Physics 2009
Physics 2009
Physics 2009
of Secondary Education
PHYSICS 0625
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Physics
CONTENTS
Page
INTRODUCTION 1
AIMS 1
ASSESSMENT OBJECTIVES 3
ASSESSMENT 4
CURRICULUM CONTENT 5
SYMBOLS, UNITS AND DEFINITIONS OF PHYSICAL QUANTITIES 14
ASSESSMENT CRITERIA FOR PRACTICALS 15
GRADE DESCRIPTIONS 20
GLOSSARY OF TERMS USED IN SCIENCE PAPERS 21
MATHEMATICAL REQUIREMENTS 22
RESOURCE LIST 23
Notes
Conventions (e.g. signs, symbols, terminology and nomenclature)
Syllabuses and question papers will conform with generally accepted international practice. In particular, attention
is drawn to the following documents, published in the UK, which will be used as guidelines.
(a) Reports produced by the Association for Science Education (ASE):
SI Units, Signs, Symbols and Abbreviations (1981),
Chemical Nomenclature, Symbols and Terminology for use in School Science (1985),
Signs, Symbols and Systematics: The ASE Companion to 5-16 Science (1995).
(b) Reports produced by the Institute of Biology (in association with the ASE):
Biological Nomenclature, Recommendations on Terms, Units and Symbols (1989).
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It is intended that, in order to avoid difficulties arising out of the use of l as the symbol for litre, usage of cm in
place of l or litre will be made.
Please note sidelined changes.
Exclusions
This syllabus must not be offered in the same session with any of the following syllabuses:
INTRODUCTION
International General Certificate of Secondary Education (IGCSE) syllabuses are designed as two-year
courses for examination at age 16-plus.
All IGCSE syllabuses follow a general pattern. The main sections are:
Aims
Assessment Objectives
Assessment
Curriculum Content.
The IGCSE subjects have been categorised into groups, subjects within each group having similar Aims
and Assessment Objectives.
Physics falls into Group III, Science, of the International Certificate of Education (ICE) subjects.
As part of CIE’s continuing commitment to examination security, Centres entering candidates for the
multiple-choice paper, will need to enter candidates for either component 11 or component 12,
depending on their geographical location. Similarly, Centres entering candidates for the extended theory
paper, will need to enter candidates for either component 31 or component 32, depending on their
geographical location. The information provided to Centres at the time of making entries will make it
clear which component should be entered.
AIMS
The aims of the syllabus are the same for all students. The aims are set out below and describe the
educational purposes of a course in Physics for the IGCSE examination. They are not listed in order of
priority.
The aims are to:
1. provide, through well designed studies of experimental and practical science, a worthwhile
educational experience for all students, whether or not they go on to study science beyond this level
and, in particular, to enable them to acquire sufficient understanding and knowledge
1.1 to become confident citizens in a technological world, to take or develop an informed interest
in matters of scientific import;
1.2 to recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
1.3 to be suitably prepared for studies beyond the IGCSE level in pure sciences, in applied
sciences or in science-dependent vocational courses.
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ASSESSMENT OBJECTIVES
The three assessment objectives in Physics are:
A Knowledge with understanding
B Handling information and solving problems
C Experimental skills and investigations.
A description of each assessment objective follows.
SPECIFICATION GRID
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ASSESSMENT
All candidates must enter for three Papers. These will be Paper 1 (Component 11 or Component 12 –
see page 1), one from either Paper 2 or Paper 3 (Component 31 or Component 32 – see page 1), and
one from Papers 4, 5 or 6.
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 (Component 31 or
Component 32 – see page 1).
All candidates must take a practical paper, chosen from Paper 4 (School-based Assessment of Practical
Skills), or Paper 5 (Practical Test), or Paper 6 (Alternative to Practical).
Practical Assessment
Compulsory The purpose of this component is to test appropriate skills in assessment Objective C.
Candidates will not be required to use knowledge outside the Core curriculum.
Candidates must be entered for one of the following:
Either: Paper 4 Coursework (school-based assessment of practical skills)*
Or: Paper 5 Practical Test (1 hour 15 minutes), with questions covering experimental and
observational skills.
Or: Paper 6 Alternative to Practical Paper (1 hour). This is a written paper designed to test
familiarity with laboratory based procedures.
The practical assessment will be weighted at 20% of the final total available marks.
*Teachers may not undertake school-based assessment without the written approval of CIE. This will
only be given to teachers who satisfy CIE requirements concerning moderation and they will have to
undergo special training in assessment before entering candidates. CIE offers schools in-service
training in the form of occasional face-to-face courses held in countries where there is a need, and also
through the IGCSE Coursework Training Handbook, available from CIE Publications.
