IFYPH004 2023/24

PHYSICS
INTERNATIONAL FOUNDATION YEAR (IFY)

© Northern Consortium UK Ltd. 0

TABLE OF CONTENTS

Syllabus Overview ............................................................................................................................... 2

General Learning Outcomes ................................................................................................................ 3

Assessment Objectives ........................................................................................................................ 4

Assessment .......................................................................................................................................... 3

Teaching, Learning and Assessment Guidance ................................................................................... 5

Resources .......................................................................................................................................... 12

Module Content ................................................................................................................................ 14

Appendix A - Exemplar Teaching Plan .............................................................................................. 36

Appendix B - Data, Formulae & Relationships ................................................................................. 49

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SYLLABUS OVERVIEW
Module Code IFYPH004

Module Name Physics

Programme Name International Foundation Year

Percentage breakdown of Coursework 20%

Percentage breakdown of
80%
Examination/Test
The syllabus will usually be delivered over two 15-week
Delivery period
semesters

Recommended minimum teaching hours 120 (4 hours per week over 30 weeks)

Recommended minimum independent

120 (4 hours per week over 30 weeks)
study hours

AIMS
The module aims to enable students to acquire the knowledge and understanding of physics to meet the
entry requirements of NCUK Universities. Students will further develop their skills of investigation
through practical experience and tutorial-based learning and will apply and practise their ICT skills in the
study of physics. They will develop confidence and competence as learners, taking some personal
responsibility for their own learning through directed study and reading. Students will become familiar
with science-specific English language vocabulary and terminology and practise skills introduced in
EAP/EAPPU/RCS lessons, together preparing them to learn effectively in an English language university.

TOPICS OF STUDY
 Mechanics  Fields

 Materials  Waves

 Electricity  Atoms

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ASSESSMENT
What is Assessed? Topics A - V

Duration/Word
1 hour 40 minutes
Count

End of Total Marks 50

Semester 1
 10 multiple choice questions (10 marks in total)
Test
 2 short answer questions (20 marks in total)
Rubric
 1 longer question from a choice of 2 (20marks
in total)

Contribution to
10%
Overall Grade

What is Assessed? Topics A-AG

Duration/Word Report of 800-1000 words (plus calculations,

Count diagrams, references etc.)

Coursework Total Marks 100

Rubric  Laboratory Report

Contribution to
20%
Overall Grade

What is Assessed? Topics A - AL

Duration/Word
2 hours 40 minutes
Count
Total Marks 100
Final
Examinatio  10 multiple choice questions (10 marks in total)
n  3 short answer questions (30 marks in total)
Rubric
 3 longer questions from a choice of 5 (60 marks
in total)

Contribution to
70%
Overall Grade

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ASSESSMENT OBJECTIVES
End of
Semester Coursework Exam
Description Overall
1 Test (20%) (70%)
(10%)
Knowledge and Understanding:
Demonstrate knowledge and understanding
AO1 50% ~ 50% 40%
of terminology, facts, theories and concepts
related to physics.

Handling and Evaluating Information:

Manipulate data accurately and use numerical
and other information to identify patterns and
AO2 trends. 50% ~ 50% 40%
Give reasoned explanations for identified
patterns and relationships.

Practical and Investigative Skills:

Demonstrate the ability to plan and carry out
AO3 practical work, accurately collect and record ~ 100% ~ 20%
results, and analyse and interpret data to
reach a conclusion.

GENERAL LEARNING OUTCOMES

On successful completion of this module, a student will be able to:

 Describe, explain and interpret phenomena and effects covered in the

Knowledge and
syllabus in terms of physical principles and concepts.
understanding
 Discuss the significance of physical concepts and experimental results.
 Present and interpret data as text or in tables, diagrams and graphs in
appropriate and correct English.
Intellectual skills  Carry out relevant calculations, giving units where appropriate.
 Use appropriate software in the analysis of data and presentation of
findings.
 Plan experimental activities, selecting appropriate techniques.
 Carry out laboratory experiments safely.
Practical skills  Make observations and measurements with appropriate precision and
record these methodically.
 Interpret and discuss experimental results.
 Use and reference information from a variety of English language
sources such as texts and the internet.
Transferable skills  Study independently and make personal notes for revision purposes.
 Write clear and concise reports in appropriate scientific English, using
text, tables and graphs.

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TEACHING, LEARNING
AND ASSESSMENT GUIDANCE
Teachers should use a range of different learning and delivery styles in order to give students experience
of the types of approach they will encounter in an NCUK University e.g. lectures, tutorials, seminars,
laboratory practicals etc. Appendix A (Exemplar Teaching Plan) suggests a delivery format designed to
facilitate teaching and learning in each topic. This is provided as a guide and teachers are at liberty to
diverge from this plan. The Study Centre may also choose to timetable more than the minimum number
of teaching hours (4 hours per week) to meet the needs and abilities of students.

Teachers should take every opportunity to use case study and data response or practice material to
develop the ability of students to apply their knowledge and develop their skills of handling and evaluating
information. Tutorials should involve both group and individual activities, with a strong emphasis on
applying knowledge from lectures and independent study to problem-solving. It is important for all
students to have opportunities to speak in English during each tutorial. Suggested activities include
students being encouraged to explain in English their answers in pairs or small groups, students providing
answers to the whole class whilst standing at the front of the group, student-led presentations, and group
activities that require discussion and debate.

Students will have different backgrounds in the subject and it will be necessary to provide opportunities
for directed independent study, so as to allow each student to develop at their own pace to reach the
required level for the assessments. Activities (homework) for independent study should be set weekly. It
is advisable to also consult with EAP teachers when planning homework as there may be subject tasks
which can support the development of academic English (and vice-versa).

DEVELOPING INDEPENDENT LEARNING

It is important that the learners are given the guidance and support to develop from pupils within a teacher -
led learning environment, to students who feel confident taking ownership of their learning through
independent study. As students may have an educational background where concepts of teaching and
learning are different to those prevalent in NCUK Universities, aspects of independent learning should b e
introduced gradually throughout the programme.

Below are suggested examples of ideas which could be used to encourage independent learning:

Acknowledging Failure and Success

A fear of failure or making mistakes can be a significant obstacle which preven ts learners from being
independent. It is therefore important to acknowledge the benefits of failure with regard to learning early
in the module delivery. This could be explored in more depth through practical examples and calculations
in which failure leads to success. Teachers should ensure that students are also praised, particularly
through formative feedback, and encourage learners to demonstrate development from their past
mistakes.

Classroom Reversal

Where possible, teachers might entrust the teaching, practice and revision of sub-topics or items from the
syllabus to students themselves. Sharing the responsibility of teaching with students can be a more
motivating way to encourage them to take their first steps into independent study than being asked to

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study independently for purely personal reasons. It also provides a strong reason why independent learning
should be carried out (in this case, to support their peers) and a visible outcome of their independent work
(the performance of their peers).

A demonstration of possible student-led tasks and activities can be a useful way to introduce this concept
within the classroom. A clear schedule for student-led sessions can also help to make it routine. Sessions
could be led by groups initially before asking students to lead them individually when they have grown in
confidence.

PAST ASSESSMENTS
Many learners can find it reassuring to revisit past assessments to support their preparation for formative
and summative assessments. A selection of past Coursework, End of Semester 1 Test and Final Examination
papers are available for this purpose via the NCUK Teachers’ Hub. It is important that students are guided
to sections and questions which will support the meeting of current learning outcomes or that past
assessments are appropriately adapted to ensure their fit to the current syllabus.

While classroom time can be allocated to the review of and use of past papers, students should also have
the opportunity to make use of these for independent study. Teachers should work with colleagues to
decide which papers may be kept aside for use in formative assessment or class time and which to release
to students for independent study.

There are a number of ways past assessments can be used to support learning in addit ion to recalling
knowledge. These include:

 An exploration of incorrect or incomplete answers which could highlight gaps in understanding and
help to inform future teaching and learning
 Identifying whether the correct structure is being used to answer extended answers
 Practicing answers to certain questions within particular time constraints
 Distinguishing different command words, such as ‘explain’, ‘describe’ and ‘evaluate’
 Allowing students to notice weaknesses in their own knowledge or answers by allowing them to
self-mark with the assessment criteria
 Allowing students to establish a greater familiarity with the assessment criteria and what they are
expected to do to achieve a certain grade

SUPPORTING ENGLISH LANGUAGE DEVELOPMENT

It is important for the development of academic literacies that the delivery of the subject material is
integrated with the English for Academic Purposes (EAP) module (or EAP for Proficient Users or Research
and Communication Skills modules where appropriate). Regular communication between the subject
module teacher(s) and the EAP, EAPPU or RCS teacher(s) will provide a basis on which to support and
guide students. Students will benefit from collaborative activities, where the subject module and
EAP/EAPPU/RCS teachers jointly deliver classes in relation to activities such as essay or report writing
style and using academic sources.

