Physics 5058 2009
Physics 5058 2009
Physics 5058 2009
Ordinary Level
(Syllabus 5058)
CONTENTS
Page
NOTES 1
INTRODUCTION 2
AIMS 2
ASSESSMENT OBJECTIVES 3
SCHEME OF ASSESSMENT 5
CONTENT STRUCTURE 6
SUBJECT CONTENT 7
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS 19
PRACTICAL GUIDELINES 20
GLOSSARY OF TERMS 21
5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
NOTES
Nomenclature
The proposals in ‘Signs, Symbols and Systematics (The Association for Science Education
Companion to 16-19 Science, 2000)’ will generally be adopted.
It is intended that, in order to avoid difficulties arising out of the use of l as the symbol for litre, use of
dm3 in place of l or litre will be made.
Calculators
Any calculator used must be on the Singapore Examinations and Assessment Board list of approved
calculators.
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
INTRODUCTION
The ‘O’ level physics syllabus provides students with a coherent understanding of energy, matter, and
their interrelationships. It focuses on investigating natural phenomena and then applying patterns,
models (including mathematical ones), principles, theories and laws to explain the physical behaviour
of the universe. The theories and concepts presented in this syllabus belong to a branch of physics
commonly referred to as classical physics. Modern physics, developed to explain the quantum
properties at the atomic and sub-atomic level, is built on knowledge of these classical theories and
concepts.
Students should think of physics in terms of scales. Whereas the classical theories such as Newton’s
laws of motion apply to common physical systems that are larger than the size of atoms, a more
comprehensive theory, quantum theory, is needed to describe systems that are very small, at the
atomic and sub-atomic scales, or that move very fast, close to the speed of light. It is at this atomic
and sub-atomic scale that physicists are currently making new discoveries and inventing new
applications.
It is envisaged that teaching and learning programmes based on this syllabus would feature a wide
variety of learning experiences designed to promote acquisition of scientific expertise and
understanding, and to develop values and attitudes relevant to science. Teachers are encouraged to
use a combination of appropriate strategies to effectively engage and challenge their students. It is
expected that students will apply investigative and problem-solving skills, effectively communicate the
theoretical concepts covered in this course and appreciate the contribution physics makes to our
understanding of the physical world.
AIMS
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
4. stimulate interest in and care for the local and global environment.
ASSESSMENT OBJECTIVES
A Knowledge with Understanding
The subject content defines the factual knowledge that candidates may be required to recall and
explain. Questions testing those objectives will often begin with one of the following words: define,
state, describe, explain or outline. (See the glossary of terms.)
Students should be able – in words or by using symbolic, graphical and numerical forms of
presentation – to:
1. locate, select, organise and present information from a variety of sources;
2. translate information from one form to another;
3. manipulate numerical and other data;
4. use information to identify patterns, report trends and draw inferences;
5. present reasoned explanations for phenomena, patterns and relationships;
6. make predictions and propose hypotheses;
7. solve problems.
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
These assessment objectives cannot be precisely specified in the subject content because questions
testing such skills may be based on information which is unfamiliar to the candidate. In answering
such questions, candidates are required to use principles and concepts that are within the syllabus
and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing
these objectives will often begin with one of the following words: predict, suggest, calculate or
determine. (See the glossary of terms.)
A Knowledge with Understanding, approximately 55% of the marks with approximately 20%
allocated to recall.
B Handling Information and Solving Problems, approximately 45% of the marks.
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
SCHEME OF ASSESSMENT
Candidates are required to enter for Papers 1, 2 and 3.
Theory papers
Each candidate is to be assessed only twice for each of skill sets 1 and 2 and only once for skill set 3.
The weighting and marks computation of the skill sets are as follows:
Skill No. of Max Marks per Weight (c) Sub-total Weighting
Set Assessments (a) Assessment (b) (a x b x c)
1 2 6 4 2 x 6 x 4 = 48 50%
2 2 4 3 2 x 4 x 3 = 24 25%
3 1 4 6 1 x 4 x 6 = 24 25%
Total Marks for SPA 96
Please refer to the SPA Information Booklet for more detailed information on the conduct of SPA.
