GCSE

G C S E S P E C I F I C AT I O N

Specification
Physics
For exams January 2012 onwards
For certification June 2013 onwards
GCSE
Specification

Physics
4403
This specification is published on the AQA website (aqa.org.uk). We will let centres know in writing about any
changes to the specification. We will also publish changes on our website. The version on the website is the
definitive version; this may differ from printed versions.

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Set and published by the Assessment and Qualifications Alliance.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Contents
1 Introduction 2
1.1 Why choose AQA? 2
1.2 Why choose GCSE Physics? 3
1.3 How do I start using this specification? 4
1.4 How can I find out more? 4
2 Specification at a Glance 5
3 Subject Content 6
3.1 Introduction to Subject Content 6
3.2 How Science Works 7
3.3 Unit 1: Physics 1 PH1 10
3.4 Unit 2: Physics 2 PH2 20
3.5 Unit 3: Physics 3 PH3 36
3.6 Unit 4: Controlled Assessment PH4 45
3.7 Mathematical and other requirements 52
4 Scheme of Assessment 53
4.1 Aims and learning outcomes 53
4.2 Assessment Objectives 54
4.3 National criteria 54
4.4 Previous Learning requirements 55
4.5 Access to assessment: diversity and inclusion 55
5 Administration 56
5.1 Availability of assessment units and certification 56
5.2 Entries 56
5.3 Private candidates 56
5.4 Access arrangements, reasonable adjustments and special consideration 57
5.5 Examination language 57
5.6 Qualification titles 57
5.7 Awarding grades and reporting results 58
5.8 Grading and tiers 59
5.9 Re-sits and shelf life of unit results 60
6 Controlled Assessment administration 61
6.1 Authentication of Controlled Assessment work 61
6.2 Malpractice 61
6.3 Teacher standardisation 62
6.4 Internal standardisation of marking 62
6.5 Annotation of Controlled Assessment work 62
6.6 Submitting marks and sample work for moderation 63
6.7 Factors affecting individual candidates 63
6.8 Keeping candidates’ work 63
6.9 Grade boundaries on Controlled Assessment 63
7 Moderation 64
7.1 Moderation procedures 64
7.2 Consortium arrangements 64
7.3 Procedures after moderation 64
Appendices 65
A Grade descriptions 65
B Spiritual, moral, ethical, social, legislative, sustainable development, economic and
cultural issues, and health and safety considerations 66
C Overlaps with other qualifications 67
D Wider Key Skills – Teaching, developing and providing opportunities for generating evidence 68

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)
Introduction

1 Introduction
1.1 Why choose AQA?
We, AQA, are the United Kingdom’s favourite
awarding body and more candidates get
their academic qualifications from us
than from any other body. But why are
we so popular?

We understand the different requirements of each We provide a wide range of support services for
subject by working with teachers. Our GCSEs: teachers, including:
■ help candidates to achieve their full potential ■ access to subject departments

■ are relevant for today’s challenges ■ training for teachers, including practical teaching

■ are manageable for schools and colleges strategies and methods that work, presented by
senior examiners
■ are easy for candidates of all levels of ability to
understand ■ individual support for Controlled Assessment

■ lead to accurate results, delivered on time ■ 24-hour support through our website and online
with Ask AQA
■ are affordable and value for money.
■ past question papers and mark schemes

■ a wide range of printed and electronic resources

for teachers and candidates
■ free online results analysis, with Enhanced Results
Analysis.

We are an educational charity focused on the needs of the learner. All our income is spent on improving
the quality of our specifications, examinations and support services. We don’t aim to profit from
education, we want you to.
If you are already a customer we thank you for your support. If you are thinking of joining us we look forward to
welcoming you.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Introduction
1
1.2 Why choose GCSE Physics?
GCSE Physics enables you to provide a Key Stage 4 We’ve changed:
physics course for learners of any ability, whether they ■ some of the content following the feedback we’ve
intend to study science further or not. The specification received: this has enabled us to update and
has three physics teaching and learning units and a refresh the subject content
Controlled Assessment unit. This course provides a
firm foundation for progression to AS and A-level ■ the style of the exams. There are no objective
Physics. The model of Controlled Assessment, tests with separate answer sheets that candidates
Investigative Skills Assignment (ISA), is straightforward have to complete. The three exams all have open
and the previous version proved popular with teachers. questions as well as closed questions.

During the development of our specifications, we have GCSE Physics is one of many qualifications that AQA
been careful to ensure natural progression from KS3 offers for Key Stage 4. AQA’s range, which includes
and we have paid attention to the Assessment of Pupil GCSEs, Diplomas and Entry Level qualifications,
Progress approach developed by National Strategies. enables teachers to select and design appropriate
In Unit 4, we have signposted the assessment focus courses for all learners.
threads to match those used in KS3. GCSE Physics is one of five related GCSE
When our science AS and A-levels were developed for specifications that allow biology, chemistry and physics
first teaching from September 2008, we were very to be taught separately with a pure science approach.
careful to ensure that there was no ‘gap’ so that We also offer two GCSE specifications that are
learners could easily progress from KS4. We used the integrated and which put the scientific content into
same model of internal assessment (ISAs). Research everyday contexts. Our GCSE suite is:
into the outcomes of learners at GCSE and A-level has ■ Science A
shown that we were successful in ensuring a smooth
■ Science B
transition. A-levels are due to be redeveloped to follow
from this GCSE development, and we will continue to ■ Biology
ensure our portfolio of specifications offers good ■ Chemistry
progression routes. ■ Physics
When developing this specification, we’ve retained ■ Additional Science
what you’ve told us you like, and changed what you’ve ■ Additional Applied Science
told us we could improve.
We’ve kept: Each qualification is a single GCSE award, and
progression routes are flexible. Science A could be
■ a lot of the physics content in our current followed by Additional Science, or equally by Additional
specifications, so you can still use the books and Applied Science. Similarly, Science B could lead to
most of the resources you’ve got now either Additional Science or Additional Applied
■ guidance in each sub-section showing how the Science. Our separate science GCSEs have common
physics can be used to teach the wider units with Science A and Additional Science, enabling
implications of How Science Works co-teaching following single, double or triple science
■ a unitised approach to assessment, which routes. This also facilitates a compressed KS3,
enables staged assessment but does not require followed by the teaching of separate science GCSEs
it – all assessments could be taken at the end of over three years.
the course
Both GCSE Science A and GCSE Science B cover the
■ ISAs – Our ISA tests are one of the most popular
Programme of Study for KS4, enabling centres to meet
features of our current specifications, and the new the entitlement requirements of the National Curriculum
Controlled Assessment ISA has been updated to at KS4. In GCSE Science A, biology, chemistry and
meet the requirements of the current regulations. physics can be taught separately by subject
We’ve added: specialists, since the content is not integrated but is
■ examples of practical work that could support presented in discrete units. GCSE Science B is an
teaching in each sub-section. Full details are integrated science specification with a context led
included in our resource package. approach.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)
Introduction

1 With the exception of GCSE Science B, which is a new

development, AQA’s science GCSEs have evolved
This includes:
■ Preparing to Teach meetings
from our current specifications. Some changes have
been required by regulations. In our work, we’ve taken ■ on-line schemes of work
advice from a wide range of teachers and ■ ideas for practical work including worksheets and
organisations with an interest in science education. technician guidance
In addition to this specification and the associated ■ practice tests for homework
specimen papers, we offer a wide range of related ■ our Enhanced Results Analysis service.
support and resources for teachers, much of it free.
This support is accessible through a web-based portal
called The Science Lab.

1.3 How do I start using this specification?

To ensure you receive all the teaching and examination Step Two
material, it is important that the person responsible for Inform your Examinations Officer of your choice to
making the decision to teach AQA informs both AQA ensure you receive all your examination material. Your
and their Examinations Officer. Examinations Officer will make sure that your centre is
Step One registered with AQA and will complete the Intention to
Enter and Estimated Entries when required to do so.
To confirm you will be teaching this specification please
sign up to teach and complete the online form. You will If your centre has not used AQA for any examinations
then receive your free GCSE Sciences welcome in the past, please contact our centre approval team at
pack(s) that contain teaching and support material. [email protected]

1.4 How can I find out more?

You can choose to find out more about this specification or the services that AQA offers in a number of ways.

