It is very useful for
preparation, separation and given salt from suitable starting students to know the
purification of soluble and materials, given appropriate simple solubility rules
insoluble salts information, including for salts.
precipitation
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CR2.4: Identification of ions
1. use the following tests to identify: 2. describe how to distinguish NB: The test for
aqueous cations:
● between aluminium and calcium calcium ions with
ammonium, copper (II), iron cations using aqueous ammonia hydroxide ions
(II), iron (III), and zinc, using and sodium hydroxide requires a sufficiently
aqueous sodium hydroxide high concentration of
and aqueous ammonia as calcium ions.
appropriate
● anions:
carbonate (by reaction with
dilute acid and then limewater),
chloride (by reaction under
acidic conditions with aqueous
silver nitrate), nitrate (by
reduction with aluminium to
ammonia) and sulfate (by
reaction under acidic conditions
with aqueous barium ions)
CR2.5: Identification of gases
1. identify, using the test specified:
– ammonia: damp red litmus paper
– carbon dioxide: limewater
– chlorine: damp litmus paper
– hydrogen: a lighted splint
– oxygen: a glowing splint
CR2.6: Lime and limestone
1. describe the manufacture of
calcium oxide (lime) from calcium
carbonate (limestone) in terms of
the chemical reactions involved
2. state uses of lime and calcium
hydroxide (slaked lime) as
in treating acidic soil and
neutralising acidic industrial
waste products
CR3: Electricity and chemistry
1. describe electrolysis as a process Simple home-made
that causes the chemical break cells can be assembled
up of compounds into simpler from common materials
substances, usually elements found in the home or
2. draw a labelled circuit diagram 3. explain electrode reactions school.
for an electrolytic cell, using the as redox reactions involving
terms electrode, electrolyte, electron transfer
anode and cathode
4. investigate the electrode products 5. state the general principles
formed in the electrolysis of that metals or hydrogen are
copper chloride (aqueous formed at the negative electrode
solution) and the electrolysis and that oxygen or halogens
of dilute sulphuric acid (as are formed at the positive
essentially the electrolysis electrode, and use this to predict
of water) between carbon electrolysis products
electrodes
6. describe the process of 7. recall the use of electrolysis for
electroplating of metals the extraction of very reactive
metals and the manufacture of
many chemicals
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CS: Stoichiometry and mole concept
1. define relative atomic mass, Ar The appropriate use of
2. define relative formula mass, 3. define the mole using symbols, formulae and
RFM, and calculate it as the sum Avogadro’s Constant equations is expected.
of the relative atomic masses
(the term relative molecular mass Emphasise/relate
or Mr will be used for covalent mole concept to
compounds) stoichiometry ratio
4. calculate the percentage mass of 5. calculate stoichiometric reacting and everyday life
components of a compound masses and volumes of experiences.
gases and solutions, solution
concentrations expressed in Calculations based on
g/dm3 and mol/dm3 limiting reactants may
6. determine limiting reactants in be set; questions on
chemical reactions the gas laws and the
conversion of gaseous
volumes to different
temperatures and
pressures will not be
set.
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CAW2: Air
1. recall the composition of air, Simple methods used
including the noble gases would remove oxygen
2. determine the percentage of 3. describe the fractional distillation from a measured
oxygen in air, given a description of liquid air to obtain oxygen sample of air using
of a simple method with results gas, nitrogen gas and the noble a reagent that reacts
gases for industrial use with oxygen (e.g.
4. describe the source and adverse 5. explain the importance of the heated copper, alkaline
effects of: presence of catalytic converters pyrogallol, white
– carbon monoxide in the car exhaust system phosphorus).
– sulphur dioxide
– oxides of nitrogen Include the adverse
– excess carbon dioxide effect of common
– methane and CFCs pollutants on buildings
as air pollutants and on health, and the
6. state uses of He, Ne and Ar 7. relate uses of noble gases to combustion of sulphur
as noble gases (Group VIII their properties compounds leading to
elements) ‘acid rain’.