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CURRICULUM CONTENT
Students can follow either the Core curriculum only or they may follow the Extended curriculum, which
includes both the Core and the Supplement. Students aiming for grades A* to C must follow the
Extended curriculum. Students are expected to have adequate mathematical skills to cope with the
curriculum.
Reference should also be made to the summary list of symbols, units and definitions of quantities.
Throughout the course, attention should be paid to showing the relevance of concepts to the students'
everyday life and to the natural and man-made world. In order to encourage such an approach and to
allow flexibility in teaching programmes to meet the more generalised Aims, the specified content of the
syllabus has been limited. In this wider sense, as well as in the literal sense, the following material
should be regarded as an examination syllabus rather than a teaching syllabus.
All students should be able to: In addition to what is required for the
Core, students following the Extended
curriculum should be able to:
1. General Physics
1.1 Length and time -use and describe the use of rules and -use and describe the use of a mechanical
measuring cylinders to determine a length method for the measurement of a small
or a volume distance
-use and describe the use of clocks and -measure and describe how to measure a
devices for measuring an interval of time short interval of time (including the period
of a pendulum)
1.2 Speed, velocity and -define speed and calculate speed from -distinguish between speed and velocity
acceleration total distance -recognise linear motion for which the
total time acceleration is constant and calculate the
-plot and interpret a speed/time graph or a acceleration
distance/time graph -recognise motion for which the
-recognise from the shape of a speed/time acceleration is not constant
graph when a body is (a) at rest, (b)
moving with constant speed, (c) moving
with changing speed
-calculate the area under a speed/time
graph to determine the distance travelled
for motion with constant acceleration
-demonstrate some understanding that
acceleration is related to changing speed
-state that the acceleration of free fall for -describe qualitatively the motion of bodies
a body near to the Earth is constant falling in a uniform gravitational field with
and without air resistance (including
reference to terminal velocity)
1.3 Mass and weight -show familiarity with the idea of the mass -demonstrate an understanding that mass
of a body is a property which 'resists' change in
-state that weight is a force motion
-demonstrate understanding that weights -describe, and use the concept of, weight
(and hence masses) may be compared as the effect of a gravitational field on a
using a balance mass
1.4 Density -describe an experiment to determine the -describe the determination of the density
density of a liquid and of a regularly of an irregularly shaped solid by the
shaped solid and make the necessary method of displacement and make the
calculation necessary calculation
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-describe the ways in which a force may -recall and use the relation between force,
change the motion of a body mass and acceleration (including the
direction)
-find the resultant of two or more forces -describe, qualitatively, motion in a curved
acting along the same line path due to a perpendicular force
(F = mv2 / r is not required)
(b) Turning effect -describe the moment of a force as a
measure of its turning effect and give
everyday examples
-describe, qualitatively, the balancing of a -perform and describe an experiment
beam about a pivot (involving vertical forces) to verify that
there is no net moment on a body in
equilibrium
-apply the idea of opposing moments to
simple systems in equilibrium
(c) Conditions for -state that, when there is no resultant force
equilibrium and no resultant turning effect, a system is
in equilibrium
(d) Centre of mass -perform and describe an experiment to
determine the position of the centre of
mass of a plane lamina
-describe qualitatively the effect of the
position of the centre of mass on the
stability of simple objects
(e) Scalars and vectors -demonstrate an understanding of the
difference between scalars and vectors
and give common examples
-add vectors by graphical representation to
determine a resultant
-determine graphically a resultant of two
vectors
1.6 Energy, work and power -demonstrate an understanding that an
(a) Energy object may have energy due to its motion
or its position, and that energy may be
transferred and stored
-give examples of energy in different -recall and use the expressions
2
forms, including kinetic, gravitational, k.e.= ½ mv and p.e. = mgh
chemical, strain, nuclear, internal,
electrical, light and sound
-give examples of the conversion of energy
from one form to another and of its transfer
from on place to another
-apply the principle of energy conservation
to simple examples
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2. Thermal Physics
2.1 Simple kinetic molecular
model of matter
(a) States of matter -state the distinguishing properties of
solids, liquids and gases
(b) Molecular model -describe qualitatively the molecular -relate the properties of solids, liquids and
structure of solids, liquids and gases gases to the forces and distances between
-interpret the temperature of a gas in terms molecules and to the motion of the
of the motion of its molecules molecules
-describe qualitatively the pressure of a
gas in terms of the motion of its molecules
-describe qualitatively the effect of a
change of temperature on the pressure of a
gas at constant volume
-show an understanding of the random
motion of particles in a suspension as