Ask AQA Teacher Support meetings

We provide 24-hour access to useful information Details of the full range of our Teacher Support
and answers to the most commonly asked meetings are available on our website at
questions at aqa.org.uk/askaqa aqa.org.uk/support-teachers

If the answer to your question is not available, you There is also a link to our fast and convenient
can submit a query through Ask AQA and we will online booking system for Teacher Support
respond within two working days. meetings at events.aqa.org.uk
Latest information online
Speak to your subject team
You can find out more including the latest news,
You can talk directly to the GCSE Sciences subject how to register to use Enhanced Results Analysis,
team about this specification on 08442 090 415 or support and downloadable resources on our
e-mail [email protected] website at aqa.org.uk

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Specification at a Glance
Specification at a Glance
Unit 1: Physics 1
Written paper – 1 hour

60 marks – 25%

Structured and closed questions

2
At least one question assessing Quality of Written
Communication in a science context.

Unit 2: Physics 2
+
Written paper – 1 hour

60 marks – 25%

Structured and closed questions

At least one question assessing Quality of Written
Communication in a science context.

Unit 3: Physics 3
+
Written paper – 1 hour

60 marks – 25%

Structured and closed questions

At least one question assessing Quality of Written
Communication in a science context.

+
Unit 4: Controlled Assessment
Investigative Skills Assignment – two written assessments plus
one or two lessons for practical work and data processing.

50 marks – 25%

Controlled Assessment:
■ we set the ISAs and send you all the information before the
course starts
■ you choose which of several ISAs to do and when
■ your candidates do the ISA test in class time
■ you mark their tests using marking guidance from us
■ we moderate your marks.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Subject Content
3.1 Introduction to Subject Content
The subject content of this specification is presented in and expansion of the content to aid teachers in
five sections: delivering it and gives further details on what will be
■ How Science Works examined.
Subject Content

■ the three sections of substantive content, At the end of each section there is a list of ideas for
Physics 1, Physics 2, Physics 3 investigative practical work that could be used to help
■ and the Controlled Assessment (Unit 4). candidates develop their practical enquiry skills to
understand and engage with the content.
It is intended that the How Science Works content is
integrated and delivered not only through the Opportunities to carry out practical work should be

3 Controlled Assessment but also through the context of

the content of Physics 1, Physics 2 and Physics 3.
provided in the context of each section. These
opportunities should allow candidates to:
■ use their knowledge and understanding to pose
The organisation of each sub-section of the scientific questions and define scientific problems
substantive content is designed to facilitate this
■ plan and carry out investigative activities, including
approach. Each of the sub-sections of Physics 1,
appropriate risk management, in a range of
Physics 2 and Physics 3 starts with the statement:
contexts
■ collect, select, process, analyse and interpret both
‘Candidates should use their skills, knowledge and primary and secondary data to provide evidence
understanding to:’. ■ evaluate their methodology, evidence and data.
This introduces a number of activities, for example: In the written papers, questions will be set that
■ evaluate different methods of generating examine How Science Works in physics contexts.
electricity.
Examination questions will use examples that are both
familiar and unfamiliar to candidates. All applications
These activities are intended to enable candidates to will use the knowledge and understanding developed
develop the skills, knowledge and understanding of through the substantive content.
How Science Works.
Tiering of subject content
Other aspects of the skills, knowledge and In this specification there is additional content for
understanding of How Science Works will be better Higher Tier candidates. This is denoted in the subject
developed through investigative work and it is content in bold type and annotated as HT only in
expected that teachers will adopt a practical enquiry Sections 3.3 to 3.5.
approach to the teaching of many topics.
The subject content is presented in two columns. The
left-hand column lists the content that needs to be
delivered. The right-hand column contains guidance

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3.2 How Science Works

This section is the content underpinning the science Fundamental ideas
that candidates need to know and understand. Evidence must be approached with a critical eye. It is
Candidates will be tested on How Science Works in necessary to look closely at how measurements have
both written papers and the Controlled Assessment. been made and what links have been established.
The scientific terms used in this section are clearly Scientific evidence provides a powerful means of

Subject Content
defined by the ASE in The Language of Measurement: forming opinions. These ideas pervade all of How
Terminology used in school science investigations Science Works.
(Association for Science Education, 2010). Teachers
should ensure that they, and their candidates, are ■ It is necessary to distinguish between opinion
familiar with these terms. Definitions of the terms will based on valid, repeatable and reproducible
not be required in assessments, but candidates will be evidence and opinion based on non-scientific
expected to use them correctly. ideas (prejudices, whim or hearsay).

The thinking behind the doing

■ Scientific investigations often seek to identify links
between two or more variables. These links may be:
3
Science attempts to explain the world in which we live. – causal, in that a change in one variable causes
It provides technologies that have had a great impact a change in another
on our society and the environment. Scientists try to
explain phenomena and solve problems using – due to association, in that changes in one
evidence. The data to be used as evidence must be variable and a second variable are linked by a
repeatable, reproducible and valid, as only then can third variable
appropriate conclusions be made. – due to chance occurrence.
A scientifically literate person should, amongst other ■ Evidence must be looked at carefully to make sure
things, be equipped to question, and engage in debate that it is:
on, the evidence used in decision-making. – repeatable
The repeatability and the reproducibility of evidence − reproducible
refers to how much we trust the data. The validity of
− valid.
evidence depends on these, as well as on whether the
research answers the question. If the data is not Observation as a stimulus to investigation
repeatable or reproducible the research cannot be
Observation is the link between the real world and
valid.
scientific ideas. When we observe objects, organisms
To ensure the repeatability, reproducibility and validity of or events we do so using existing knowledge.
evidence, scientists consider a range of ideas that Observations may suggest hypotheses that can
relate to: be tested.
■ how we observe the world
■ A hypothesis is a proposal intended to explain
■ designing investigations so that patterns and certain facts or observations.
relationships between variables may be identified
■ A prediction is a statement about the way
■ making measurements by selecting and using something will happen in the future.
instruments effectively
■ Observations can lead to the start of an
■ presenting and representing data investigation, experiment or survey. Existing
■ identifying patterns and relationships and making models can be used creatively to suggest
suitable conclusions. explanations for observations (hypotheses).
Careful observation is necessary before deciding
These ideas inform decisions and are central to which variables are the most important.
science education. They constitute the ‘thinking behind Hypotheses can then be used to make
the doing’ that is a necessary complement to the predictions that can be tested.
subject content of biology, chemistry and physics.
■ Data from testing a prediction can support or
refute the hypothesis or lead to a new hypothesis.
■ If the hypotheses and models we have available to
us do not completely match our data or
observations, we need to check the validity of our
observations or data, or amend the models.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

■ An accurate measurement is one that is close to

the true value.
■ The design of an investigation must provide data
with sufficient precision to form a valid conclusion.
Making measurements
When making measurements we must consider such
issues as inherent variation due to variables that have
not been controlled, human error and the
Subject Content

characteristics of the instruments used. Evidence

should be evaluated with the repeatability and validity
of the measurements that have been made in mind.

■ There will always be some variation in the actual

value of a variable, no matter how hard we try to
repeat an event.
3 ■ The resolution of an instrument refers to the
smallest change in a value that can be detected.
■ Even when an instrument is used correctly, human
error may occur; this could produce random
differences in repeated readings or a systematic
shift from the true value.
■ Random error can result from inconsistent
application of a technique. Systematic error can
result from consistent misapplication of a
technique.
Designing an investigation ■ Any anomalous values should be examined to try
An investigation is an attempt to determine whether or to identify the cause and, if a product of a poor
not there is a relationship between variables. It is measurement, ignored.
therefore necessary to identify and understand the Presenting data
variables in an investigation. The design of an
To explain the relationship between two or more
investigation should be scrutinised when evaluating the
variables, data may be presented in such a way as to
validity of the evidence it has produced.
make the patterns more evident. There is a link
■ An independent variable is one that is changed or between the type of graph used and the type of
selected by the investigator. The dependent variable represented. The choice of graphical
variable is measured for each change in the representation depends upon the type of variable
independent variable. represented.
■ For a measurement to be valid it must measure ■ The range of the data refers to the maximum and
only the appropriate variable. minimum values.
■ A fair test is one in which only the independent ■ The mean (or average) of the data refers to the
variable affects the dependent variable, as all sum of all the measurements divided by the
other variables are kept the same. These are number of measurements taken.
called control variables.
■ Tables are an effective means of displaying data
■ When using large-scale survey results, it is but are limited in how they portray the design of
necessary to select data from conditions that are an investigation.
similar.
■ Bar charts can be used to display data in which
■ Control groups are often used in biological and one of the variables is categoric.
medical research to ensure that observed effects
■ Line graphs can be used to display data in which
are due to changes in the independent variable
both the independent and dependent variables
alone.
are continuous.
■ Care is needed in selecting values of variables to
■ Scattergrams can be used to show an association
be recorded in an investigation. A trial run will help
between two variables.
identify appropriate values to be recorded, such
as the number of repeated readings needed and
their range and interval.