There are also a number of simple tasks and approaches which can be built into this module which can
support language development. These include:

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Introducing New Vocabulary

When students are introduced to new vocabulary in class, ensure that these words are not introduced in
isolation, but in a chunk or phrase within a wider understood context. As an example, if students were
given the following extract from the Economist (2021), they may be unfamiliar with the word ‘ailments’:

The cholera pandemic of the early 1830s hit France hard. It wiped out nearly 3% of Parisians in a
month, and hospitals were overwhelmed by patients whose ailments doctors could not explain.

If this word was then to be explored and recorded, it would be better to look at this chunk:

…hospitals were overwhelmed by patients whose ailments doctors could not explain.

By giving students a clear context, it is easier to initially discern meaning while also making it more
memorable for revision. By keeping the word within a larger chunk, there are also a number of grammatical
and lexical relationships which can be established by learners:

 Common collocations; explain ailments, a patient’s ailments,

 The inclusion of ‘ailments’ in the semantic field of medicine / health.
 The determiner ‘whose’ implies that ‘ailments’ is a noun and the ‘s’ that it is a plural, countable
noun.
 Wider examples of past passive and defining relative clauses.

Although it should not be expected that this level of exploration is conducted within a subject module,
highlighting new vocabulary in chunks does give language learners a greater opportunity to notice features
of language at their own speed. It also provides a grammatical template which students can build on when
writing their own answers.

Highlighting Stressed Syllables

One way to support the development of students spoken fluency and overall rhythm is to draw attention
the stressed syllable within key, subject-specific vocabulary. This can be done very simply on the board in
a number of ways and you may wish to discuss this with the EAP/RCS teacher(s) at your Study Centre in
order to align your preferred method(s). As you may be students’ main model for how to pronounce
subject-specific vocabulary, it is essential they have a clear record which they can refer to during
independent study.

Encouraging Functional & Discursive Language

When completing written and spoken tasks, such as group discussions or the presentation of ideas within
class, you may wish to encourage students to use functional or discursive language that wi ll help them to
structure and explain their ideas with greater coherence and clarity. For instance, this may include language
for agreeing /disagreeing, clarifying what they have said when they are unclear, or how to highlight a
particular point. This could be achieved by:

 Asking students to take out, look at and use language explored for this purpose within their EAP
classes. Collaboration with the EAP teacher(s) to decide when in the module particular language
will be covered and for what purpose will greatly support students’ language development.

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  Make functional and discursive language relevant to your subject available in the classroom for
students to use. Adding useful language to walls or ‘vocabulary mats’ on desks can remind students
of language available to them while also encouraging independence.

Allowing Learners Time to Speak

Although some students may be reluctant to speak in class, it is also important to remember that less
proficient speakers require time to construct utterances and may need some time to prepare themselves.
While silence in a classroom can sometimes feel awkward, try to avoid filling this silence with teacher talk
time, particularly when you are expecting answers from students. You may want to prepare students to
speak by giving them advance warning, for example, by giving the class time to make notes before being
asked to speak. Alternatively, you may wish to select students to answer particular questions in advance.

Referencing

As part of study for the EAP, EAPPU or RCS module, students will learn the Harvard referencing system.
Subject teachers should ensure that students carry this learning into the coursework assessments for this
module; see the ‘Resources’ section of this document for details of the referencing guide reco mmended
by NCUK. For further information about referencing and citation, please consult the EAP or RCS syllabus
(as relevant) for the texts and online resources recommended by NCUK.

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 FORMATIVE ASSESSMENT

It is important that students are given the opportunity to engage in and submit formative assessments
and receive feedback on this work. Formative assessment should be designed to inform students of their
progress and enable them to develop and practice coursework and examination skills.

In order to assist teachers in setting formative assessment, NCUK provides the following for this module:

 Formative coursework assessment – details of laboratory practicals that can be completed for
formative assessment are given in the Physics Laboratory Practical Guide which is available to
download from the NCUK Teachers’ Hub. Students should have the opportunity to undertake at
least one laboratory practical under assessed conditions in Semester 1 to prepare them for the
summative laboratory report in Semester 2. This assessment will provide an opportunity for
students to receive feedback that can be applied to the summative coursework in Semester 2
and also help teachers to generate predicted grades. When marking this assessment, teachers
should use the NCUK issued Assessment Criteria given in Appendix A of the Physics Laboratory
Practical Guide. Feedback should be given to students using the feedback sheet in Appendix B
of the Physics Laboratory Practical Guide.

 Exemplar assessments – a full set of exemplar assessments with mark schemes (End of Semester
1 Test and Final Examination) are downloadable from the Teachers’ Hub. These can be used as
mock assessments for students throughout the academic year.

 Past exam questions – a set of past examination papers is accessible for teachers via the
Teachers’ Hub. Teachers can generate their own papers for use as practice exams, pick out
specific questions to work through with students in class, or set as homework.

In addition to the above, teachers should set regular homework tasks that allow students to understand
their strengths and weaknesses and should provide advice to students on how to improve in areas of
weakness.

Beyond developing students’ skills, the crucial element of formative assessment is the feedback provided
by the teacher.

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 SUMMATIVE ASSESSMENT

The breakdown of summative assessment for this module and the rubrics for each component are given
on page 3 of this document. All summative assessments are provided by NCUK.

End of Semester 1 Test

The End of Semester 1 Test will cover topics from Semester 1 only and will take place under examination
conditions. Teachers at the Study Centre will be responsible for marking the End of Semester 1 Tests in
accordance with the NCUK issued mark scheme.

Coursework

The coursework assessment should be completed during Semester 2. Teachers should consult the
Physics Laboratory Practical Guide to identify a suitable practical for assessment. Teachers are free to
set their own submission deadline. Students will submit their coursework online via NCUK’s assessment
platform. All assessments will be subject to a plagiarism check using Turnitin.

Teachers at the Study Centre will be responsible for marking coursework in accordance with the NCUK
issued mark scheme and the assessment criteria given in Appendix A of the Physics Laboratory Practical
Guide. Students should be given sight of the assessment criteria when they are undertaking the practical
task as it helps to inform them of what is expected at each grade level. When marking, teachers will
either complete the marking and feedback form given in Appendix B and upload this to the NCUK
learning and assessment platform or complete the marking rubric presented within the platform .

Examination

The examination will cover topics from both semesters. Teachers at the Study Centre will be responsible
for marking the examination in accordance with the NCUK issued mark scheme.

 An NCUK approved calculator is permitted in the examination (refer to NCUK policy ‘Calculator
Regulations’).
 It is the Study Centre’s responsibility to provide graph paper for students for the End of Semester
1 Test and Final Examination.
 A formula booklet (‘Data, Formulae and Relationships’ - refer to Appendix B of this syllabus) will
be included in the question papers for the End of Semester 1 Test and Final Examination. Study
Centres are not required to provide this separately for students.

Supporting Documents

It is essential that coursework and examinations are administered in accordance with NCUK regulations.
Please refer to the following sections of the NCUK Academic Handbook for details :

 Coursework Administration and Regulations

 Centre Marking and Recording Results

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  Academic Misconduct Policy
 Examination Administration

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RESOURCES

Breithaupt, J. (2015), AQA Physics, 2 nd Ed. Oxford University Press

ISBN: 9780198351870 (Print)

ISBN: 9780198378495 (eBook)

Core Textbook

Johnson, K., Hewett, S., Holt, S & Miller, J. (2015) Advanced Physics for You.
2 nd Ed. Oxford University Press

ISBN: 9781408527375 (Print)

ISBN: 9780198355991 (eBook)

Adams, S. & Allday, J. (2013), Advanced Physics, 2 nd Ed. Oxford University Press

ISBN: 9780198392927 (Print)

Lowe, T.L. & Rounce, J.F. (2002), Calculations for A-level Physics, 4th Ed. Nelson
Thomas

ISBN: 9780748767489 (Print)

Further Reading Breithaupt, J. (2015). AQA Physics: A level year 1 and AS, 2 nd Ed. Oxford
University Press

ISBN: 9780198351863 (Print)

ISBN: 9780198378488 (eBook)

Breithaupt, J. (2015), AQA Physics: A level year 2, 2 nd Ed. Oxford University

Press

ISBN: 9780198357728 (Print)

ISBN: 9780198378501 (eBook)

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 A good selection of interactive simulations is available at:
http://phet.colorado.edu

A large range of animations:

http://www.learnerstv.com/animation/animationcategory.php?cat=Physics

An extensive website covering all aspects of physics with extensive cross

referencing:
http://hyperphysics.phy-astr.gsu.edu/hbase/hph.html

A selection of revision websites:

http://www.s-cool.co.uk/a-level/physics
Useful Websites http://www.a-levelphysicstutor.com
http://alevelphysics.org.uk/

Virtual experiments on YouTube:

A-level Physics Required Practicals - YouTube
Practical Endorsement Tasks - A Level Physics - YouTube

Refer to the Harvard Referencing Guide in the NCUK Academic Handbook for
NCUK guidelines on this, though using online Harvard Reference Guides to
support assessment writing can also be beneficial. When referencing, the main
objectives are clarity, consistency, accuracy of key information and ability to
locate the source.
Referencing

NCUK Teachers’ Hub – accessible via the NCUK learning and assessment
platform – please contact your Academic Manager for access.