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
CONTENT STRUCTURE
Section Topics
3. Dynamics
6. Pressure
10. Temperature
13. Light
15. Sound
20. Magnetism
21. Electromagnetism
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
SUBJECT CONTENT
SECTION I: MEASUREMENT
Overview
In order to gain a better understanding of the physical world, scientists use a process of investigation
commonly known as the “scientific method”. Galileo Galilei, one of the earliest architects of this
method, believed that the study of science had a strong logical basis that involved precise definitions
of terms and a mathematical structure to express relationships.
In this section, we examine how a small set of base physical quantities and units is used to describe
all other physical quantities. These precisely defined quantities and units, with accompanying order-
of-ten prefixes (e.g. milli, centi and kilo) can then be used to describe the interactions between objects
in systems that range from celestial objects in space to sub-atomic particles.
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
2. Kinematics
Content
• Speed, velocity and acceleration
• Graphical analysis of motion
• Free-fall
• Effect of air resistance
Learning Outcomes:
Candidates should be able to:
(a) state what is meant by speed and velocity
(b) calculate average speed using distance travelled / time taken
(c) state what is meant by uniform acceleration and calculate the value of an acceleration using
change in velocity / time taken
(d) interpret given examples of non-uniform acceleration
(e) plot and interpret a distance-time graph and a speed-time graph
(f) deduce from the shape of a distance-time graph when a body is:
(i) at rest
(ii) moving with uniform speed
(iii) moving with non-uniform speed
(g) deduce from the shape of a speed-time graph when a body is:
(i) at rest
(ii) moving with uniform speed
(iii) moving with uniform acceleration
(iv) moving with non-uniform acceleration
(h) calculate the area under a speed-time graph to determine the distance travelled for motion with
uniform speed or uniform acceleration
(i) state that the acceleration of free fall for a body near to the Earth is constant and is
approximately 10 m/s2
(j) describe the motion of bodies with constant weight falling with or without air resistance,
including reference to terminal velocity
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
3. Dynamics
Content
• Balanced and unbalanced forces
• Free-body diagram
• Friction
Learning Outcomes:
Candidates should be able to:
(a) describe the effect of balanced and unbalanced forces on a body
(b) describe the ways in which a force may change the motion of a body
(c) identify forces acting on an object and draw free body diagram(s) representing the forces acting
on the object (for cases involving forces acting in at most 2 dimensions)
(d) solve problems for a static point mass under the action of 3 forces for 2-dimensional cases (a
graphical method would suffice)
(e) recall and apply the relationship resultant force = mass x acceleration to new situations or to
solve related problems
(f) explain the effects of friction on the motion of a body
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
6. Pressure
Content
• Pressure
• Pressure differences
• Pressure measurement
Learning Outcomes:
Candidates should be able to:
(a) define the term pressure in terms of force and area
(b) recall and apply the relationship pressure = force / area to new situations or to solve related
problems
(c) describe and explain the transmission of pressure in hydraulic systems with particular
reference to the hydraulic press
(d) recall and apply the relationship pressure due to a liquid column = height of column x density
of the liquid x gravitational field strength to new situations or to solve related problems
(e) describe how the height of a liquid column may be used to measure the atmospheric pressure
(f) describe the use of a manometer in the measurement of pressure difference
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(d) explain that energy transfer of a body by radiation does not require a material medium and the
rate of energy transfer is affected by:
(i) colour and texture of the surface
(ii) surface temperature
(iii) surface area
(e) apply the concept of thermal energy transfer to everyday applications
10. Temperature
Content
• Principles of thermometry
• Thermocouple thermometers
Learning Outcomes:
Candidates should be able to:
(a) explain how a physical property which varies with temperature may be used to define
temperature scales and state examples of such properties
(b) explain the need for fixed points and state what is meant by ice point and steam point
(c) discuss the action of a thermocouple thermometer, showing an understanding of its use for
measuring high temperatures and temperatures which vary rapidly (knowledge of the Seebeck
effect is not required)
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
13. Light
Content
• Reflection of light
• Refraction of light
• Thin lenses
Learning Outcomes:
Candidates should be able to:
(a) recall and use the terms for reflection, including normal, angle of incidence and angle of
reflection
(b) state that, for reflection, the angle of incidence is equal to the angle of reflection and use this
principle in constructions, measurements and calculations