CAW3: Oxygen
1. state the uses of oxygen
including oxygen tents in
hospitals, and with acetylene
(ethyne) in welding
2. describe methods of rust
prevention:
● paint and other coatings, to
exclude oxygen
● galvanising
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CO: Organic chemistry
CO1: Homologous series
1. describe the concept of a 2. be able to use standard Positional isomers
homologous series as a ‘family’ nomenclature for alkanes, will not be examined.
of similar compounds with similar alcohols and alkenes for chains The meanings of the
chemical properties due to the not exceeding four carbon atoms stems of the names up
presence of the same functional to eight carbon atoms
group should be known.
CO2: Alkanes
1. identify and draw structures of 2. predict the structures of higher
the alkanes limited to methane members of the alkanes, given
and ethane the names, limited to eight
3. describe the chemical properties carbon atoms
of alkanes (exemplified by 4. explain physical trends in their
methane) as being generally density, fixed points and state
unreactive, except in terms of of matter in relation to molecular
burning mass
5. describe the stepwise
substitution reaction of methane
with chlorine
CO3: Fuels
1. state that coal, natural gas and
petroleum are fossil fuels that
produce carbon dioxide on
combustion
2. name methane as the main
constituent of natural gas
3. describe petroleum as a 4. relate boiling points of the
mixture of hydrocarbons and its components to the intermolecular
separation into useful fractions forces in each fraction
by fractional distillation
5. state the uses of the fractions:
● refinery gas for cooking,
heating, e.t.c.
● petrol as fuel in cars
● naphtha for making
petrochemicals
● paraffin for oil stoves and
aircraft fuel
● diesel for fuel in diesel engines
● lubricating oil for lubricants and
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CO4: Alkenes
1. identify and draw structures of 2. describe the manufacture of Emphasise the
ethene and propene alkenes and of hydrogen by conditions of
3. describe with equations the cracking of alkanes under raised temperature, pressure
addition reactions of ethene with pressure and high temperature, and catalysts without
bromine and hydrogen with a catalyst details.
5. distinguish between saturated 4. explain the addition reactions
and unsaturated hydrocarbons of alkenes with bromine, Safety precautions
from molecular structures, hydrogen, steam and addition are needed for use of
and by simple chemical tests polymerisation in terms of the bromine.
restricted to bromine and KMnO4 breaking of the double bond
in alkaline solution
CO5: Alcohols
1. identify and draw the structure of Ethanol is also
ethanol a constituent of
2. describe the combustion of 3. describe the oxidation of ethanol homemade brew.
ethanol as a typical alcohol as the cause of souring of wines,
4. state the uses of ethanol as and the formation of vinegar Not all alcohols can be
a solvent, as a fuel and as containing ethanoic acid consumed; methanol
a constituent of alcoholic is poisonous, and
beverages laboratory ethanol has
5. describe the fermentation of 6. describe the formation of ethanol additives that can be
simple sugars to produce ethanol by the catalytic addition of steam poisonous.
and carbon dioxide, and the to ethene
importance for brewing and
wine-making
CO6: Carboxylic acids
1. identify, name and draw the 2. describe, with an equation, the
structure of ethanoic acid reaction of ethanoic acid with
ethanol to form ethyl ethanoate
(an ester with a characteristic
odour)
3. recall esters as components of
flavourings and perfumes
CO7: Macromolecules
1. describe the formation of 2. draw part-structures of Details of manufacture
macromolecules (polymers) poly(ethene) and poly(propene) and mechanisms of
as the linking of smaller units macromolecules these polymerisations
(monomers) are not required.
3. classify macromolecules as man-
made/synthetic (e.g. polyester,
nylon, plastics) and natural (e.g.
fats, proteins, carbohydrates)
4. state the monomers of
the natural and synthetic
macromolecules (proteins,
starch, nylon, polyester and
polythene)
5. describe some advantages and
disadvantages of the use of
man-made macromolecules,
including their environmental
problems
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3.2 Physics
CORE SUPPLEMENT REMARKS (Notes)
P1: General physics
P1.1: Length and time
1. use: 2. use callipers and micrometers Relevance to everyday
● rules to determine length life of what was
● rules and measuring cylinders traditionally used in
to determine volume Lesotho.
3. use clocks and devices for 4. describe how to measure the
measuring an interval of time period of a pendulum Remember to
consider precisions
and accuracy of
the callipers and
micrometers.