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Using data to draw conclusions ■ Scientific knowledge gained through investigations

The patterns and relationships observed in data can be the basis for technological developments.
represent the behaviour of the variables in an ■ Developments in science and technology have
investigation. However, it is necessary to look at ethical, social, economic or environmental
patterns and relationships between variables with the consequences, which should always be taken into
limitations of the data in mind in order to draw account when evaluating the impacts of any new
conclusions. developments.
■ Advancements in science can have ethical
■ Patterns in tables and graphs can be used to implications. The effects of these must be taken

Subject Content
identify anomalous data that require further into account in a balanced way to facilitate
consideration. decision making.
■ A line of best fit can be used to illustrate the ■ Decisions are made by individuals and by society
underlying relationship between variables. on issues relating to science and technology.
■ Conclusions must be limited by, and not go
beyond, the data available. Limitations of scientific evidence

Evaluation
Science can help us in many ways but it cannot supply
all the answers. 3
In evaluating a whole investigation the repeatability,
reproducibility and validity of the data obtained must be ■ We are still finding out about things and
considered. developing our scientific knowledge.
■ There are some questions that we cannot answer,
Societal aspects of scientific evidence
maybe because we do not have enough
A judgement or decision relating to social-scientific repeatable, reproducible and valid evidence.
issues may not be based on evidence alone, as other ■ There are some questions that science cannot
societal factors may be relevant. answer directly. These tend to be questions where
■ Evidence must be scrutinised for any potential beliefs, opinions and ethics are important.
bias of the experimenter, such as funding sources
or allegiances.
■ Evidence can be accorded undue weight, or
dismissed too lightly, simply because of its political
significance. If the consequences of the evidence
could provoke public or political disquiet, the
evidence may be downplayed.
■ The status of the experimenter may influence the
weight placed on evidence; for instance,
academic or professional status, experience and
authority.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

3.3 Unit 1: Physics 1

P1.1 The transfer of energy by heating processes and the factors that affect the rate at which
that energy is transferred

Energy can be transferred from one place to another by work or by heating processes. We need to know how this
Subject Content

energy is transferred and which heating processes are most important in a particular situation.
Candidates should use their skills, knowledge
Additional guidance:
and understanding to:
■ compare ways in which energy is transferred in and Examples should include the design of a vacuum flask,
out of objects by heating and ways in which the how to reduce the energy transfer from a building and
rates of these transfers can be varied how humans and animals cope with low temperatures.
3 ■ evaluate the design of everyday appliances that Examples include radiators and heat sinks.
transfer energy by heating, including economic
considerations

■ evaluate the effectiveness of different types of material Examples include loft insulation and cavity wall
used for insulation, including U-values and economic insulation.
factors including payback time

■ evaluate different materials according to their Examples include the use of water, which has a very
specific heat capacities. high specific heat capacity, oil-filled radiators and
electric storage heaters containing concrete or bricks.

P1.1.1 Infrared radiation

a) All objects emit and absorb infrared radiation.

b) The hotter an object is the more infrared radiation it

radiates in a given time.

c) Dark, matt surfaces are good absorbers and good

emitters of infrared radiation.

d) Light, shiny surfaces are poor absorbers and poor

emitters of infrared radiation.

e) Light, shiny surfaces are good reflectors of

infrared radiation

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P1.1.2 Kinetic theory

Additional guidance:

a) The use of kinetic theory to explain the different Candidates should be able to recognise simple
states of matter. diagrams to model the difference between solids,
liquids and gases.

Subject Content
b) The particles of solids, liquids and gases have An understanding of specific latent heat is not required.
different amounts of energy.

P1.1.3 Energy transfer by heating

Additional guidance: 3
a) The transfer of energy by conduction, convection, Candidates should understand in simple terms how the
evaporation and condensation involves particles, arrangement and movement of particles determine
and how this transfer takes place. whether a material is a conductor or an insulator.

Candidates should understand the role of free electrons

in conduction through a metal.

Candidates should be able to use the idea of particles

moving apart to make a fluid less dense, to explain
simple applications of convection.

b) The factors that affect the rate of evaporation and Candidates should be able to explain evaporation and
condensation. the cooling effect this causes using the kinetic theory.

Candidates should be able to explain the design of

devices in terms of energy transfer, for example, cooling
fins.

c) The rate at which an object transfers energy by Candidates should be able to explain animal
heating depends on: adaptations in terms of energy transfer, for example,
relative ear size of animals in cold and warm climates.
■ surface area and volume

■ the material from which the object is made

■ the nature of the surface with which the object is

in contact.

d) The bigger the temperature difference between an

object and its surroundings, the faster the rate at
which energy is transferred by heating.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P1.1.4 Heating and insulating buildings

Additional guidance:

a) U-values measure how effective a material is as Knowledge of the U-values of specific materials is not
an insulator. required, nor is the equation that defines a U-value.
Subject Content

b) The lower the U-value, the better the material

is as an insulator.

c) Solar panels may contain water that is heated by

radiation from the Sun. This water may then be used
to heat buildings or provide domestic hot water.

3 d) The specific heat capacity of a substance is the Additional guidance:

amount of energy required to change the
temperature of one kilogram of the substance
by one degree Celsius.

Emc E is energy transferred in joules, J

m is mass in kilograms, kg

 is temperature change in degrees Celsius, °C

c is specific heat capacity in J / kg °C

Suggested ideas for practical work to develop skills and understanding include the following:

■ passing white light through a prism and detecting the infrared radiation with a thermometer

■ demonstration using balls in a tray to show the behaviour of particles in substances in different states

■ measuring the cooling effect produced by evaporation; putting wet cotton wool over the bulb of a thermometer
or temperature probe

■ plan and carry out an investigation into factors that affect the rate of cooling of a can of water, eg shape,
volume, and colour of can

■ using Leslie’s cube to demonstrate the effect on radiation of altering the nature of the surface

■ plan and carry out an investigation using immersion heaters in a metal block to measure specific heat capacity

■ investigating thermal conduction using rods of different materials.

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P1.2 Energy and efficiency

Appliances transfer energy but they rarely transfer all of the energy to the place we want. We need to know the
efficiency of appliances so that we can choose between them, including how cost effective they are, and try to
improve them.
Candidates should use their skills, knowledge
Additional guidance:

Subject Content
and understanding to:
■ compare the efficiency and cost effectiveness of The term ‘pay-back time’ should be understood.
methods used to reduce ‘energy consumption’
Given relevant data, candidates should be able to make
judgements about the cost effectiveness of different
methods of reducing energy consumption over a set
period of time. This is not restricted to a consideration
of building insulation but may include:
3
■ low energy light bulbs and LED lighting

■ replacing old appliances with energy efficient ones

■ ways in which ‘waste’ energy can be useful, eg

heat exchangers.

■ describe the energy transfers and the main energy Common electrical appliances found in the home will
wastages that occur with a range of appliances be examined. Examples will not be limited to electrical
appliances; however, in this case all the information
would be given in the question.

■ interpret and draw a Sankey diagram. Candidates should be able to use a Sankey diagram to
calculate the efficiency of an appliance.