Teacher Resources

Please see the accompanying ‘IFY Physics Laboratory Practical Guide’ for
details of general lab requirements and specific equipment requirements for
formative and summative laboratory practicals.

Lab Requirements

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MODULE CONTENT
All topics must be covered. Appendix A provides an Exemplar Teaching Plan which indicates the proportion
of time to be spent on each topic and activities to support student learning.

The tables below detail the content of the module. The module is split into 6 major topics (Mechanics,
Materials, Electricity, Fields, Waves and Atoms). Each topic is made up of a number of sub-topics. A set of
specific learning outcomes (SLOs) are given for each sub-topic.

TOPIC A – MECHANICS: PHYSICAL QUANTITIES AND UNITS

CONTENT SLOs

 Physical quantities and units A1 Explain that physical quantities have a magnitude and unit
 Use of the SI system which together can be represented by an approved italic
symbol.

A2 Use the SI base and derived units appropriate to this

syllabus, along with appropriate suffixes for multiples and
submultiples.

TOPIC B – MECHANICS: SCALARS AND VECTORS

CONTENT SLOs

 Scalars and vectors B1 Explain that scalar quantities have magnitude and vector
 Resolution and addition of quantities have magnitude and direction. Give examples of
vectors each quantity included in this syllabus.
 Vector triangles
B2 Draw and use a vector triangle to determine the resultant of
two co-planar vectors.

B3 Resolve a vector into two perpendicular components and

determine the resultant of two perpendicular vectors, either by
drawing or calculation.

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 TOPIC C – MECHANICS: KINEMATICS

CONTENT SLOs

 Kinematics C1 Represent displacement, velocity and acceleration in

 Graphical application and graphical form.
use
C2 Determine displacement, velocity and acceleration from the
 Equations of motion gradients and areas of graphs.
 Simple experiments
C3 Select and use the equations of motion for constant
acceleration for a body moving in one or two dimensions:
 v = u + at
 s = ½(u + v)t
 s = ut + ½at2
 v 2 = u 2 + 2as

C4 Determine equations of motion for constant acceleration for

a body moving in one or two dimensions from a velocity - time
graph.

C5 Describe an experiment to determine the acceleration due to

gravity of a falling body.

TOPIC D – MECHANICS: DYNAMICS

CONTENT SLOs

 Dynamics D1 Define the newton.

 The newton
D2 Use the equations of motion and F = ma to solve problems
 Friction and drag involving the motion of objects.

D3 Explain that the weight of an object is the gravitational force

acting on the object and use the equation W = mg

D4 Explain that objects in motion may be subject to the resistive

forces friction and drag, including the motion of objects in one
dimension and two dimensions in the presence of friction and
drag, and explain the term terminal velocity.

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 TOPIC E –MECHANICS: NEWTON’S LAWS OF MOTION

CONTENT SLOs

 Newton's laws of motion E1 State and use each of Newton's three laws of motion.
 Linear momentum
E2 Define linear momentum as the product of mass and velocity
and appreciate the vector nature of momentum.

E3 Define net force on a body as equal to rate of change of its

momentum.

E4 Select and apply the equation F = Δp/Δt

TOPIC F – MECHANICS: STATICS

CONTENT SLOs

 Statics F1 Explain that the centre of gravity of an object is the single

 Centre of gravity point through which the full weight of a body appears to act.
 Moments Describe a simple experiment to determine the centre of
 Couples and torques gravity of a body.
 Triangle of forces F2 Define moment of force. Apply the principle of moments to
solve problems involving single support, two support and
cantilever systems in equilibrium.

F3 Define and apply the terms couple and torque.

F4 Draw and use a triangle of forces to solve problems of the

equilibrium of coplanar forces.

TOPIC G – MECHANICS: WORK AND CONSERVATION OF ENERGY

CONTENT SLOs

 Work and conservation of G1 Define the work done by a force.

energy
G2 Define the joule.
 The joule
 Conservation of energy G3 Calculate the work done by a force using:
 Pressure  W = Fx
and
 W = Fx cos

G4 State and apply the principle of conservation of energy.

G5 Solve problems involving work done and the transfer of energy.

G6 State and use the equation for pressure:

 p = F/A

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 TOPIC H – MECHANICS: KINETIC AND POTENTIAL ENERGIES

CONTENT SLOs

 Kinetic and potential H1 State and use the equation for kinetic energy:
energies.  E k = ½mv2
 Power
H2 Define potential energy and understand that the gravitational
 Efficiency
potential energy of a mass near the Earth’s surface is given by
mgh.

H3 Use the law of conservation of mechanical energy in

calculations for particles moving under gravity.

H4 Define power as the rate of work done.

H5 Define the watt.

H6 Calculate power when solving problems.

H7 Use the relationship for efficiency:

useful output energy

= x 100%
total input energy

H8 Explain that  is always < 100% because of heat losses.

TOPIC I – MECHANICS: COLLISIONS

CONTENT SLOs

 Collisions I1 State the principle of conservation of momentum and apply

 Elastic and inelastic the principle to solve problems when bodies interact in one
collisions dimension.

I2 Define a perfectly elastic collision and an inelastic collision.

I3 Explain that whilst the momentum of a system is always

conserved in the interaction between bodies, some change in
kinetic energy usually occurs.

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 TOPIC J – MECHANICS: CIRCULAR MOTION

CONTENT SLOs

 Circular motion J1 Define the radian and convert angles from degrees into
 Centripetal force and radians and vice versa.
acceleration
J2 Explain that for an object moving at constant speed in a
 Linear velocity in circular
circular path, the net force acting on the object is
motion
perpendicular to the velocity of the object and is directed
towards the centre of the circle.

J3 Explain what is meant by centripetal acceleration and

centripetal force.

J4 Select and use the equations for circular motion:

 v = 2πr/T = ωr
 a = v2/r

TOPIC K – MECHANICS: SIMPLE HARMONIC MOTION (SHM) AND RESONANCE

CONTENT SLOs

 Simple harmonic motion K1 Define and use the terms displacement, amplitude, period,
(SHM) and resonance. frequency, angular frequency and phase difference.
 Periodic time and frequency
K2 Select and use the equation for period:
 Angular velocity
 T = 1/f = 2π/ω
 Acceleration
 Damping K3 Define simple harmonic motion.

K4 Select and use the SHM equations:

 a = -ω2 x
 x = Asinωt
 v = Aωcosωt = ±ω√(A2 - x 2)

K5 Explain that the period of an object with SHM is independent

of its amplitude.

K6 Describe, with graphical illustrations, the changes in

displacement, velocity and acceleration during SHM.

K7 Describe and explain the interchange between kinetic and

potential energy during SHM.

K8 Describe the effects of damping on oscillations.

K9 Describe graphically how the amplitude of a forced

oscillation changes with frequency near to the natural
frequency of the system and the concept of resonance.

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 TOPIC L – MATERIALS: SOLID, LIQUID AND GAS

CONTENT SLOs

 Solid, liquid and gas L1 Define and use the concept of density ρ = m/V
 Pressure and density
L2 Derive and use, from the definitions of pressure and density,
 Changes of state the equation for hydrostatic pressure Δp = ρ gΔh
 Simple kinetic models
L3 Describe solids, liquids and gases in terms of the spacing,
 Brownian motion
ordering and motion of atoms or molecules.

L4 Use graphs of temperature against energy to illustrate

changes of state.

L5 Describe a simple kinetic model for gases.

L6 Describe an experiment that demonstrates Brownian motion

and discuss the evidence for the movement of molecules
provided by such an experiment.

L7 Define the term pressure and use the kinetic model to explain
the pressure exerted by gases.