P1.2: Speed, velocity and acceleration
1. calculate speed using: 2. distinguish between scalar and
total distance vector quantities
total time 3. recall and use:
velocity 5 displacement/time
4. plot and interpret for uniform 5. calculate acceleration using:
motion ● graphs of linear motion
● a distance-time graph ● equations of motion
● a speed-time graph
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CORE SUPPLEMENT REMARKS (Notes)
P1.5: Forces
P1.5 (a): Effects of force
1. explore the effects of a force on Newton’s Laws of
the size and shape of a body Motion may be referred
2. use a spring balance to measure to, but examination of
force them lies beyond this
3. identify weight as a force syllabus.
4. state that force is measured in
newtons
5. investigate the effect of force on
size
6. draw extension-load graphs
(including Hooke’s Law)
8. explore ways in which a force
may change the motion of a
body
9. use F 5 ma to calculate the 10. interpret extension-load graphs
resultant force and use proportionality in
simple calculations
11. recall and use F 5 ma
12. describe qualitatively the
motion of bodies falling in a
uniform gravitational field with
and without air resistance
(including reference to terminal
velocity)
P1.5 (b): Centre of mass
1. perform and describe an
experiment to determine the
position of the centre of mass of
a plane lamina
2. describe qualitatively the effect
of the position of the centre of
mass on the stability of simple
objects
P1.5 (c): Turning effect
1. investigate and describe the
moment of a force as a measure
of its turning effect and give
everyday examples
2. perform and experiment to
verify the principle of moments,
including calculations
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CORE SUPPLEMENT REMARKS (Notes)
P1.6: Energy, work and power
P1.6 (a): Energy
1. relate energy transfer to work
done and state the unit of energy
as the joule
2. identify different forms of energy
including kinetic and potential
3. identify energy conversions and 4. recall and calculate using the
apply the principle of energy expressions:
conservation to simple examples k.e. 5 ½mv2
p.e. 5 mgh
P1.6 (b): Major sources of energy and alternative sources of energy
1. distinguish between renewable
and non-renewable sources of
energy
2. describe how the Sun provides a
primary energy source for Earth
and for life on Earth
3. describe how electrical or other
useful forms of energy may be
obtained from:
● chemical energy stored in fuel
● water, including the energy
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CORE SUPPLEMENT REMARKS (Notes)
P2: Thermal physics
P2.1: Thermal properties
P2.1 (a): Particulate nature of matter
1. describe states of matter and 2. relate properties of common
changes of state in terms of states of matter to:
kinetic theory ● forces and distances between
molecules
● motion of molecules
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CORE SUPPLEMENT REMARKS (Notes)
P2.2: Transfer of thermal energy
P2.2 (a): Conduction
1. perform experiments to 3. explain thermal energy (heat)
demonstrate the properties of transfer in metals in terms of
good and bad conductors of heat electron diffusion
2. explain thermal energy (heat)
transfer in solids in terms of
motion of atoms and molecules
P2.2 (b): Convection
1. perform experiments to illustrate
convection in fluids
2. relate convection in fluids to
density changes
P2.2 (c): Radiation
1. describe radiation as the method
of heat transfer that does not
require a medium to travel
2. perform experiments to show
the properties of good and bad
emitters and good and bad
absorbers of infra-red radiation
3. identify good and bad emitters
and good and bad absorbers of
infra-red radiation
P2.2 (d): Consequences and applications
1. identify and explain some of
the everyday applications and
consequences of conduction,
convection and radiation
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CORE SUPPLEMENT REMARKS (Notes)
P3: Waves
P3.1: General wave properties
1. perform experiments to illustrate
wave motion using water waves
(e.g. ripple tank) and vibrations
in ropes and springs
2. state that wave motion transfers
energy without transfer of matter
3. distinguish between longitudinal
and transverse waves
4. state the meaning of wavefront, 5. recall and use the equation
amplitude, frequency, v5fλ
wavelength and speed and use 6. perform experiments to illustrate:
the equation ● reflection of water waves at a
change of speed
7. interpret reflection and refraction
using wave theory
P3.2: Light
P3.2 (a): Reflection of light
1. perform an experiment to The terms ‘virtual
illustrate the formation of an image’ and ‘real image’
optical image as seen in a plane will be used when
mirror needed.