P1.2.1 Energy transfers and efficiency

a) Energy can be transferred usefully, stored, or
dissipated, but cannot be created or destroyed.

b) When energy is transferred only part of it may

be usefully transferred, the rest is ‘wasted’.

c) Wasted energy is eventually transferred to the

surroundings, which become warmer. The wasted
energy becomes increasingly spread out and so
becomes less useful.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

d) To calculate the efficiency of a device using: Candidates may be required to calculate efficiency as a
decimal or as a percentage.
useful energy out
efficiency 
total energy in (100%)
useful power out
efficiency  total power in (100%)
Subject Content

Suggested ideas for practical work to develop skills and understanding include the following:

■ an energy ‘circus’ to demonstrate various energy transfers

■ plan and carry out an investigation by constructing a model house, using sensors and data logger to measure
temperatures with and without various types of insulation.
3
P1.3 The usefulness of electrical appliances

We often use electrical appliances because they transfer energy at the flick of a switch. We can calculate how
much energy is transferred by an appliance and how much the appliance costs to run.
Candidates should use their skills, knowledge
Additional guidance:
and understanding to:
■ compare the advantages and disadvantages Candidates will be required to compare different
of using different electrical appliances for a electrical appliances, using data provided.
particular application

■ consider the implications of instances when

electricity is not available.

P1.3.1 Transferring electrical energy

a) Examples of energy transfers that everyday electrical

appliances are designed to bring about.

b) The amount of energy an appliance transfers

depends on how long the appliance is switched
on and its power.

Additional guidance:

c) To calculate the amount of energy transferred Candidates will not be required to convert between
from the mains using: kilowatt-hours and joules.
E is energy transferred in kilowatt-hours, kWh
EPt
P is power in kilowatts, kW
t is time in hours, h
This equation may also be used when:
E is energy transferred in joules, J
P is power in watts, W
t is time in seconds, s

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

d) To calculate the cost of mains electricity given the This includes both the cost of using individual
cost per kilowatt-hour. appliances and the interpretation of electricity meter
readings to calculate total cost over a period of time.

Suggested ideas for practical work to develop skills and understanding include the following:

Subject Content
■ candidates reading the electricity meter at home on a daily or weekly basis. They could then look for trends in
usage and try to explain these, eg in terms of weather conditions

■ plan and carry out an investigation using an electrical joulemeter to measure the energy transferred by low
voltage bulbs of different powers, low voltage motors and low voltage immersion heaters.

P1.4 Methods we use to generate electricity 3

Various energy sources can be used to generate the electricity we need. We must carefully consider the
advantages and disadvantages of using each energy source before deciding which energy source(s) it would be
best to use in any particular situation. Electricity is distributed via the National Grid.
Candidates should use their skills, knowledge
Additional guidance:
and understanding to:
■ evaluate different methods of generating electricity Candidates should be able to evaluate different methods
of generating electricity given data including start-up
times, costs of electricity generation and the total cost of
generating electricity when factors such as building and
decommissioning are taken into account. The reliability
of different methods should also be understood.

Knowledge of the actual values of start-up times and

why they are different is not needed, but the implications
of such differences are important.

■ evaluate ways of matching supply with demand, Candidates should be aware of the fact that, of the fossil
either by increasing supply or decreasing demand fuel power stations, gas-fired have the shortest start-up
time. They should also be aware of the advantages of
pumped storage systems in order to meet peak demand,
and as a means of storing energy for later use.

■ compare the advantages and disadvantages of

overhead power lines and underground cables.

P1.4.1 Generating electricity

a) In some power stations an energy source is used to

heat water. The steam produced drives a turbine
that is coupled to an electrical generator.
Energy sources include:

■ the fossil fuels (coal, oil and gas) which are

burned to heat water or air
■ uranium and plutonium, when energy from
nuclear fission is used to heat water
■ biofuels that can be burned to heat water.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

b) Water and wind can be used to drive turbines directly. Energy sources used in this way include, but are not
limited to, wind, waves, tides and the falling of water in
hydroelectric schemes.

c) Electricity can be produced directly from the Candidates should know that solar cells can be used to
Sun’s radiation. generate electricity and should be able to describe the
advantages and disadvantages of their use.
Subject Content

d) In some volcanic areas hot water and steam rise to

the surface. The steam can be tapped and used to
drive turbines. This is known as geothermal energy.

Additional guidance:
3 e) Small-scale production of electricity may be useful in Candidates should understand that while small-scale
some areas and for some uses, eg hydroelectricity production can be locally useful it is sometimes
in remote areas and solar cells for roadside signs. uneconomic to connect such generation to the
National Grid.

f) Using different energy resources has different effects Candidates should understand that carbon capture and
on the environment. These effects include: storage is a rapidly evolving technology. To prevent
carbon dioxide building up in the atmosphere we can
■ the release of substances into the atmosphere catch and store it. Some of the best natural containers
are old oil and gas fields, such as those under the
■ the production of waste materials North Sea.

■ noise and visual pollution

■ the destruction of wildlife habitats.

P1.4.2 The National Grid

Additional guidance:

a) Electricity is distributed from power stations to Candidates should be able to identify and label the
consumers along the National Grid. essential parts of the National Grid.

b) For a given power increasing the voltage reduces Candidates should know why transformers are an
the current required and this reduces the energy essential part of the National Grid.
losses in the cables.

c) The uses of step-up and step-down transformers in Details of the structure of a transformer and how a
the National Grid. transformer works are not required.

Suggested ideas for practical work to develop skills and understanding include the following:
■ investigating the effect of changing different variables on the output of solar cells, eg distance from the light
source, the use of different coloured filters and the area of the solar cells
■ planning and carrying out an investigation into the effect of changing different variables on the output of model
wind turbines, eg the number or pitch of the blades, the wind velocity
■ demonstrating a model water turbine linked to a generator
■ modelling the National Grid.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P1.5 The use of waves for communication and to provide evidence that the universe is
expanding

Electromagnetic radiations travel as waves and move energy from one place to another. They can all travel through
a vacuum and do so at the same speed. The waves cover a continuous range of wavelengths called the
electromagnetic spectrum.
Sound waves and some mechanical waves are longitudinal, and cannot travel through a vacuum.

Subject Content
Current evidence suggests that the universe is expanding and that matter and space expanded violently and
rapidly from a very small initial ‘point’, ie the universe began with a ‘big bang’.
Candidates should use their skills, knowledge
Additional guidance:
and understanding to:
■ compare the use of different types of waves for Knowledge and understanding of waves used for
communication communication is limited to sound, light, microwaves,
radio waves and infrared waves. 3
■ evaluate the possible risks involving the use of
mobile phones

■ consider the limitations of the model that scientists

use to explain how the universe began and why the
universe continues to expand.

P1.5.1 General properties of waves

a) Waves transfer energy.

Additional guidance:

b) Waves may be either transverse or longitudinal. Candidates should understand that in a transverse
wave the oscillations are perpendicular to the direction
of energy transfer. In a longitudinal wave the oscillations
are parallel to the direction of energy transfer.

c) Electromagnetic waves are transverse, sound waves

are longitudinal and mechanical waves may be either
transverse or longitudinal.

d) All types of electromagnetic waves travel at the same

speed through a vacuum (space).

Additional guidance:

e) Electromagnetic waves form a continuous spectrum. Candidates should know the order of electromagnetic
waves within the spectrum, in terms of energy,
frequency and wavelength.

Candidates should appreciate that the wavelengths vary

from about 10 –15 metres to more than 104 metres.

f) Longitudinal waves show areas of compression and

rarefaction.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

g) Waves can be reflected, refracted and diffracted. Candidates should appreciate that significant diffraction
only occurs when the wavelength of the wave is of the
same order of magnitude as the size of the gap or
obstacle.

h) Waves undergo a change of direction when they Waves are not refracted if travelling along the normal.
are refracted at an interface. Snell’s law and the reason why waves are refracted are
Subject Content

not required.

i) The terms frequency, wavelength and amplitude.

j) All waves obey the wave equation: Additional guidance:

3 v=f v is speed in metres per second, m/s

f is frequency in hertz, Hz
 is wavelength in metres, m
Candidates are not required to recall the value of the
speed of electromagnetic waves through a vacuum.

k) Radio waves, microwaves, infrared and visible light Candidates will be expected to be familiar with
can be used for communication. situations in which such waves are typically used and
any associated hazards, eg:
■ radio waves – television, and radio (including
diffraction effects)
■ microwaves – mobile phones and satellite television
■ infrared – remote controls
■ visible light – photography.