TOPIC M – MATERIALS: ELASTICITY

CONTENT SLOs

 Elasticity M1 Describe tensile and compressive deformation of solids.

 Hooke’s law
M2 Describe the behaviour of springs and wires in terms of force,
 Stress, strain and Young’s extension, elastic limit, Hooke’s law.
modulus
 Elastic and plastic M3 State and apply to springs and wires the equation F = −kx
deformation
M4 Define and use the terms stress, strain, Young modulus, elastic
limit and tensile strength.

M5 Describe an experiment to determine the Young modulus of

a metal wire.

M6 Define the terms elastic deformation and plastic deformation

of a material.

M7 Describe the features of the force against extension graphs

for typical ductile materials.

M8 Select and use the equations Ep = ½Fx = ½kx2 for a material

deformed within its limit of proportionality.

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 TOPIC N – MATERIALS: THERMAL PROPERTIES OF MATERIALS

CONTENT SLOs

 Thermal properties of N1 Define specific heat capacity.

materials
 Specific heat capacity
N2 Select and use the equation E = mc
 Specific latent heat N3 Describe an experiment to determine the specific heat
capacity of a solid or a liquid.

N4 Describe latent heat of fusion as energy required for

increasingly energetic molecules to weaken molecular bonds.

N5 Describe latent heat of vaporisation as energy required for

increasingly energetic molecules to overcome molecular
bonds.

N6 Select and use the equation E = L∆m

TOPIC O – MATERIALS: THERMAL PHYSICS

CONTENT SLOs

 Thermal physics O1 Define internal energy of a system as the sum of the kinetic
 Internal energy and potential energies of the molecules in the system and
 Kelvin temperature scale explain that a rise in temperature of a body leads to an
increase in its internal energy.

O2 Explain that a change of state for a substance leads to a

change in its internal energy but to no change in
temperature.

O3 Explain that thermal energy is transferred from a region of

higher temperature to a region of lower temperature and that
regions of equal temperature are in thermal equilibrium.

O4 Explain that the thermodynamic (Kelvin) temperature scale is

an absolute scale of temperature.

O5 State that absolute zero is the temperature at which a

substance has minimum internal energy.

O6 Convert temperatures between Kelvin and degrees Celsius:

 T ( K ) =  (C) + 273.2

© NCUK Ltd. 2023 20

 TOPIC P – MATERIALS: IDEAL GASES

CONTENT SLOs

 Ideal gases P1 State Boyle's law, pV = constant

 Boyle’s law
P2 State and use the equation:
 Kinetic theory of gases  pV/T = constant
 Ideal gas equations
P3 State the basic assumptions of the kinetic theory of gases.

P4 Interpret (qualitatively) the pressure of a gas in terms of

molecular collisions.

P5 Interpret (qualitatively) the temperature of a gas in terms of

molecular energies.

P6 State that the number of particles in one mole of any

substance is equal to the Avogadro constant.

P7 Understand that one mole of a substance has a mass equal to

the atomic/molecular mass expressed in grams.

P8 Select and use the equations:

 pV = nRT
 pV = NkT

TOPIC Q – ELECTRICITY: CHARGE AND CURRENT

CONTENT SLOs

 Charge and current Q1 Explain that an electric current is a net flow of charged
 Conventional current particles.
 The coulomb Q2 Explain that electric current in a metal is due to the
 Use of an ammeter movement of electrons, and in an electrolyte is due to the
movement of ions.

Q3 Explain what is meant by conventional current and electron

flow.

Q4 Define the coulomb and use the equation:

 Q = It

Q5 Describe how an ammeter may be used to measure the

current in a circuit.

© NCUK Ltd. 2023 21

 TOPIC R – ELECTRICITY: RESISTANCE

CONTENT SLOs

 Resistance R1 Define resistance and the ohm.

 The ohm
R2 State Ohm's law and use the equation for resistance R = V/I
 I-V characteristics of simple
components R3 Describe the I–V characteristics of a resistor at constant
 Resistivity temperature, a filament lamp and a light-emitting diode (LED).

R4 Describe an experiment to obtain the I–V characteristics of a

resistor at constant temperature, a filament lamp and an LED.

R5 Define resistivity of a material and use the equation R = ρL/A

TOPIC S – ELECTRICITY: CAPACITANCE

CONTENT SLOs

 Capacitance S1 Define capacitance and the farad.

 Energy in a charged
S2 State and use the equation C = Q/V
capacitor
 Discharge of a capacitor S3 Explain that the area under a potential difference against
through a resistor charge graph is equal to energy stored by a capacitor.
 Time constant S4 Select and use the equations W = ½QV and W = ½CV2 for a
charged capacitor.

S5 Draw graphs that show the variation with time of potential

difference, charge and current for a capacitor discharging
through a resistor.

S6 Define the time constant of a circuit and use the equation 

= RC
S8 State and use the exponential discharge equations:
 Q = Qoe-t/ τ
 I = Io e-t/ τ
 V = Vo e-t/ τ

S9 Use graphs of ln(Q), ln(I) or ln(V) against t to determine .

© NCUK Ltd. 2023 22

 TOPIC T – ELECTRICITY: E.M.F AND P.D.

CONTENT SLOs

 E.M.F and P.D. T1 Define potential difference (p.d.) and the volt.
 Use of a voltmeter
T2 Describe how a voltmeter may be used to determine the p.d.
 Internal resistance across a component.

T3 Define the electromotive force (e.m.f.) of a power supply.

T4 Describe the difference between e.m.f. and p.d. in terms of

energy transfer.

T5 Explain that all sources of e.m.f. have an internal resistance.

T6 Select and use the equations:

 e.m.f. = I ( R + r )
 e.m.f. = V + Ir

TOPIC U – ELECTRICITY: POWER

CONTENT SLOs

 Electrical power U1 Select and use the equations for power:

 Electrical work  P = IV
 P = I2 R
 P = V 2/R

U2 Select and use the equations for work:

 W = IVt
 W = QV

© NCUK Ltd. 2023 23

 TOPIC V – ELECTRICITY: D.C. CIRCUITS

CONTENT SLOs

 D.C. circuits V1 Interpret and draw circuit diagrams using circuit symbols in
 Approved circuit symbols current SI standards.
 Kirchhoff’s laws V2 State Kirchhoff’s first law and describe it as a consequence of
 Resistors in series and conservation of charge.
parallel
 Potential divider V3 State Kirchhoff’s second law and describe it as a
consequence of conservation of energy.
 Capacitors in series and
parallel V4 Apply Kirchhoff’s first and second laws to circuits.

V5 Select and use the equations for the total resistance of two
or more resistors in series and in parallel and solve problems
with resistors in these circuits.

V6 Use the potential divider equation:

 V out = [R2 /(R1 + R2)] x Vin
Explain how a potential divider circuit can be used to produce
a variable p.d.

V7 Select and use the equations for the total capacitance of two
or more capacitors in series and in parallel and solve problems
with capacitors in series and parallel circuits.

V8 Solve circuit problems with one or more sources of e.m.f.

© NCUK Ltd. 2023 24

 TOPIC W – FIELDS: ELECTRIC FIELDS

CONTENT SLOs

 Electric fields W1 State that electric fields are created by electric charges.
 Electric field strength
W2 Define electric field strength as force per unit positive
 Coulomb’s law charge and use the equation:
 Electric potential  E = F/Q.
 Electric field lines and
equipotentials W3 Select and use the equation for Coulomb's law:
 F = Qq/(4πε or2)

W4 Select and use the equation for the electric field strength of
a point charge:
 E = Q/(4πε or 2)

W5 Define electric potential at a point and use the equation:

 V = Q/(4πε or)

W6 State that a uniform electric field exists between oppositely

charged parallel plates.

W7 Select and use the equation for the field strength between
charged parallel plates:
 E = V/d

W8 Draw the electric field lines and equipotentials for a point

charge, a spherically symmetric charge distribution, the
region between two parallel plates and an electric dipole.

W9 Explain that a charged particle with charge q is accelerated

by a potential difference ΔV and show that qΔV = ½mv2

W10 Use the equation eV = ½mv2 for electrons and other charged
particles.