2. state and explain the
characteristics of the optical
image as seen in the plane
mirror
3. investigate reflection of light rays
in a plane mirror
4. draw ray diagrams using the law: 5. use the law of reflection in
angle of incidence 5 constructions, measurements
angle of reflection and calculations for reflections in
a plane mirror
P3.2 (b): Refraction of light
1. perform experiments to illustrate Refractive index can
the refraction of light be related to changes
2. construct ray diagrams for in speed of light in
the passage of light through different materials.
a parallel-sided transparent
material indicating the angle
of incidence i and angle of
refraction r
3. calculate the refractive index 4. recall and calculate the refractive
using n 5 sin i /sin r index using n 5 sin i /sin r
5. draw graph of i vs r’ 6. perform experiments using
prisms to demonstrate dispersion
of light
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CORE SUPPLEMENT REMARKS (Notes)
P3.2 (c): Thin converging lens
1. perform a experiment to
demonstrate the action of a thin
converging lens on a beam of
light
2. use the terms focal point and
focal length
3. draw simple ray diagrams that 4. interpret simple ray diagrams
illustrate the formation of a real that illustrate the formation of
image by a thin converging lens real and virtual images by a thin
5. use and describe the use of a converging lens
single lens as a magnifying glass 6. use 1/f 5 1/u 1 1/v
P3.2 (d): Electromagnetic spectrum
1. state the components of the
electromagnetic spectrum
2. describe the properties of the 3. recall and use the equation
electromagnetic spectrum, v5fλ
including the sped of for electromagnetic waves
electromagnetic waves
4. describe the role of
electromagnetic waves in:
● radio and television
telephones (microwaves)
● electrical appliances, remote
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CORE SUPPLEMENT REMARKS (Notes)
P4: Electricity and magnetism
P4.1: Simple phenomena of magnetism
1. perform experiments to illustrate
the properties of magnets
2. perform experiments to
magnetise by:
● induction
● single and double stroking
● using an electromagnetic coil
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CORE SUPPLEMENT REMARKS (Notes)
P4.3 (b): Electromotive force (e.m.f)
1. define e.m.f. in terms of energy
supplied by a source in driving
charge in a complete circuit
2. state that the e.m.f. of a source
of electrical energy is measured
in volts
P4.3 (c): Potential difference (p.d.)
1. state that the potential difference 3. relate e.m.f. to p.d. Make reference to the
across a circuit component is internal resistance of
measured in volts the source.
2. measure potential difference
using a voltmeter
P4.3 (d): Resistance
1. perform an experiment to 2. plot, draw and interpret V/I Where ρ is the
determine resistance in a simple characteristic graphs for ohmic resistivity of the
circuit and use the equation and non-ohmic materials material.
V 5 IR
3. Perform an experiment to 4. recall and use the equation
relate (without calculation) the V 5 IR
resistance of a wire to its length 5. recall and use quantitatively
and to its diameter R 5 ρ l/A
P4.4: Electric circuits
1. draw and interpret circuit A list of expected circuit
diagrams containing sources, symbols is given in the
switches, resistors (fixed and Appendix 5.3.
variable), lamps, ammeters,
voltmeters, magnetising coils, Where other circuit
bells, fuses, relays symbols are used in a
2. perform an experiment to verify 3. perform an experiment to question, they will be
that the current at every point in demonstrate that the sum of the labelled.
a series circuit is the same p.d.’s across the components
in a series circuit is equal to the
total p.d. across the supply
4. use R 5 R1 1 R2 1 ... for 5. recall and use R 5 R1 1 R2 1 ...
resistors in series for resistors in series
6. use I 5 I1 1 I2 1 ... for a 7. recall and use I 5 I1 1 I2 1 ...