P1.5.2 Reflection

a) The normal is a construction line perpendicular to the

reflecting surface at the point of incidence.

b) The angle of incidence is equal to the angle of

reflection.

Additional guidance:

c) The image produced in a plane mirror is virtual, Candidates will be expected to be able to construct ray
upright and laterally inverted. diagrams.

P1.5.3 Sound

Additional guidance:

a) Sound waves are longitudinal waves and cause Sound is limited to human hearing and no details of the
vibrations in a medium, which are detected as sound. structure of the ear are required.

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b) The pitch of a sound is determined by its frequency

and loudness by its amplitude.

c) Echoes are reflections of sounds.

P1.5.4 Red-shift

Additional guidance:

Subject Content
a) If a wave source is moving relative to an observer The following should be included:
there will be a change in the observed wavelength
and frequency. This is known as the Doppler effect. ■ the wave source could be light, sound or
microwaves

■ when the source moves away from the observer,

the observed wavelength increases and the
frequency decreases 3
■ when the source moves towards the observer, the
observed wavelength decreases and the frequency
increases.

b) There is an observed increase in the wavelength of

light from most distant galaxies. The further away
the galaxies are, the faster they are moving, and the
bigger the observed increase in wavelength. This
effect is called red-shift.

c) How the observed red-shift provides evidence that

the universe is expanding and supports the
‘Big Bang’ theory (that the universe began from
a very small initial point).

d) Cosmic microwave background radiation (CMBR) is

a form of electromagnetic radiation filling the universe.
It comes from radiation that was present shortly after
the beginning of the universe.

e) The ‘Big Bang’ theory is currently the only theory that

can explain the existence of CMBR.

Suggested ideas for practical work to develop skills and understanding include the following:

■ reflecting light off a plane mirror at different angles

■ using a class set of skipping ropes to investigate frequency and wavelength

■ demonstrating transverse and longitudinal waves with a slinky spring

■ carrying out refraction investigations using a glass block

■ carrying out investigations using ripple tanks, including the relationship between depth of water and speed of wave

■ investigating the range of Bluetooth or infrared communications between mobile phones and laptops

■ demonstrating the Doppler effect for sound.

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3.4 Unit 2: Physics 2

P2.1 Forces and their effects

Forces can cause changes to the shape or motion of an object. Objects can move in a straight line at a constant
speed. They can also change their speed and/or direction (accelerate or decelerate). Graphs can help us to
Subject Content

describe the movement of an object. These may be distance-time graphs or velocity-time graphs.
Candidates should use their skills, knowledge
and understanding to:
■ interpret data from tables and graphs relating to
speed, velocity and acceleration

3 ■ evaluate the effects of alcohol and drugs on

stopping distances

■ evaluate how the shape and power of a vehicle can

be altered to increase the vehicle’s top speed

■ draw and interpret velocity-time graphs for objects

that reach terminal velocity, including a consideration
of the forces acting on the object.

P2.1.1 Resultant forces

a) Whenever two objects interact, the forces they exert

on each other are equal and opposite.

b) A number of forces acting at a point may be replaced

by a single force that has the same effect on the motion
as the original forces all acting together. This single
force is called the resultant force.

Additional guidance:

c) A resultant force acting on an object may cause a Candidates should be able to determine the resultant of
change in its state of rest or motion. opposite or parallel forces acting in a straight line.

d) If the resultant force acting on a stationary object is:

■ zero, the object will remain stationary

■ not zero, the object will accelerate in the

direction of the resultant force.

e) If the resultant force acting on a moving object is:

■ zero, the object will continue to move at the same

speed and in the same direction

■ not zero, the object will accelerate in the

direction of the resultant force.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P2.1.2 Forces and motion

Additional guidance:

a) The acceleration of an object is determined by the

resultant force acting on the object and the mass
of the object. F is the resultant force in newtons, N

Subject Content
F m is the mass in kilograms, kg
a or F  m  a
m
a is the acceleration in metres per second squared, m/s2

b) The gradient of a distance–time graph Candidates should be able to construct distance–time

represents speed. graphs for an object moving in a straight line when the
body is stationary or moving with a constant speed.
3
c) Calculation of the speed of an object from HT only
the gradient of a distance–time graph.

d) The velocity of an object is its speed in a

given direction.

Additional guidance:

e) The acceleration of an object is given by the a is the acceleration in metres per second squared, m/s2
equation:
v is the final velocity in metres per second, m/s
v–u
a u is the initial velocity in metres per second, m/s
t
t is the time taken in seconds, s

f) The gradient of a velocity–time graph represents

acceleration.

Additional guidance:

g) Calculation of the acceleration of an object HT only

from the gradient of a velocity–time graph.

h) Calculation of the distance travelled by an HT only

object from a velocity–time graph.

P2.1.3 Forces and braking

Additional guidance:

a) When a vehicle travels at a steady speed the Candidates should realise that most of the resistive
resistive forces balance the driving force. forces are caused by air resistance.

b) The greater the speed of a vehicle the greater the Candidates should understand that for a given braking
braking force needed to stop it in a certain distance. force the greater the speed, the greater the stopping
distance.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

c) The stopping distance of a vehicle is the sum of the

distance the vehicle travels during the driver’s
reaction time (thinking distance) and the distance
it travels under the braking force (braking distance).

Additional guidance:

d) A driver’s reaction time can be affected by tiredness, Candidates should appreciate that distractions may
drugs and alcohol. affect a driver’s ability to react.
Subject Content

e) When the brakes of a vehicle are applied, work done

by the friction force between the brakes and the
wheel reduces the kinetic energy of the vehicle
and the temperature of the brakes increase.

3 Additional guidance:

f) A vehicle’s braking distance can be affected by Candidates should understand that ‘adverse road
adverse road and weather conditions and poor conditions’ includes wet or icy conditions. Poor condition
condition of the vehicle. of the car is limited to the car’s brakes or tyres.

P2.1.4 Forces and terminal velocity

a) The faster an object moves through a fluid the greater

the frictional force that acts on it.

Additional guidance:
b) An object falling through a fluid will initially accelerate Candidates should understand why the use of a
due to the force of gravity. Eventually the resultant parachute reduces the parachutist’s terminal velocity.
force will be zero and the object will move at its
terminal velocity (steady speed).

c) Draw and interpret velocity-time graphs for objects

that reach terminal velocity, including a consideration
of the forces acting on the object.

Additional guidance:

d) Calculate the weight of an object using the force W is the weight in newtons, N
exerted on it by a gravitational force:
m is the mass in kilograms, kg
Wmg
g is the gravitational field strength in newtons per
kilogram, N/kg

P2.1.5 Forces and elasticity

a) A force acting on an object may cause a change

in shape of the object.

Additional guidance:

b) A force applied to an elastic object such as a spring Calculation of the energy stored when stretching an
will result in the object stretching and storing elastic elastic material is not required.
potential energy.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

c) For an object that is able to recover its original shape,

elastic potential energy is stored in the object when
work is done on the object to change its shape.

Additional guidance:

d) The extension of an elastic object is directly F is the force in newtons, N

proportional to the force applied, provided that
the limit of proportionality is not exceeded: k is the spring constant in newtons per metre, N/m

Subject Content
Fke e is the extension in metres, m

Suggested ideas for practical work to develop skills and understanding include the following:

■ dropping a penny and a feather in a vacuum and through the air to show the effect of air resistance

■ plan and carry out an investigation into Hooke’s law 3

■ catapult practicals to compare stored energy

■ measurement of acceleration of trolleys using known forces and masses

■ timing objects falling through a liquid, eg wallpaper paste or glycerine, using light gates or stop clocks

■ plan and carry out an investigation to measure the effects of air resistance on parachutes, paper spinners,
cones or bun cases

■ measuring reaction time with and without distractions, eg iPod off and then on.

P2.2 The kinetic energy of objects speeding up or slowing down

When an object speeds up or slows down, its kinetic energy increases or decreases. The forces which cause the
change in speed do so by doing work. The momentum of an object is the product of the object’s mass and velocity.
Candidates should use their skills, knowledge
and understanding to:
■ evaluate the benefits of different types of braking
system, such as regenerative braking

Additional guidance:

■ evaluate the benefits of air bags, crumple zones, This should include ideas of both energy changes and
seat belts and side impact bars in cars. momentum changes.