© NCUK Ltd. 2023 25

 TOPIC X – FIELDS: MAGNETIC FIELDS

CONTENT SLOs

 Magnetic fields X1 Define magnetic field B or magnetic flux density B (and its unit
 Magnetic flux density the tesla) in terms of the force on a current carrying
 Fleming’s left-hand rule conductor.
 Forces on charged particles X2 State and apply Fleming’s left-hand rule to determine the
and currents in a magnetic direction of force on a current carrying conductor placed at
field
right angles to a magnetic field.
 Magnetic field lines
X3 Select and use the equations:
 F = BIL
 F = BILsin 

X4 Select and use the equation for the force on a charged

particle moving in a direction perpendicular to a magnetic
field:
 F = Bqv

X5 Derive and use the equation of motion for a charged particle

moving perpendicular to a magnetic field:
 Bqv = mv 2/r

X6 Draw the magnetic field lines for a long straight current-

carrying wire, a long solenoid, a bar magnet and the Earth.

© NCUK Ltd. 2023 26

 TOPIC Y – FIELDS: ELECTROMAGNETISM

CONTENT SLOs

 Electromagnetism Y1 State and use the expression T = BIAn for the torque on a
 Torque on a coil coil placed so that its plane is parallel to a uniform magnetic
 D.C. motor field B.
 Magnetic flux and the weber
Y2 Describe the operation of a d.c. motor with an iron core,
 Faraday’s law radial magnetic field and commutator.
 Lenz’s law
Y3 Define magnetic flux and the weber.
 Fleming’s right-hand rule
 Simple a.c. generator Y4 State and use the equation for magnetic flux linking N turns
of a coil placed so that the perpendicular to its plane is at an
angle θ to a magnetic field B:
 NΦ = NBA cos

Y5 State and apply Faraday's law of electromagnetic induction:

 e.m.f. = − (ΔΦ  Δt)

Y6 State and apply Lenz's law to determine the direction of

induced e.m.f.

Y7 State and apply Fleming's right-hand rule to determine the

direction of the current induced in a conductor moving at
right angles to a magnetic field.

Y8 Describe the operation of a simple a.c. generator.

© NCUK Ltd. 2023 27

 TOPIC Z – FIELDS: GRAVITY

CONTENT SLOs

 Gravity Z1 Describe how a mass creates a gravitational field in the space

 Gravitational field strength around it.
 Gravitational field lines Z2 Define gravitational field strength as force per unit mass.
 Gravitational potential
Z3 Use gravitational field lines to represent a gravitational field.
 Newton’s law of gravitation
 Circular orbits Z4 Define gravitational potential at a point and use V = W/m for
 Kepler’s third law the gravitational potential in the field due to a small object
 Geostationary orbits of mass m.

Z5 State and use Newton’s law of gravitation:

 F = GMm/r 2

Z6 Select and apply the equation g = GM/r2 for the gravitational field
strength of a point mass.

Z7 Determine the mass of the Earth or another body from its

gravitational field strength.

Z8 Explain that close to the Earth’s surface the gravitational field

strength is uniform and equal to the acceleration of free fall.

Z9 Analyse circular orbits by relating the gravitational force to

the centripetal force and so derive the period of an orbit for
planets and satellites as T 2 = 4π 2r3/(GM).

Z10 Apply Kepler's third law to solve problems:

 T2  r 3

Z11 Define the geostationary orbit of a satellite and use this concept
in calculations.

TOPIC AA – WAVES: WAVE MOTION

CONTENT SLOs

 Wave motion AA1 Describe and distinguish between progressive longitudinal

 Longitudinal and transverse and transverse waves.
waves
AA2 Define and use the terms displacement, amplitude, wavelength,
 Wave equation
period, phase difference, frequency and speed of a wave.

AA3 Use the wave equation v = f

© NCUK Ltd. 2023 28

 TOPIC AB – WAVES: ELECTROMAGNETIC WAVES

CONTENT SLOs

 Electromagnetic waves AB1 State characteristic values for the wavelengths of the different
 Differences and similarities regions of the electromagnetic spectrum.
 Plane polarisation of e.m. AB2 State that all electromagnetic waves travel at the same speed
waves
in a vacuum.
 Malus’ law
AB3 Describe differences and similarities between different
regions of the electromagnetic spectrum.

AB4 Describe the plane polarisation of electromagnetic waves.

AB5 Use Malus’ law I = I0cos 2ϴ to calculate the intensity of a

plane polarised wave after transmission through a polarising
filter or filters.

TOPIC AC – WAVES: REFLECTION, DIFFRACTION AND REFRACTION

CONTENT SLOs

 Electromagnetic waves AC1 Describe reflection of plane waves from plane surfaces.
 Reflection of waves
AC2 Describe the difference between polarised and unpolarised light.
 Diffraction of waves
AC3 Explain diffraction in terms of secondary emitters of waves
 Refraction of waves
along a wavefront.
 Dispersion of colours
AC4 Describe the effect of gap width on a diffraction pattern.

AC5 Explain the bending of light in a lens in terms of refraction.

AC6 Explain dispersion of colours in a prism in terms of different

refractive indices for light of different wavelengths.

AC7 Describe experiments that demonstrate reflection,

diffraction and refraction of visible light, microwaves and
water waves.

© NCUK Ltd. 2023 29

 TOPIC AD – WAVES: INTERFERENCE

CONTENT SLOs

 Interference AD1 State and use the principle of superposition of waves and apply
 Constructive and destructive graphical methods to illustrate this principle.
interference
AD3 Explain the terms interference, coherence, path difference and
 Young’s double slit
phase difference.
experiment
 Diffraction grating AD4 Describe constructive interference and destructive
interference in terms of path difference and phase
difference.

AD5 Describe experiments that demonstrate two-source

interference using sound, light and microwaves.

AD6 Describe the Young double-slit experiment and explain how it

is a classical confirmation of the wave-nature of light.

AD7 Select and use the equation w = λD/s for the fringe spacing.

AD8 Describe the use of a diffraction grating to determine the

wavelength of light.

AD9 Select and use the equation:

 d sin  = n

TOPIC AE – WAVES: STATIONARY WAVES

CONTENT SLOs

 Stationary waves AE1 Explain the formation of stationary (standing) waves using
 Nodes and antinodes graphical methods.
 Standing wave patterns AE2 Define the terms node and antinode.
 Modes of vibration
AE3 Describe experiments to demonstrate stationary waves using
 Measurement of speed of
microwaves, stretched strings and air columns.
sound using a resonance
tube AE4 Describe the standing wave patterns for a stretched string
between two fixed supports and for air columns in closed and
open pipes.

AE5 Define and use the terms for modes of vibration, fundamental
and harmonic.

AE6 Describe experiments to determine the speed of sound in air

from measurements on stationary waves in a pipe closed at
one end.

© NCUK Ltd. 2023 30

 TOPIC AF – ATOMS: THE NUCLEAR ATOM

CONTENT SLOs

 The nuclear atom AF1 Describe how the Rutherford alpha-particle scattering
 Rutherford alpha-particle experiment provides evidence for the existence, charge and
scattering small size of the nucleus.
 Basic atomic structure
AF2 Describe the basic atomic structure of the atom and the
 Strong nuclear force relative sizes of the atom and the nucleus.
 Density of nucleus
AF3 Describe how the strong nuclear force between nucleons is
 Proton and nucleon numbers
attractive and very short-ranged.
 Isotopes
 Simple decay equations AF4 Know how to form an estimate of the density of the nucleus.

AF5 Define proton number Z and nucleon number A.

AF6 A
State and use the notation Z X for the representation of
nuclides.

AF7 Define and use the term isotopes.

AF8 Use nuclear decay equations to represent simple nuclear

reactions.

AF9 State the quantities conserved in a nuclear decay.

© NCUK Ltd. 2023 31

 TOPIC AG – ATOMS: RADIOACTIVITY

CONTENT SLOs

 Radioactivity AG1 Describe the spontaneous and random nature of radioactive

 α and β-particles and γ-rays decay of unstable nuclei.
 Activity and decay constant AG2 Describe the nature, penetration and range of α-particles, β-
 Half-life particles and γ-rays. (Both β- (electrons) and β+ (positrons)
 Uses of radioactive isotopes are included).
 Decay of unstable nuclei
AG3 Describe practical methods to distinguish between α-
particles, β-particles and γ-rays.

AG4 Define and use the quantities activity and decay constant.

AG5 Select and apply the equation for activity:

 A = N

AG6 Select and apply the equations:

 A = Aoe-λt
 N = Noe-λt

AG7 Define the term half-life.

AG8 Select and use the equation:

 λt ½ = ln2

AG9 Use graphs of ln(A) or ln(N) against t to determine λ.

AG10 Describe the use of radioactive isotopes in smoke alarms.

AG11 Describe the technique of radioactive (e.g. carbon) dating.