(c) recall and use the terms for refraction, including normal, angle of incidence and angle of
refraction
(d) recall and apply the relationship sin i / sin r = constant to new situations or to solve related
problems
(e) define refractive index of a medium in terms of the ratio of speed of light in vacuum and in the
medium
(f) explain the terms critical angle and total internal reflection
(g) identify the main ideas in total internal reflection and apply them to the use of optical fibres in
telecommunication and state the advantages of their use
(h) describe the action of a thin lens (both converging and diverging) on a beam of light
(i) define the term focal length for a converging lens
(j) draw ray diagrams to illustrate the formation of real and virtual images of an object by a thin
converging lens
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
15. Sound
Content
• Sound waves
• Speed of sound
• Echo
• Ultrasound
Learning Outcomes:
Candidates should be able to:
(a) describe the production of sound by vibrating sources
(b) describe the longitudinal nature of sound waves in terms of the processes of compression and
rarefaction
(c) explain that a medium is required in order to transmit sound waves and the speed of sound
differs in air, liquids and solids
(d) describe a direct method for the determination of the speed of sound in air and make the
necessary calculation
(e) relate loudness of a sound wave to its amplitude and pitch to its frequency
(f) describe how the reflection of sound may produce an echo, and how this may be used for
measuring distances
(g) define ultrasound and describe one use of ultrasound, e.g. quality control and pre-natal
scanning
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
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(g) define the p.d. across a component in a circuit as the work done to drive a unit charge through
the component
(h) state the definition that resistance = p.d. / current
(i) apply the relationship R = V/I to new situations or to solve related problems
(j) describe an experiment to determine the resistance of a metallic conductor using a voltmeter
and an ammeter, and make the necessary calculations
(k) recall and apply the formulae for the effective resistance of a number of resistors in series and
in parallel to new situations or to solve related problems
(l) recall and apply the relationship of the proportionality between resistance and the length and
cross-sectional area of a wire to new situations or to solve related problems
(m) state Ohm’s Law
(n) describe the effect of temperature increase on the resistance of a metallic conductor
(o) sketch and interpret the I/V characteristic graphs for a metallic conductor at constant
temperature, for a filament lamp and for a semiconductor diode
(p) show an understanding of the use of a diode as a rectifier
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(k) interpret c.r.o. displays of waveforms, p.d.s and time intervals to solve related problems
20. Magnetism
Content
• Laws of magnetism
• Magnetic properties of matter
• Magnetic field
Learning Outcomes:
Candidates should be able to:
(a) state the properties of magnets
(b) describe induced magnetism
(c) describe electrical methods of magnetisation and demagnetisation
(d) draw the magnetic field pattern around a bar magnet and between the poles of two bar
magnets
(e) describe the plotting of magnetic field lines with a compass
(f) distinguish between the properties and uses of temporary magnets (e.g. iron) and permanent
magnets (e.g. steel)
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
21. Electromagnetism
Content
• Magnetic effect of a current
• Applications of the magnetic effect of a current
• Force on a current-carrying conductor
• The d.c. motor
Learning Outcomes:
Candidates should be able to:
(a) draw the pattern of the magnetic field due to currents in straight wires and in solenoids and
state the effect on the magnetic field of changing the magnitude and/or direction of the current
(b) describe the application of the magnetic effect of a current in a circuit breaker
(c) describe experiments to show the force on a current-carrying conductor, and on a beam of
charged particles, in a magnetic field, including the effect of reversing
(i) the current
(ii) the direction of the field
(d) deduce the relative directions of force, field and current when any two of these quantities are at
right angles to each other using Fleming’s left-hand rule
(e) describe the field patterns between currents in parallel conductors and relate these to the
forces which exist between the conductors (excluding the Earth’s field)
(f) explain how a current-carrying coil in a magnetic field experiences a turning effect and that the
effect is increased by increasing
(i) the number of turns on the coil
(ii) the current
(g) discuss how this turning effect is used in the action of an electric motor
(h) describe the action of a split-ring commutator in a two-pole, single-coil motor and the effect of
winding the coil on to a soft-iron cylinder
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
Students should be able to state the symbols for the following physical quantities and, where
indicated, state the units in which they are measured. Students should be able to define those
items indicated by an asterisk (*).