P2.2.1 Forces and energy

a) When a force causes an object to move through

a distance work is done.

Additional guidance:

b) Work done, force and distance are related by W is the work done in joules, J
the equation: F is the force applied in newtons, N
d is the distance moved in the direction of the force in
WFd metres, m

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

c) Energy is transferred when work is done. Candidates should be able to discuss the transfer of
kinetic energy in particular situations. Examples might
include shuttle re-entry or meteorites burning up in the
atmosphere.

d) Work done against frictional forces.

Subject Content

Additional guidance:

e) Power is the work done or energy transferred P is the power in watts, W

in a given time.
E is the energy transferred in joules, J
E
P
t t is the time taken in seconds, s
3
f) Gravitational potential energy is the energy that an Candidates should understand that when an object is
object has by virtue of its position in a raised vertically work is done against gravitational force
gravitational field. and the object gains gravitational potential energy.

Ep  m  g  h Ep is the change in gravitational potential energy in

joules, J

m is the mass in kilograms, kg

g is the gravitational field strength in newtons per

kilogram, N/kg

h is the change in height in metres, m

g) The kinetic energy of an object depends on its

mass and its speed.
Ek is the kinetic energy in joules, J
Ek  1  m  v2
2 m is the mass in kilograms, kg

v is the speed in metres per second, m/s

P2.2.2 Momentum

Additional guidance:

a) Momentum is a property of moving objects.

p is momentum in kilograms metres per second, kg m/s
pmv
m is the mass in kilograms, kg

v is the velocity in metres per second, m/s

b) In a closed system the total momentum before an Candidates may be required to complete calculations
event is equal to the total momentum after the event. involving two objects.
This is called conservation of momentum.
Examples of events are collisions and explosions.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Suggested ideas for practical work to develop skills and understanding include the following:

■ investigating the transfer of Ep to E k by dropping a card through a light gate

■ plan and carry out an investigation to measure velocity using trolleys and ramps

■ running upstairs and calculating work done and power, lifting weights to measure power

■ a motor lifting a load to show how power changes with load

Subject Content
■ stretching different materials before using as catapults to show the different amounts of energy transferred,
indicated by speed reached by the object or distance travelled.

P2.3 Currents in electrical circuits

The current in an electric circuit depends on the resistance of the components and the supply. 3
Candidates should use their skills, knowledge
and understanding to:
■ apply the principles of basic electrical circuits to
practical situations

Additional guidance:

■ evaluate the use of different forms of lighting, in terms Examples might include filament bulbs, fluorescent
of cost and energy efficiency. bulbs and light-emitting diodes (LEDs).

P2.3.1 Static electricity

a) When certain insulating materials are rubbed against

each other they become electrically charged.
Negatively charged electrons are rubbed off one
material and onto the other.

b) The material that gains electrons becomes negatively

charged. The material that loses electrons is left with
an equal positive charge.

c) When two electrically charged objects are brought

together they exert a force on each other.

d) Two objects that carry the same type of charge repel.

Two objects that carry different types of charge attract.

e) Electrical charges can move easily through some

substances, eg metals.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P2.3.2 Electrical circuits

Additional guidance:

a) Electric current is a flow of electric charge.

The size of the electric current is the rate of flow
of electric charge. The size of the current is given
by the equation:
Subject Content

Q I is the current in amperes (amps), A

I 
t
Q is the charge in coulombs, C

t is the time in seconds, s

3 b) The potential difference (voltage) between two

points in an electric circuit is the work done
Teachers can use either of the terms potential
difference or voltage. Questions will be set using the
(energy transferred) per coulomb of charge term potential difference. Candidates will gain credit for
that passes between the points. the correct use of either term.

V is the potential difference in volts, V

W
V 
Q
W is the work done in joules, J

Q is the charge in coulombs, C

c) Circuit diagrams using standard symbols. Candidates will be required to interpret and draw circuit
The following standard symbols should be known: diagrams.

Knowledge and understanding of the use of thermistors

in circuits, eg thermostats is required.

Knowledge and understanding of the applications of

light-dependent resistors (LDRs) is required, eg
switching lights on when it gets dark.

d) Current–potential difference graphs are used to show

how the current through a component varies with
the potential difference across it.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

e) The current–potential difference graphs for

a resistor at constant temperature.

Subject Content
f) The resistance of a component can be found by
measuring the current through, and potential
difference across, the component.

g) The current through a resistor (at a constant

temperature) is directly proportional to the potential
difference across the resistor. 3
h) Calculate current, potential difference or resistance
Additional guidance:
using the equation:
V is the potential difference in volts, V
VIR
I is the current in amperes (amps), A

R is the resistance in ohms, 

i) The current through a component depends on its

resistance. The greater the resistance the smaller the
current for a given potential difference across the
component.

j) The potential difference provided by cells connected

in series is the sum of the potential difference of each
cell (depending on the direction in which they are
connected).

k) For components connected in series:

■ the total resistance is the sum of the resistance

of each component

■ there is the same current through each component

■ the total potential difference of the supply is

shared between the components.

I) For components connected in parallel:

■ the potential difference across each

component is the same

■ the total current through the whole circuit is the

sum of the currents through the separate
components.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

m) The resistance of a filament bulb increases as the HT only

temperature of the filament increases.
Candidates should be able to explain resistance
change in terms of ions and electrons.
Subject Content

n) The current through a diode flows in one direction only.

The diode has a very high resistance in the reverse
direction.

Additional guidance:

o) An LED emits light when a current flows through it in Candidates should be aware that there is an increasing
the forward direction. use of LEDs for lighting, as they use a much smaller
current than other forms of lighting.

p) The resistance of a light-dependent resistor (LDR)

decreases as light intensity increases.

Additional guidance:

q) The resistance of a thermistor decreases as the Knowledge of a negative temperature coefficient

temperature increases. thermistor only is required.

Suggested ideas for practical work to develop skills and understanding include the following:

■ using filament bulbs and resistors to investigate potential difference/current characteristics

■ investigating potential difference/current characteristics for LDRs and thermistors

■ setting up series and parallel circuits to investigate current and potential difference

■ plan and carry out an investigation to find the relationship between the resistance of thermistors and their
temperature

■ investigating the change of resistance of LDRs with light intensity.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P2.4 Using mains electricity safely and the power of electrical appliances

Mains electricity is useful but can be very dangerous. It is important to know how to use it safely.
Electrical appliances transfer energy. The power of an electrical appliance is the rate at which it transforms energy.
Most appliances have their power and the potential difference of the supply they need printed on them. From this
we can calculate their current and the fuse they need.
Candidates should use their skills, knowledge

Subject Content
and understanding to:

■ understand the principles of safe practice and

recognise dangerous practice in the use of mains
electricity

■ compare the uses of fuses and circuit breakers

3
■ evaluate and explain the need to use different
cables for different appliances

Additional guidance:

■ consider the factors involved when making Candidates should consider the efficiency and power of
a choice of electrical appliances. the appliance.

P2.4.1 Household electricity

a) Cells and batteries supply current that always passes

in the same direction. This is called direct current (d.c.).

Additional guidance:

b) An alternating current (a.c.) is one that is constantly Candidates should be able to compare and calculate
changing direction. potential differences of d.c. supplies and the peak
potential differences of a.c. supplies from diagrams of
oscilloscope traces.
Higher Tier candidates should be able to
determine the period and hence the frequency of
a supply from diagrams of oscilloscope traces.

c) Mains electricity is an a.c. supply. In the UK it has

a frequency of 50 cycles per second (50 hertz)
and is about 230 V.

d) Most electrical appliances are connected to the

mains using cable and a three-pin plug.

Additional guidance:

e) The structure of electrical cable. Candidates should be familiar with both two-core and
three-core cable.

f) The structure and wiring of a three-pin plug. Knowledge and understanding of the materials used in
three-pin plugs is required, as is the colour coding of
the covering of the three wires.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

g) If an electrical fault causes too great a current, the

circuit is disconnected by a fuse or a circuit breaker
in the live wire.

h) When the current in a fuse wire exceeds the rating

of the fuse it will melt, breaking the circuit.