© NCUK Ltd. 2023 32

 TOPIC AH – ATOMS: NUCLEAR FISSION AND FUSION

CONTENT SLOs

 Nuclear fission and fusion AH1 State and use Einstein’s equation:
 Einstein’s equation  E = mc 2
 Binding energy
AH2 Define binding energy and binding energy per nucleon.
 Induced nuclear fission
 Chain reactions AH3 Use and interpret the binding energy per nucleon against
nucleon number graph.
 Fission reactors
 Nuclear fusion AH4 Determine the binding energy of nuclei using E = mc 2 and
masses of nuclei.

AH5 Describe the process of induced nuclear fission.

AH6 Describe and explain the process of a nuclear chain reaction.

AH7 Describe the basic construction of a fission reactor and

explain the role of the fuel rods, control rods and the
moderator.

AH8 Describe the use of nuclear fission as an energy source.

AH9 Describe the process of nuclear fusion.

AH10 Calculate the energy released in nuclear reactions for given

masses of the initial material, making use of the concept of the
mole.

TOPIC AI – ATOMS: PHOTONS

CONTENT SLOs

 Photons AI1 Describe the particulate nature (photon model) of

 Photon energy electromagnetic radiation.
 The electron volt AI2 Select and use the equations for the energy of a photon:
 Line spetra  E = hf
 E = hc/λ

AI3 Use the electron volt (eV) to express small energies.

AI4 Explain line spectra in terms of photon emissions due to

electronic transitions between atomic energy levels.

© NCUK Ltd. 2023 33

 TOPIC AJ – ATOMS: THE PHOTOELECTRIC EFFECT

CONTENT SLOs

 The photoelectric effect AJ1 Describe and explain the phenomenon of the photoelectric
 Work function and threshold effect.
frequency
AJ2 Define and use the terms work function and threshold
 Photoelectric equation
frequency.

AJ3 State that energy is conserved when a photon interacts with

an electron.

AJ4 Select, explain and use Einstein’s photoelectric equation:

 hf =  + Ekmax

AJ5 Explain why the maximum kinetic energy of photoelectrons is

independent of intensity and why the photoelectric current in
a photocell circuit is proportional to intensity of the incident
radiation.

TOPIC AK – ATOMS: WAVE-PARTICLE DUALITY

CONTENT SLOs

 Wave-particle duality AK1 Explain how the photoelectric effect provides evidence for a
 Wave-like nature of particulate nature of electromagnetic radiation while
electrons phenomena such as interference and diffraction provide
 De Broglie equation evidence for a wave nature.

AK2 Explain electron diffraction as evidence for the wave nature

of particles like electrons.

AK3 Explain that electrons travelling through polycrystalline

graphite will be diffracted by the atoms and the spacing
between the atoms.

AK4 Select and apply the de Broglie equation:

 λ = h/(mv).

AK5 Explain that the diffraction of electrons by matter can be

used to determine the arrangement of atoms and the size of
nuclei.

© NCUK Ltd. 2023 34

 TOPIC AL – ATOMS: ENERGY LEVELS IN ATOMS

CONTENT SLOs

 Energy levels in atoms AL1 Explain how spectral lines are evidence for the existence of
 Emission and absorption discrete energy levels in isolated atoms, i.e. in a gas discharge
spectra lamp.

AL2 Describe the origin of emission and absorption line spectra.

AL3 Use the relationships:

 hf = E1 - E2
 hc/λ = E1 - E2

© NCUK Ltd. 2023 35

APPENDIX A -
EXEMPLAR TEACHING PLAN
Week Hours Topic

1 1 A - Physical quantities Lecture:

and units  Explain that physical quantities have a magnitude and
a unit.
 Use and express SI units and symbols correctly.
 Physical quantities should be written in italic type,
units in Roman (upright) type. Both quantities and
units may be written in full or using the approved
abbreviation.

1 A - Prefixes & Seminar/Tutorial:

Subfixes  Use prefixes and subfixes to indicate decimal multiples
and submultiples of units. Leave a space between
different units, but not between prefixes or suffixes
and a unit. (mms-1 is incorrect. Is it meant to be: mm s -
1 or m ms -1 ?)

1 B - Scalars and vectors Lecture:

 Explain that scalar quantities have magnitude and
vector quantities have magnitude and direction.
 Draw and use vector triangles to determine the
resultant of two co-planar vectors.

1 B - Scalars and vectors Seminar/Tutorial:

 Calculate the resultant of two co-planar vectors and
resolve vectors into two perpendicular components.

2 1 C - Kinematics Lecture/Tutorial:
 Plot graphs to represent displacement, velocity and
acceleration. Determine these quantities from the
gradients and areas of graphs.
 Students should learn to correctly label axes and plot
graphs, both by hand and using computer software.

1 C - Kinematics Lecture/Seminar:
 Select and use the equations of motion for constant
acceleration.
 Determine the equation in one dimension from a
velocity-time graph. This will include the motion of
projectiles. The equations of motion should be applied
separately to movement in the horizontal and vertical
directions.
 Describe a "free fall" experiment to determine g.

1 D - Dynamics Lecture/Tutorial:
 Use the equation F = ma and define the newton.

© NCUK Ltd.2023 36
  Use this equation and the equations of motion to solve
problems.
 Explain the concept of weight, W = mg. Weight of an
object is the gravitational force acting on the object.

1 D - Friction and Drag Seminar/Tutorial:

 Explain how friction and drag may affect the motion of
objects in both one and two dimensions.
 Explain terminal velocity.

3 1 E - Newton's laws of Lecture/Tutorial:

motion  State and use all three laws.

1 E - Momentum Seminar/Tutorial:
 Define linear momentum and explain how net force
equals rate of change of momentum.

1 F - Statics Lecture/Tutorial:
 Explain centre of gravity and describe simple
experiments to determine it.
 Define the moment of a force and apply the principle
of moments to solve problems. Single support, two
support and cantilever systems in equilibrium should
all be considered.

1 F - Couples and Lecture/Tutorial:

torques  Define and apply the terms couple and torque.
 Draw and use a triangle of forces to solve problems of
the equilibrium of coplanar forces.

4 1 G - Work and Lecture/Tutorial:

conservation of  Define work and the joule.
energy  Calculate work done by a force. Solve problems
involving both:
o W = Fx
o W = Fx cosθ

1 G - Conservation of Lecture/Tutorial:
energy  State and apply the principle of conservation of
energy.
 Solve problems involving work done and energy
transfer. Include the pressure equation p = F/A

1 H - Kinetic and Lecture/Tutorial:

potential energies  State and use the equation for kinetic energy.
 Define potential energy.
 Use the law of conservation of mechanical energy in
problems for motion under gravity. Gravitational
potential energy of a mass near the Earth's surface =
mgh

© NCUK Ltd. 2023 37

 1 H - Power and Lecture/Tutorial:
efficiency  Define power and the watt and solve problems
involving power.
 Use the relationship for efficiency and explain how it
is always less than 100% due to heat losses.

5 1 I - Conservation of Lecture/Tutorial:
momentum  State the principle of conservation of momentum and
apply it to problems in one dimension.

1 I - Collisions Lecture/Tutorial:
 Define perfectly elastic and inelastic collisions.
 Explain how momentum is always conserved, but
kinetic energy often changes.

1 J - Circular motion Seminar/Tutorial:

 Define the radian and convert angles between degrees
and radians and vice versa. Explain why a body moving
in a circular path at constant speed is still accelerating.

1 J - Circular motion Lecture/Tutorial:

 Explain centripetal acceleration and force.
 Select and use the equations of circular motion.
 Use the equations for calculating velocity and
acceleration.

6 1 K - Simple Harmonic Lecture/Tutorial:

Motion  Define and use SHM and associated terms.
 Determine the period of the motion.
 Use the SHM equations. Use equations to calculate
acceleration, displacement and velocity of a particle
during SHM.

1 K - SHM Tutorial:
 Continue with the above calculations.

1 K - SHM Lecture/Seminar:
 Explain how period is independent of amplitude during
SHM.
 Describe with graphical illustrations how
displacement, velocity and acceleration change during
SHM.
 Describe the interchange of potential and kinetic
energy. Use graphs to show this.
 Discuss the effect of damping on SHM.

1 K - Resonance Seminar:
 Describe and discuss resonance.
 Use graphs to show how the amplitude of a forced
oscillation changes near its natural frequency.

© NCUK Ltd. 2023 38

7 1 L - Solid, liquid and Lecture/Tutorial:
gas  Describe these states in terms of the spacing, ordering
and motion of atoms and molecules. Explain density.
Use graphs of temperature against energy to show a
change of state. Describe the simple kinetic model of
gases.
 Use equations for density, ρ = M/V and hydrostatic
pressure, Δp = ρ gΔh.