evidence for the kinetic molecular model of
matter
-describe this motion (sometimes known as -show an appreciation that massive
Brownian motion) in terms of random particles may be moved by light, fast-
molecular bombardment moving molecules
(c) Evaporation -describe evaporation in terms of the -demonstrate an understanding of how
escape of more-energetic molecules from temperature, surface area and draught
the surface of a liquid over a surface influence evaporation
-relate evaporation and the consequent
cooling
(d) Pressure changes -relate the change in volume of a gas to -recall and use the equation pV = constant
change in pressure applied to the gas at at constant temperature
constant temperature
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(d) Digital electronics -explain and use the terms digital and
analogue
- state that logic gates are circuits
containing transistors and other
components
-describe the action of NOT, AND, OR,
NAND and NOR gates
-design and understand simple digital
circuits combining several logic gates
-state and use the symbols for logic gates
(the American ANSI#Y 32.14 symbols will
be used)
4.4 Dangers of electricity -state the hazards of
(i) damaged insulation
(ii) overheating of cables
(iii) damp conditions
-show an understanding of the use of fuses
and circuit-breakers
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CORE SUPPLEMENT
(for all students) (for students who are following the Extended Curriculum)
temperature θ,t °C
specific heat
capacity c J/(g °C), J/(kg °C) specific heat capacity*
latent heat L J specific latent heat* I J/kg, J/g
frequency* f Hz
wavelength* λ m, cm
focal length f
angle of incidence i degree (°) refractive index n
angle of reflection,
refraction r degree (°)
critical angle c degree (°)
potential difference
/voltage V V, mV potential difference* V*
current I A, mA current*
charge C, A s
e.m.f. E V e.m.f.*
resistance R Ω
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Note The examination will not allow the use of textbooks nor will candidates be allowed to have access
to their own records of laboratory work carried out during their course: candidates will be
expected to carry out the experiments from the instructions given in the paper. Candidates will
answer on the question paper.
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4 - Specifies a sequence of activities to investigate a given practical problem.
In a situation where there are two variables, recognises the need to keep one of them constant
while the other is being changed.
Comments critically on the original plan, and implements appropriate changes in the light of the
experimental work carried out.
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6 - Analyses a practical problem systematically and produces a logical plan for an investigation.
In a given situation, recognises that there are a number of variables and attempts to control them.
Evaluates chosen procedures, suggests/implements modifications where appropriate and shows a
systematic approach in dealing with unexpected results.
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MODERATION
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Centres may find it convenient to use loose-leaf A4 file paper for assessed written work. This is
because samples will be sent through the post for moderation and postage bills are likely to be large if
whole exercise books are sent. Authenticated photocopies of the sample required would be acceptable.
The samples sent to CIE should be arranged separately for skills C2, C3 and C4, the skill suitably
identified and in some mark order e.g. high to low. The individual pieces of work should not be stapled
together. Each piece of work should be labelled with the skill being assessed, the Centre number and
candidate name and number, title of the experiment, a copy of the marking scheme used, and the mark
awarded. This information should be attached securely, mindful that adhesive labels tend to peel off
some plastic surfaces.
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GRADE DESCRIPTIONS
The scheme of assessment is intended to encourage positive achievement by all candidates
A Grade A candidate must show mastery of the Core curriculum and the Extended curriculum.
A Grade C candidate must show mastery in answering questions based on the Core curriculum plus
some ability to answer questions which are pitched at a higher level.
A Grade F candidate must show competence in answering questions based on the Core curriculum.
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1. Define (the term(s)...) is intended literally, only a formal statement or equivalent paraphrase being
required.
2. What do you understand by/What is meant by (the term (s)...) normally implies that a 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. State implies a concise answer with little or no supporting argument (e.g. a numerical answer that
can readily be obtained 'by inspection').
4. List requires a number of points, generally each of one word, with no elaboration. Where 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. Describe requires the candidate to state in words (using diagrams where appropriate) the 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.
7. Discuss requires the candidate to give a critical account of the points involved in the topic.
8. Outline implies brevity, i.e. restricting the answer to giving essentials.
9. Predict implies that the candidate is not expected to produce the required answer by recall but by
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.
10. Deduce is used in a similar way to predict except that some supporting statement is required, e.g.
reference to a law, principle, or the necessary reasoning should be included in the answer.
11. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in
Physics, there are several examples of energy resources from which electricity, or other useful forms
of energy, may be obtained), 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' – many data response
and problem solving questions are of this type.
12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13. Calculate is used when a numerical answer is required. In general, working should be shown,
especially where two or more steps are involved.
14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument, e.g. length, using a rule, or mass, using a balance.
15. Determine often implies that the quantity concerned cannot be measured directly but is obtained by
calculation, substituting measured or known values of other quantities into a standard formula.
16. Estimate implies a reasoned order of 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. Sketch, when applied to graph work, 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.
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MATHEMATICAL REQUIREMENTS
Calculators may be used in all parts of the examination.
Candidates should be able to:
1. add, subtract, multiply and divide;
2. use averages, decimals, fractions, percentages, ratios and reciprocals;
3. recognise and use standard notation;
4. use direct and inverse proportion;
5. use positive, whole number indices;
6. draw charts and graphs from given data;
7. interpret charts and graphs;
8. select suitable scales and axes for graphs;
9. make approximate evaluations of numerical expressions;
10. recognise and use the relationship between length, surface area and volume and their units on
metric scales;
11. use usual mathematical instruments (ruler, compasses, protractor, set square);
12. understand the meaning of angle, curve, circle, radius, diameter, square, parallelogram, rectangle
and diagonal;
13. solve equations of the form x = yz for any one term when the other two are known;
14. recognise and use points of the compass (N, S, E, W).
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RESOURCE LIST
The following books have been endorsed by CIE for use with this syllabus. They have been
through an independent quality assurance process and match the syllabus content closely.
Teachers may also find reference to the following books helpful. These are suitable for use with
this syllabus. Content of the books does not necessarily match the CIE syllabus closely and
examples may be British in focus.
These titles represent some of the texts available at the time of printing this booklet. Teachers are
encouraged to choose texts for class use which they feel will be of interest to their students and will
support their own teaching style.
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SCIENCES
Experiment Form
IGCSE
Please read the instructions printed overleaf.
Centre Number Centre Name
Syllabus Code 0 6 2 5 Syllabus Title Physics
Component Number 0 4 Component Title Coursework
June/November 2 0 0 9
Experiment Skill(s)
Number Experiment Assessed
WMS634 IGCSE/PHYSICS/CW/EX/09
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INSTRUCTIONS FOR COMPLETING SCIENCES EXPERIMENT FORM
1. Complete the information at the head of the form.
2. Use a separate form for each Syllabus.
3. Give a brief description of each of the experiments your students performed for assessment in the IGCSE
Science Syllabus indicated. Use additional sheets as necessary.
4. Copies of the experiment forms and the corresponding worksheets/instructions and marking schemes will
be required for each assessed task sampled, for each of Skills C1 to C4 inclusive.
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SCIENCES
Individual Candidate Record Card
IGCSE
Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.
Date of Experiment Number from Assess at least twice: ring highest two Relevant comments (for example, if help was given)
Assessment Sciences Experiment Form marks for each skill
(Max 6 each assessment)
C1 C2 C3 C4
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WMS635 IGCSE/PHYSICS/CW/I/09
INSTRUCTIONS FOR COMPLETING INDIVIDUAL RECORD CARDS
3. Send samples of the candidates’ work covering the full ability range, with the corresponding Individual Candidate Record Cards, this summary form and the second
copy of MS1, to reach CIE by 30 April for the June examination and 31 October for the November examination.
4. Experiment Forms, Work Sheets and Marking Schemes must be included for each assessed task for each of skills C1 to C4 inclusive.
5. For each of skills C2, C3 and C4, Centres must send three examples of a high mark, three examples of an intermediate mark and three examples of a low mark i.e.
27 examples in total. The examples must be from at least ten candidates and must have contributed to the final mark of those candidates.
6. If there is more than one teaching group, the sample should include examples from each group.
7. If there are 10 or fewer candidates submitting Coursework, send all the Coursework that contributed to the final mark for every candidate.
8. Photocopies of the samples may be sent but candidates’ original work, with marks and comments from the teacher, is preferred.
9. (a) The samples should be arranged separately, by tasks, for each of skills C2, C3 and C4, the skill suitably identified and in some mark order, e.g. high to low.
(b) The pieces of work for each skill should not be stapled together, nor should individual sheets be enclosed in plastic wallets.
(c) Each piece of work should be clearly labelled with the skill being assessed, Centre name, candidate name and index number and the mark awarded. For
each task, supply the information requested in B4 above.
10. CIE reserves the right to ask for further samples of Coursework