parallel circuit for branches in a parallel circuit
8. use 1/R 5 1/R1 1 1/R2 for two 9. recall and use
resistors in parallel R 5 R1 R2 /R1 1 R2 for resistors
in parallel
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CORE SUPPLEMENT REMARKS (Notes)
P4.5: Practical electric circuitry
P4.5 (a): Uses of electricity
1. describe the uses of electricity in
● heating
● lighting (including lamps in
parallel)
● motors
metal case
● live and neutral wires
● switches and fuses in live leads
● double insulation
● circuit breakers
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CORE SUPPLEMENT REMARKS (Notes)
P4.6 (d): Transformer
1. describe the construction of a
basic iron-cored transformer as
used for voltage transformations
2. show a qualitative understanding 3. recall and use the equation
of the principle of operation of a (Vp/Vs) 5 (Np/Ns )
transformer 4. recall and use the equation
Vp/Ip 5 Vs/Is (for 100% efficiency)
5. show understanding of energy
loss in cables (calculation not
required)
6. describe the use of the
transformer in high-voltage
transmission of electricity
7. explain why energy losses
in cables are lower when the
voltage is higher
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CORE SUPPLEMENT REMARKS (Notes)
P5: Atomic physics and radioactivity
P5.1: Detection of radioactivity
1. identify sources of background Review content of
radiation chemistry topic CPT.
2. name the commonly used
detectors for radiation Be aware of modern
3. state three types of nuclear detectors that are more
emission as alpha-particles, versatile and cheaper
beta-particles and gamma-rays than GM tubes
P5.2: Characteristics of the three kinds of emission
1. state, for radioactive emissions: 2. describe their deflections in
● their nature electric fields and magnetic fields
● their realtive ionising effects
● their relative penetrating
abilities
P5.3: Radioactive decay and half-life
1. state the meaning of radioactive 2. state that radioactive emissions
decay, using equations to occur randomly over space and
represent changes in the time
composition of the nucleus when
particles are emitted
3. use the term half-life in simple
calculations which might involve
information in tables or decay
curves
P5.4: Nuclear energy
1. describe fission and fusion of
nuclei
2. recall and use E 5 mc2
P5.5: Safety precautions
1. describe the safety precautions
required when handling
radioactive materials
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4. Practical assessment
● describe in simple terms how they would carry out practical procedures
● explain and/or comment critically on described procedures or points of practical detail
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4. Practical assessment (continued)
(Notes for Use in Qualitative Analysis (Appendix 5.5) will not be provided in the question
paper.)
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5. Appendix
Litre / dm3: to avoid any confusion over the symbol for litre (l or litre), dm3 will always be
used.
Core Supplement
Quantity Symbol Unit Quantity Symbol Unit
Length l, h ... km, m, cm, mm
Area A m2, cm2
Volume V m3, dm3, cm3
Weight W N
Mass m, M kg, g
Density d, ρ kg / m3, g / cm3
Time t h, min, s period T s
Speed* u, v km / h, m / s,cm / s
Acceleration a m / s2 Acceleration* m / s2
Acceleration of free fall g m / s2
Force F N Force* N*
Moment of force Nm Moment of force* Nm
Work done W, E J Work done by a force* J*
Energy E J J*, kW h*
Power P W Power* W*
Temperature t, T °C
Frequency f Hz Frequency* f Hz
Wavelength λ mm, cm, m Wavelength* λ m, cm
Focal length f cm mm Focal length f cm, mm
Angle of incidence i degree (°)
Angle of reflection/refraction r degree (°)
Potential difference/voltage V V, mV Potential difference* V*
Current I A, mA Current*
e.m.f. E V e.m.f.*
Resistance R Ω
Resistivity ρ Ωm Resistivity*
Charge Q C
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5.2 Prefixes
The symbols and meanings of prefixes should be understood and used.
Multiples Submultiples
name meaning symbol name meaning symbol
deca- 10 da deci- 1/10 d
hecta- 100 h centi- 1/100 c
kilo- 1000 k milli- 1/1000 m
mega- 106 M micro- 1026 m
giga- 109 G nano- 1029 n
Other circuit symbols may be used in circuits given in a question, but will be clearly labelled.
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5.5 Notes for use in qualitative analysis
Test for anions
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5.6 The Periodic Table of the Elements
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5.7 Grade Descriptions
The scheme of assessment is intended to encourage positive achievement by all candidates.