1 L - Brownian motion Seminar/Tutorial:

 Describe Brownian motion.
 Define pressure and use the kinetic model to explain
the pressure exerted by a gas.
 Describe the smoke cell and/or the motion of pollen
grains as evidence for the movement of particles.

1 M - Elasticity Lecture/Tutorial:
 Describe tensile and compressive deformation of
solids. Describe the behaviour of springs and wires
when stretched. Define terms associated with elastic
behaviour and perform relevant calculations. Cover
force, extension, elastic limit and Hooke's law.
 Apply F = -kx. Include stress, strain, Young's modulus,
elastic limit and tensile strength.

1 M - Elasticity Seminar/Tutorial:
 Continue with the above.
 Select and use the equations Ep = ½Fx = ½kx2 for a
material deformed within its limit of proportionality.
 Describe an experiment to determine Young's modulus
of a wire.
 Describe the features of the graph of force against
extension for ductile materials. Include elastic and
plastic deformation.

8 1 N - Thermal Lecture/Tutorial:
properties of  Define specific heat capacity and do appropriate
materials. calculations.
 Describe an experiment to determine the specific heat
capacity of a solid or a liquid.
 Use E = mcΔθ

1 N - Thermal Seminar/Tutorial:
properties of  Describe latent heats of fusion and vaporisation,
materials discuss the energy changes involved and do
appropriate calculations.
 Use E = LΔm

1 O - Thermal physics Lecture/Seminar:

 Define internal energy of a system and explain how it
changes as the temperature of a body is increased.
 Explain how a change in state affects internal energy,
but not the temperature of the body.

© NCUK Ltd. 2023 39

  Explain how thermal energy is transferred from
regions of higher to lower temperatures.

1 O - Thermal physics Lecture/Seminar:

 Explain that regions of equal temperature are in
thermal equilibrium.
 Explain the thermodynamic (Kelvin) temperature scale
as an absolute temperature scale. State that absolute
zero is the temperature at which a substance has a
minimum internal energy.
 Convert temperatures between Celsius and Kelvin
scales. Use T(K) = θ(˚C) + 273.2

9 1 P - Ideal gases Lecture/Tutorial:

 State and use Boyle's law, pV = constant
 State and use the ideal gas equation. Use

1 P - Ideal gases Lecture/Seminar:

 State and use the basic assumptions of the kinetic
theory of gases. Interpret the pressure of a gas in
terms of molecular collisions and its temperature in
terms of molecular energies.
 Basic assumptions:
o Intermolecular forces are negligible except
during a collision.
o The volume of molecules is negligible compared
with that of the container.
o The time occupied by a collision is negligible
compared with the time between them.
o Between collisions a molecule moves with a
uniform velocity.

1 P - Ideal gases Lecture/Tutorial:

 Explain the Avogadro constant and the definition of 1
mole of a substance. Select and use the equation:
o pV = nRT and pV = NkT .

1 P - Ideal gases Tutorial:

 Continue calculations based on ideal gases.

10 1 Q - Charge and Lecture:

current  Explain current as a net flow of charged particles.
Explain how current in a metal is a flow of electrons
and in an electrolyte the movement of ions.
 Explain conventional current and electron flow. A
quantitative study of drift velocity is not required.
Conventional current flows from positive to negative.

1 Q - Charge and Lecture/Tutorial:

current  Define the coulomb and use the equation ΔQ = IΔt.
 Describe the use of an ammeter to measure current.
The SI definition of the ampere is not required.

© NCUK Ltd. 2023 40

 1 R - Resistance Lecture/Tutorial:
 Define resistance and the ohm.
 State and use Ohm's law.
 Describe the I-V characteristics of a resistor at
constant temperature, a filament lamp and an LED.

1 R - Resistivity Lecture/Tutorial:
 Describe an experiment to obtain the above I-V
characteristics.
 Define resistivity and perform calculations on
resistivity. Use the equation R = ρL/A

11 1 S - Capacitance Lecture/Tutorial:
 Define capacitance and the farad
 Use Q = CV.
 Explain how the area under a p.d. against charge graph
gives the energy stored in a capacitor. Use equations
to calculate the energy stored in a capacitor:
o W = ½QV = ½CV2 .

1 S - Capacitor Lecture/Tutorial:
discharge  Sketch graphs to show the variation with time of p.d,
charge and current for a capacitor discharging through
a resistor.
 Define and use the time constant of a CR circuit.

1 S - Capacitor Lecture/Tutorial:
discharge  State and use the exponential discharge equations for
a capacitor.

1 S - Capacitor Seminar/Tutorial:
discharge  Produce straight line graphs of ln(Q/C), ln(V/V) or
ln(I/A) against t to determine the time constant, τ.

12 1 T - E.m.f. and p.d. Lecture:

 Define p.d. and the volt.
 Describe the use of a voltmeter to measure p.d.

1 T - E.m.f. and p.d. Lecture/Seminar:

 Define e.m.f. of a power supply. Discuss the difference
between e.m.f. and p.d.
 Explain all sources of e.m.f. have internal resistance.
 Introduce equations for e.m.f. Include both terminal
p.d. on open circuit and the energy converted into
electrical energy when unit charge passes.

1 T - E.m.f.and p.d. Tutorial:

 Perform calculations relating to the above.
 e.m.f. = I(R + r) = V + Ir

© NCUK Ltd. 2023 41

 1 U - Power in electric Lecture/Tutorial:
circuits  Use the equations for power and the equations for
electrical work:
o P = IV = I 2 R = V 2/R
o W = IVt = QV

13 1 V - D.C. circuits Lecture/Tutorial:

 Draw and interpret circuits using current SI standards.
 Carry out calculations on simple circuits. Use correct
symbols for circuit components.

1 V - D.C. circuits Lecture/Tutorial:

 State Kirchhoff's 1st and 2nd laws and apply the laws
to circuits. Describe the 1st law as a consequence of
conservation of charge and the 2nd law as a
consequence of conservation of energy.

1 V - D.C. circuits Lecture/Tutorial:

 Perform calculations on resistors in series and in
parallel.
 Explain the potential divider circuit for producing a
variable p.d. Use the potential divider equation.
 Relate Vout to Vin.

1 V - Capacitors in D.C. Lecture/Tutorial:

circuits  Perform calculations on capacitors in series and in
parallel.
 Solve circuit problems with one or more sources of
e.m.f.

14 4 Revision

15 End of Semester 1 Test

16 1 W - Electric fields Lecture/Tutorial:

 State that these are created by electric charges.
 Define electric field strength and use the equation E =
F/q. Use the equation for Coulomb's law.

1 W - Electric fields Lecture/Tutorial:

 State and use the equation for electric field strength
of a point charge.
 Define and use the equation for electric potential at a
point.

1 W - Electric fields Seminar/Tutorial:

 Consider the uniform electric field between oppositely
charged parallel plates.
 Sketch electric field lines and equi-potentials for point
charges, spherically symmetric charge distributions,
the region between parallel plates and an electric
dipole.

© NCUK Ltd. 2023 42

 1 W - Electric fields Lecture/Tutorial:
 Explain how a particle with charge q is accelerated by
a p.d. ΔV and gains kinetic energy such that qΔV =
½mv2.
 In this section, it is possible to combine the values of
the velocity and acceleration with the equations of
motion to analyse the deflection of a particle moving
through an electric field.

17 1 X - Magnetic fields Lecture/Tutorial:

 Define magnetic field or magnetic flux density in terms
of the force on a current carrying conductor.
 Apply Fleming's left-hand rule.

1 X - Magnetic fields Lecture/Tutorial:

 Select and use the equations for the force on a current
carrying conductor.

1 X - Magnetic fields Lecture/Tutorial:

 Select and use the equations for the force on a charged
particle moving perpendicular to a magnetic field.
Relate this to circular motion. (This allows some
revision of circular motion). The motion of a charged
particle moving through mutually perpendicular
electric and magnetic fields can be analysed.

1 X - Magnetic fields Seminar/Tutorial:

 Sketch magnetic field lines for a long straight current
carrying wire, a long solenoid, a bar magnet and the
Earth.

18 1 Y - Electromagnetism Lecture/Tutorial:
 Investigate the torque on a rectangular coil placed with its
plane parallel to a magnetic field. Consider the operation
of an iron cored d.c. motor with commutator, in a radial
magnetic field. Consider situations when the
perpendicular to the plane of the coil is making any
angle θ with the field.

1 Y - Electromagnetism Seminar/Tutorial:
 Define magnetic flux and the weber.
 Make use of the equations for magnetic flux linkage
and apply Faraday's law of electromagnetic induction.