Additional guidance:
Subject Content

i) Some circuits are protected by Residual Current Candidates should realise that RCCBs operate by
Circuit Breakers (RCCBs). detecting a difference in the current between the live
and neutral wires. Knowledge of how the devices do
this is not required.

Candidates should be aware of the fact that this device

operates much faster than a fuse.

3 Candidates should be aware that some appliances are

j) Appliances with metal cases are usually earthed.
double insulated, and therefore have no earth wire
connection.

k) The earth wire and fuse together protect the Candidates should have an understanding of the link
wiring of the circuit. between cable thickness and fuse value.

P2.4.2 Current, charge and power

Additional guidance:

a) When an electrical charge flows through a resistor, Candidates should understand that a lot of energy is
the resistor gets hot. wasted in filament bulbs by heating. Less energy is
wasted in power saving lamps such as Compact
Fluorescent Lamps (CFLs).

Candidates should understand that there is a choice

when buying new appliances in how efficiently they
transfer energy.

b) The rate at which energy is transferred by an P is power in watts, W

appliance is called the power.
E is energy in joules, J
E
P  t is time in seconds, s
t

c) Power, potential difference and current are related Candidates should be able to calculate the current
by the equation: through an appliance from its power and the potential
difference of the supply, and from this determine the
PIV size of fuse needed.

P is power in watts, W

I is current in amperes (amps), A

V is potential difference in volts, V

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

d) Energy transferred, potential difference and HT only

charge are related by the equation:
E is energy in joules, J
EVQ
V is potential difference in volts, V

Q is charge in coulombs, C

Subject Content
Suggested ideas for practical work to develop skills and understanding include the following:

■ measuring oscilloscope traces

■ demonstrating the action of fuse wires

3
■ using fluctuations in light intensity measurements from filament bulbs to determine the frequency of a.c.

■ measuring the power of 12 V appliances by measuring energy transferred (using a joulemeter or ammeter and
voltmeter) in a set time.

P2.5 What happens when radioactive substances decay, and the uses and dangers of their
emissions

Radioactive substances emit radiation from the nuclei of their atoms all the time. These nuclear radiations can be
very useful but may also be very dangerous. It is important to understand the properties of different types of
nuclear radiation. To understand what happens to radioactive substances when they decay we need to
understand the structure of the atoms from which they are made. The use of radioactive sources depends on their
penetrating power and half-life.
Candidates should use their skills, knowledge
and understanding to:
■ evaluate the effect of occupation and/or location
on the level of background radiation and
radiation dose

■ evaluate the possible hazards associated with the

use of different types of nuclear radiation

■ evaluate measures that can be taken to reduce

exposure to nuclear radiations

■ evaluate the appropriateness of radioactive

sources for particular uses, including as tracers,
in terms of the type(s) of radiation emitted and
their half-lives

Additional guidance:

■ explain how results from the Rutherford and Candidates should realise that new evidence can cause
Marsden scattering experiments led to the a theory to be re-evaluated.
‘plum pudding’ model being replaced by the
nuclear model. Candidates should realise that, according to the nuclear
model, most of the atom is empty space.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P2.5.1 Atomic structure

Additional guidance:

a) The basic structure of an atom is a small central Candidates should appreciate the relative size of the
nucleus composed of protons and neutrons nucleus compared to the size of the atom.
surrounded by electrons.
Subject Content

b) The relative masses and relative electric charges

of protons, neutrons and electrons.

c) In an atom the number of electrons is equal to the

number of protons in the nucleus. The atom has no
overall electrical charge.

3 d) Atoms may lose or gain electrons to form charged

particles called ions.

e) The atoms of an element always have the same

number of protons, but have a different number of
neutrons for each isotope. The total number of
protons in an atom is called its atomic number.
The total number of protons and neutrons in an
atom is called its mass number.

P2.5.2 Atoms and radiation

Additional guidance:

a) Some substances give out radiation from the nuclei Candidates should be aware of the random nature of
of their atoms all the time, whatever is done to them. radioactive decay.
These substances are said to be radioactive.

b) The origins of background radiation. Knowledge and understanding should include both
natural sources, such as rocks and cosmic rays from
space, and man-made sources such as the fallout from
nuclear weapons tests and nuclear accidents.

c) Identification of an alpha particle as two neutrons and

two protons, the same as a helium nucleus, a beta
particle as an electron from the nucleus and
gamma radiation as electromagnetic radiation.

Additional guidance:

d) Nuclear equations to show single alpha and HT only

beta decay.
Candidates will be required to balance such
equations, limited to the completion of atomic
number and mass number. The identification of
daughter elements from such decays is not required.

e) Properties of the alpha, beta and gamma radiations

limited to their relative ionising power, their penetration
through materials and their range in air.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

f) Alpha and beta radiations are deflected by both All candidates should know that alpha particles are
electric and magnetic fields but gamma radiation deflected less than beta particles and in an opposite
is not. direction.

Higher Tier candidates should be able to explain

this in terms of the relative mass and charge of
each particle.

Subject Content
g) The uses of and the dangers associated with each
type of nuclear radiation.

h) The half-life of a radioactive isotope is the average

time it takes for the number of nuclei of the isotope in
a sample to halve, or the time it takes for the count
rate from a sample containing the isotope to fall to
3
half its initial level.

Suggested ideas for practical work to develop skills and understanding include the following:

■ using hot-cross buns to show the ‘plum pudding’ model

■ using dice to demonstrate probabilities involved in half-life

■ using Geiger counters to measure the penetration and range in air of the radiation from different sources.

P2.6 Nuclear fission and nuclear fusion

During the process of nuclear fission atomic nuclei split. This process releases energy, which can be used to heat
water and turn it into steam. The steam drives a turbine, which is connected to a generator and generates
electricity.
Nuclear fusion is the joining together of atomic nuclei and is the process by which energy is released in stars.
Candidates should use their skills, knowledge
and understanding to: Additional guidance:

■ compare the uses of nuclear fusion and Limited to the generation of electricity.
nuclear fission.

P2.6.1 Nuclear fission

Additional guidance:

a) There are two fissionable substances in common The majority of nuclear reactors use uranium-235.
use in nuclear reactors: uranium-235 and
plutonium-239.

b) Nuclear fission is the splitting of an atomic nucleus.

c) For fission to occur the uranium-235 or

plutonium-239 nucleus must first absorb a neutron.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

d) The nucleus undergoing fission splits into two

smaller nuclei and two or three neutrons and
energy is released.

Additional guidance:

e) The neutrons may go on to start a chain reaction. Candidates should be able to sketch or complete a
labelled diagram to illustrate how a chain reaction may
occur.
Subject Content

P2.6.2 Nuclear fusion

a) Nuclear fusion is the joining of two atomic nuclei

to form a larger one.

3 b) Nuclear fusion is the process by which energy

is released in stars.

Additional guidance:

c) Stars form when enough dust and gas from space Candidates should be able to explain why the early
is pulled together by gravitational attraction. Smaller Universe contained only hydrogen but now contains a
masses may also form and be attracted by a large variety of different elements.
larger mass to become planets.

d) During the ‘main sequence’ period of its life cycle The term ‘radiation pressure’ will not be required.
a star is stable because the forces within it are
balanced.

e) A star goes through a life cycle. This life cycle is Candidates should be familiar with the chart on the next
determined by the size of the star. page that shows the life cycles of stars.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Protostar

Stars about the Stars much

same size as Main sequence star bigger than
the Sun the Sun

Subject Content
Red Giant Red Super Giant

White Dwarf Supernova

Black Dwarf Neutron Star Black hole

Additional guidance:

f) Fusion processes in stars produce all of the Candidates should be able to explain how stars are
naturally occurring elements. These elements may able to maintain their energy output for millions of years.
be distributed throughout the Universe by the
explosion of a massive star (supernova) at the end Candidates should know that elements up to iron are
of its life. formed during the stable period of a star. Elements
heavier than iron are formed in a supernova.

Suggested ideas for practical work to develop skills and understanding include the following:

■ using domino tracks for fission/chain reactions.