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
PRACTICAL GUIDELINES
Scientific subjects are, by their nature, experimental. It is therefore important that the candidates carry
out appropriate practical work to support and facilitate the learning of this subject. A list of suggested
practical work is provided below.
• Measurements of length, time interval, temperature, volume, mass and weight using the
appropriate instruments
• Determination of the density of solids and liquids
• Determination of the value of free fall
• Investigation of the effects of balanced and unbalanced forces
• Verification and application of the principle of moments
• Investigation of the factors affecting thermal energy transfer
• Determination of heat capacities of materials and latent heat of substances
• Verification and application of the laws of reflection
• Determination of the characteristics of optical images formed by plane mirrors
• Verification and application of the refraction of light through glass blocks
• Verification and application of the principle of total internal reflection
• Investigation of the properties of images obtained through a thin converging lens
• Determination of the speed, wavelength and frequency of sound waves
• Measurements of current and voltage by using appropriate ammeters and voltmeters
• Determination of the resistance of a circuit element using appropriate instruments
• Investigation of the magnetic effect of current in a conductor
• Investigation of the effects of electromagnetic induction
This is not intended to be an exhaustive list. Reference may be made to the techniques used in these
experiments in the theory papers but no detailed description of the experimental procedures will be
required.
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
It is hoped that the glossary will prove helpful to candidates as a guide, although it is not exhaustive.
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. They should also note that the number of marks allocated for
any part of a question is a guide to the depth of treatment required for the answer.
1. Define (the term(s) ...) is intended literally. Only a formal statement or equivalent paraphrase,
such as the defining equation with symbols identified, being required.
2. Explain/What is meant by ... 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 be obtained 'by inspection'.
4. List requires a number of points with no elaboration. Where a given number of points is specified,
this should not be exceeded.
5. Describe requires candidates 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. The amount of description
intended should be interpreted in the light of the indicated mark value.
6. Discuss requires candidates to give a critical account of the points involved in the topic.
7. Predict or deduce implies that candidates are 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.
8. Suggest is used in two main contexts. It may either imply that there is no unique answer or that
candidates are expected to apply their general knowledge to a 'novel' situation, one that formally
may not be 'in the syllabus'.
9. Calculate is used when a numerical answer is required. In general, working should be shown.
10. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument, e.g. length, using a rule, or angle, using a protractor.
11. 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.
12. Show is used when an algebraic deduction has to be made to prove a given equation. It is
important that the terms being used by candidates are stated explicitly.
13. Estimate implies a reasoned order of magnitude statement or calculation of the quantity
concerned. Candidates should make such simplifying assumptions as may be necessary about
points of principle and about the values of quantities not otherwise included in the question.
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5058 PHYSICS (WITH SPA) ORDINARY LEVEL 2009
14. Sketch, when applied to graph work, implies that the shape and/or position of the curve need
only be qualitatively correct. However, 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, asymptote or discontinuity at a particular value. On a sketch graph it is essential that
candidates clearly indicate what is being plotted on each axis.
Sketch, when applied to diagrams, implies that a simple, freehand drawing is acceptable:
nevertheless, care should be taken over proportions and the clear exposition of important details.
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