Mastery of the Core Curriculum is required for further academic study.
A Grade A candidate must show mastery of the Core Curriculum and the Extended
Curriculum.
A Grade C candidate must show mastery of the Core Curriculum plus some ability to answer
questions which are pitched at a higher level.
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5.8 Mathematical requirements
Calculators may be used in all parts of the assessment.
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5.9 Glossary of terms used in science papers
It is hoped that the glossary (which is relevant only to science subjects) will prove helpful to
candidates as a guide (e.g. it is neither exhaustive nor definitive). The glossary has been
deliberately kept brief not only with respect to the number of terms included but also to the
descriptions of their meanings. Candidates should appreciate that the meaning of a term
must depend, in part, on its context.
1 D
efine (the term(s) ...) is intended literally, only a formal statement or equivalent
paraphrase being required.
What do you understand by/What is meant by (the term(s) ...) normally implies that a
2.
definition should be given, together with some relevant comment on the significance or
context of the term(s) concerned, especially where two or more terms are included in the
question. The amount of supplementary comment intended should be interpreted in the
light of the indicated mark value.
3. tate implies a concise answer with little or no supporting argument (e.g. a numerical
S
answer that can readily be obtained ‘by inspection’).
4. ist requires a number of points, generally each of one word, with no elaboration. Where
L
a given number of points is specified this should not be exceeded.
5. Explain may imply reasoning or some reference to theory, depending on the context.
6. escribe requires the candidate to state in words (using diagrams where appropriate) the
D
main points of the topic. It is often used with reference either to particular phenomena or
to particular experiments. In the former instance, the term usually implies that the answer
should include reference to (visual) observations associated with the phenomena.
In other contexts, describe should be interpreted more generally (i.e. the candidate has
greater discretion about the nature and the organisation of the material to be included in
the answer). Describe and explain may be coupled, as may state and explain; in some
cases, state or describe may be followed by give a reason for your answer to indicate
there are two parts to the expected answer.
7. iscuss requires the candidate to give a critical account of the points involved in the
D
topic.
9. redict implies that the candidate is not expected to produce the required answer
P
by recall but making a logical connection between other pieces of information. Such
information may be wholly given in the question or may depend on answers extracted in
an earlier part of the question. Predict also implies a concise answer with no supporting
statement required.
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10. D
educe is used in similar way to predict except that some supporting statement is
required (e.g. reference to a law, principle or the necessary reasoning is to be included
in the answer).
11. S
uggest is used in two main contexts, either to imply that there is no unique answer (e.g.
in chemistry, two or more substances may satisfy the given conditions describing an
‘unknown’), or to imply that candidates are expected to apply their general knowledge to
a ‘novel’ situation, one that may be formally ‘not in the syllabus’.
12. F
ind is a general term that may variously be interpreted as calculate, measure, determine,
e.t.c. and will often indicate that the answer does not require extensive calculation.
13. C
alculate is used when a numerical answer is required. In general, working should be
shown, especially where two or more steps are involved.
15. D
etermine often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values or other quantities into
a standard formula (e.g. resistance, the formula of an ionic compound).
16. E
stimate implies a reasoned order or magnitude statement or calculation of the quantity
concerned, making such simplifying assumptions as may be necessary about points of
principle and about the values of quantities not otherwise included in the question.
17. S
ketch, when applied to graph, implies that the shape and/or position of the curve
need only be qualitatively correct, but candidates should be aware that, depending on
the context, some quantitative aspects may be looked for (e.g. passing through the
origin, having an intercept). In diagrams, sketch implies that simple, freehand drawing is
acceptable; nevertheless, care should be taken over proportions and the clear exposition
of important details.
Perform an experiment in the syllabus implies that learners will gain great benefit from
18.
carrying out such an experiment themselves, and as a result will be able to recall and
explain the procedures and the associated science knowledge and understanding,
demonstrate how to handle and interpret data from the experiment, and draw conclusions.
19. I nvestigate in the syllabus implies that learners will have planned the experiment
themselves before carrying it out, and as a result will be able to use hypotheses to
make predictions and so explain the experimental plan, as well as the issues included in
perform the experiment above.
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