1 Y - Electromagnetism Lecture/Tutorial:
 State Lenz's law. Use this and Fleming's right-hand rule
to determine the direction of induced currents and
e.m.f.s.

1 Y - Electromagnetism Seminar/Tutorial:
 Describe the a.c. generator and its operation.

© NCUK Ltd. 2023 43

19 1 Z - Gravity Lecture/Tutorial:
 Describe the existence of gravitational fields around
any mass.
 Define gravitational field strength and use field lines
to represent the field.
 Define and use gravitational potential at a point and
introduce Newton's law of gravitation.

1 Z - Gravity Lecture/Tutorial:
 Apply the equation for the gravitational field strength
of a point mass. Determine the mass of the Earth or
another body from its gravitational field strength.
Consider the value of the gravitational field strength
close to the Earth's surface.

1 Z - Gravity Lecture/Tutorial:
 Analyse the circular orbits of planets and satellites.

1 Z - Gravity Lecture/Tutorial:
 Apply Kepler's 3rd law. Define a geostationary orbit
and use the concept in calculations. Show that T 2 =
4π2r 3/(GM) is the same relationship as Kepler's 3 rd law.

20 1 AA - Waves Lecture/Tutorial:
 Distinguish between progressive longitudinal and
transverse waves.
 Define terms associated with waves. Include
displacement, amplitude, wavelength, phase
difference, frequency and speed.
 Use the wave equation v = fλ.

1 AB - Electromagnetic Lecture/Seminar:
waves  State characteristics for different regions of the e.m.
spectrum.
 Describe polarisation and how it only applies to
transverse waves.

1 AB - Polarisation Lecture/Tutorial:
 Consider reflection of waves from surfaces and the
difference between polarised and unpolarised light.
Only consider plane waves reflecting from plane
surfaces.

1 AB - Polarisation Lecture/tutorial:
 State and use Malus’ law, I = I0 cos2ϴ.

21 1 AC - Diffraction Lecture/Seminar:
 Explain diffraction in terms of secondary emitters of
waves along a wavefront.
 Discuss the effect of gap-width on the pattern.

1 AC - Refraction Lecture/Seminar:
 Explain how refraction leads to the bending of light by
a lens. Discuss the dispersion of coloured light by a

© NCUK Ltd. 2023 44

 triangular prism. A quantitative treatment of
refraction is not required.

1 AC - Reflection, Seminar/Tutorial:
diffraction and  Describe experiments to demonstrate reflection,
refraction diffraction and refraction. Consider visible light,
microwaves and water waves.

1 Introduce Coursework  Introduce summative coursework. The details for this

can be found in the IFY Physics Laboratory Practical
Guide available from the NCUK Teachers’ Hub. Note
that you are free to schedule this session as suitable
to your teaching calendar and the practical to be
undertaken.

22 1 AD - Interference Lecture/Tutorial:
 Explain the principle of superposition. Apply graphical
methods to illustrate this. This might be done using
computer software to show how various waveforms
can be constructed from separate sine waves.

1 AD - Interference Lecture/Tutorial:
 Explain terms associated with wave interference.
Explain constructive and destructive interference.
Relate this to path difference and phase difference.
 Describe experiments to demonstrate interference.
Include two-source interference using sound, light and
microwaves.

1 AD - Interference Lecture/Tutorial:
 Describe Young's double slit experiment, including
calculations using w = λD/s.

1 AD - Interference Lecture/Tutorial:
 Describe the use of a diffraction grating and include
/diffraction
calculations using d sinθ = nλ.

23 1 AE - Stationary Waves Lecture/Tutorial:

 Explain the formation of stationary waves using
graphical methods. Define node and antinode.
Computer software could be used.

1 AE - Stationary Waves Lecture/Seminar:

 Describe experiments to demonstrate stationary
waves. Include microwaves, stretched strings and air
columns.

1 AE - Stationary Waves Seminar:

 Describe standing wave patterns for stretched strings
and air columns in both open pipes and those closed at
one end. Include the separation of adjacent nodes and
antinodes.
 Consider the different modes of vibration. Consider
fundamental and harmonic modes of vibration.

© NCUK Ltd. 2023 45

 1 AE - Stationary Waves Lecture/Seminar:
 Describe the resonance tube experiment to determine
the speed of sound in air. Include the end correction
of the tube in calculations.

24 1 AF - Atoms Lecture/Seminar:
 Describe the Rutherford alpha-particle scattering
experiment and the resulting evidence for the basic
atomic structure and properties.

1 AF - Atoms Lecture/Tutorial:
 Describe the nature of the strong nuclear force.
 Form an estimate of the density of the nucleus.

1 AF - Atoms Lecture/Tutorial:
 Define proton number and nucleon number and use
the correct notations to represent a particular nucleus.
 Define the term isotope and use decay equations to
represent simple nuclear reactions. State the
quantities conserved in nuclear decay. Introduce the
discovery of the neutron.

1 AG - Radioactivity Lecture:
 Describe the nature of radioactive decay and the
nature, penetration and range of the different
radioactive particles. Include both β+ and β- decay and
the emission of neutrinos and antineutrinos in this
decay process.

25 1 AG - Radioactivity Lecture/Seminar:
 Describe methods of distinguishing between α, β and
γ radiation.

1 AG - Radioactivity Lecture/Tutorial:
 Define activity and decay constant and use the
equations involving these terms.

1 AG - Radioactivity Lecture/Tutorial:
 Define half-life and relate it to the decay constant.
 Determine the half-life by calculation and graphically.
Use both linear and semi logarithmic plot methods.

1 AG - Radioactivity Seminar:
 Describe the use of radioactive isotopes in smoke
alarms and radioactive dating. Detailed calculations
will not be required.

26 1 AH - Nuclear fission Lecture/Tutorial:

and fusion  State and use Einstein's equation.
 Define binding energy and its value per nucleon. Make
use of appropriate binding energy graphs.

© NCUK Ltd. 2023 46

 1 AH - Nuclear fission Lecture/Tutorial:
and fusion  Determine binding energy of nuclei using Einstein's
equation and nuclei masses.
 Describe induced nuclear fission. A simple description
only is required.

1 AH - Nuclear fission Lecture/Seminar:

and fusion  Describe the idea of a chain reaction.
 Describe the basic construction of a fission reactor and
the use as an energy source. Include the role of the
fuel rods, control rods and moderator.

1 AH - Nuclear fission Lecture/Tutorial:

and fusion  Describe nuclear fusion.
 Calculate the energy released in nuclear reactions,
making use of the concept of the mole. A simple
description only is required.

27 1 AI & AJ - Photons and Lecture/Tutorial:

the photoelectric  Describe the photon model of e.m. radiation. Make
effect use of the equations for photon energy.
 Introduce the electron volt.
 Explain atomic line spectra as photon emissions due to
transitions of electrons between energy levels. More
details will be introduced in the final class.

1 AI & AJ - Photons and Lecture/Tutorial:

the photoelectric  Describe and discuss the photoelectric effect and the
effect photoelectric equation. Explain why there is a
maximum photon kinetic energy, independent of
intensity.

1 AK - Wave-particle Seminar/Lecture
duality  Discuss how the photoelectric effect provides
evidence of the particulate nature of e.m. radiation,
but other phenomena provide evidence of its wave
nature.
 Explain electron diffraction as evidence of the wave
nature of electrons and describe their diffraction in
polycrystalline materials.

1 AK - De Broglie Lecture/Tutorial:
equation  Use the de Broglie equation to determine the
wavelength of electrons or other moving particles.
 Explain the use of electron diffraction to determine
atomic size and arrangement.

28 2 AL – Energy Levels in Lecture/Tutorial:

atoms  Explain how spectral lines are evidence of discrete
energy levels in isolated atoms and the origin of
emission and absorption line spectra.
 Use the relationships hf = hc/λ = E 1 - E 2.
 Calculate energies in joules and electron volts.

© NCUK Ltd. 2023 47

 2 Revision

29 4 Revision

30 Exam Week

© NCUK Ltd. 2023 48

APPENDIX B -
DATA, FORMULAE & RELATIONSHIPS
Refer to separate document “Data, Formulae and Relationships”.

© NCUK Ltd. 2023 49

 Syllabus Update History:
NCUK International Foundation Year
Physics

Release Version Summary of Main Changes Author

Date No.
June 2023 4.2 • Updated for 2023/24 Product Team
May 2022 4.1 • Updated for 2022/23 Product Team
June 2022 4.0 • Full Review John Bunning &
Product Team

This syllabus is valid for the 2023-24 academic year only .

© NCUK Ltd. 2023 50

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