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3.5 Unit 3: Physics 3

P3.1 Medical applications of physics

Physics has many applications in the field of medicine. These include the uses of X-rays and ultrasound for
scanning, and of light for image formation with lenses and endoscopes
Subject Content

Candidates should use their skills, knowledge

Additional guidance:
and understanding to:
■ draw and interpret ray diagrams in order to determine In ray diagrams a convex lens will be
the nature of the image represented by:

3 A concave lens will be represented by:

■ evaluate the use of different lenses for the

correction of defects of vision

Additional guidance:

■ compare the medical use of ultrasound and X rays Candidates should understand that some of the
differences in use are because ultrasound waves are
non-ionising and X rays are ionising.

■ evaluate the advantages and disadvantages of Limited to safety issues and the quality of image
using ultrasound, X-rays and Computerised formed.
Tomography (CT) scans.

P3.1.1 X-rays

Additional guidance:

a) X-rays are part of the electromagnetic spectrum. Properties of X-rays include:

They have a very short wavelength and cause
ionisation. ■ they affect a photographic film in the same way as
light

■ they are absorbed by metal and bone

■ they are transmitted by healthy tissue

■ their wavelength is of the same order of magnitude

as the diameter of an atom.

b) X-rays can be used to diagnose and treat some Examples include CT scans, bone fractures, dental
medical conditions. problems and killing cancer cells.

The use of charge-coupled devices (CCDs) allows

images to be formed electronically.

c) Precautions to be taken when X-ray machines

and CT scanners are in use.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P3.1.2 Ultrasound

Additional guidance:

a) Electronic systems can be used to produce Candidates should know that the range of human
ultrasound waves, which have a frequency higher hearing is about 20 Hz to 20 000 Hz.
than the upper limit of hearing for humans.

Subject Content
b) Ultrasound waves are partially reflected when they
meet a boundary between two different media.
The time taken for the reflections to reach a detector
can be used to determine how far away such
a boundary is.

Additional guidance:

c) Calculation of the distance between interfaces Candidates may be required to use data from diagrams
3
in various media. of oscilloscope traces.

svt s is distance in metres, m

v is speed in metres per second, m/s

t is time in seconds, s

d) Ultrasound waves can be used in medicine. Examples include pre-natal scanning and the removal
of kidney stones.

P3.1.3 Lenses

a) Refraction is the change of direction of light as it

passes from one medium to another.

b) A lens forms an image by refracting light.

c) In a convex or converging lens, parallel rays of Additional guidance:

light are brought to a focus at the principal focus.
The distance from the lens to the principal
focus is called the focal length.
i is the angle of incidence
sin i
refractive index 
sin r r is the angle of refraction

d) The nature of an image is defined by its size relative

to the object, whether it is upright or inverted relative
to the object and whether it is real or virtual.

e) The nature of the image produced by a converging

lens for an object placed at different distances from
the lens.

f) The use of a converging lens as a magnifying glass.

g) The nature of the image produced by a concave

or diverging lens.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

h) The construction of ray diagrams to show the Candidates may be asked to complete ray diagrams
formation of images by converging and drawn on graph paper.
diverging lenses.

i) The magnification produced by a lens is

calculated using the equation:
Subject Content

image height
magnification =
object height

P3.1.4 The eye

3 Additional guidance:

a) The structure of the eye. Candidates should know the function of these named
parts.
The structure of the eye is limited to:
■ retina Candidates should understand how the action of the
■ lens ciliary muscle causes changes in the shape of the lens,
■ cornea which allows the light to be focused at varying
■ pupil /iris distances.
■ ciliary muscle
■ suspensory ligaments.

b) Correction of vision using convex and concave

lenses to produce an image on the retina:

■ long sight, caused by the eyeball being too short,

or the eye lens being unable to focus

■ short sight, caused by the eyeball being too long,

or the eye lens being unable to focus.

Additional guidance:

c) Range of vision. The eye can focus on objects Candidates should know that the near point is
between the near point and the far point. approximately 25 cm and the far point is infinity.

d) Comparison between the structure of the eye Candidates should be aware that the film in a camera
and the camera. or the CCDs in a digital camera is the equivalent of the
retina in the eye.

e) The power of a lens is given by: Candidates should know that the power of a
converging lens is positive and the power of a diverging
1 lens is negative.
P =
f
P is power in dioptres, D

f is focal length in metres, m

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

f) The focal length of a lens is determined by:

■ the refractive index of the material from which the

lens is made, and

■ the curvature of the two surfaces of the lens.

Additional guidance:

Subject Content
g) For a given focal length, the greater the HT only
refractive index, the flatter the lens. This means
that the lens can be manufactured thinner.

P3.1.5 Other applications using light

Additional guidance:
3
a) Total internal reflection and critical angle. Candidates need to understand the concept of critical
angle but knowledge of the values of critical angles is
1 not required.
refractive index =
sin c HT only

c is the critical angle

b) Visible light can be sent along optical fibres. Examples of use should include the endoscope for
internal imaging.

c) The laser as an energy source for cutting, cauterising Knowledge of how lasers work is not required.
and burning. Applications should include use in eye surgery.

Suggested ideas for practical work to develop skills and understanding include the following:

■ demonstrating the range of frequencies audible to the human ear, using a signal generator, loudspeaker and
oscilloscope

■ demonstrating long and short sight by placing a screen, not at the focal point, and rectifying the image through
the use of appropriate lenses

■ using a round bottom flask filled with a solution of fluorescein to represent the eye

■ investigating total internal reflection using a semi-circular glass block.

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P3.2 Using physics to make things work

Many things, from simple toys to complex fairground rides, are constructed from basic machines such as the lever.
A knowledge of the physics involved in balancing and turning can help us to make these appliances work.
Candidates should use their skills, knowledge
and understanding to: Additional guidance:

■ analyse the stability of objects by evaluating their Candidates should use a range of laboratory equipment
Subject Content

tendency to topple to model real-life situations, eg cranes.

■ recognise the factors that affect the stability Candidates should recognise that objects with a wide
base and low centre of mass are more stable than
of an object
those with a narrow base and a high centre of mass.

3 ■ evaluate how the design of objects affects their stability

Additional guidance:

■ interpret and evaluate data on objects moving Candidates should understand that a centripetal force
in circular paths. does not exist in its own right but is always provided by
something else such as gravitational force, friction or
tension.

P3.2.1 Centre of mass

Additional guidance:

a) The centre of mass of an object is that point at Candidates will be expected to be able to describe how
which the mass of the object may be thought to to find the centre of mass of a thin, irregular sheet of a
be concentrated. material.

b) If freely suspended, an object will come to rest with

its centre of mass directly below the point of
suspension.

c) The centre of mass of a symmetrical object is along

the axis of symmetry.

Additional guidance:

d) For a simple pendulum:

T is periodic time in seconds, s
1
T 
f f is frequency in hertz, Hz

e) The time period depends on the length of The equation T = 2π √ l/g is not required.
a pendulum.
Applications of the pendulum should include simple
fairground and playground rides.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P3.2.2 Moments

a) The turning effect of a force is called the moment.

Additional guidance:

b) The size of the moment is given by the equation: M is the moment of the force in newton-metres, Nm

Subject Content
MFd F is the force in newtons, N

d is the perpendicular distance from the line of action of

the force to the pivot in metres, m

c) If an object is not turning, the total clockwise

moment must be exactly balanced by the total
anticlockwise moment about any pivot. 3
Additional guidance:

d) The calculation of the size of a force, or its HT only

distance from pivot, acting on an object
that is balanced.

e) Ideas of simple levers. Limited to levers as force multipliers.

f) If the line of action of the weight of an object HT only

lies outside the base of the object there will
be a resultant moment and the body will Applications should include vehicles and simple
tend to topple. balancing toys.

P3.2.3 Hydraulics

Additional guidance:

a) Liquids are virtually incompressible, and the Candidates should understand that this means that a
pressure in a liquid is transmitted equally in force exerted at one point on a liquid will be transmitted
all directions. to other points in the liquid.

b) The use of different cross-sectional areas on the

effort and load side of a hydraulic system enables
the system to be used as a force multiplier.

Additional guidance:

c) The pressure in different parts of a hydraulic P is the pressure in pascals, Pa

system is given by:
F is the force in newtons, N
F
P  A is the cross-sectional area in metres squared, m2
A

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P3.2.4 Circular motion

a) When an object moves in a circle it continuously

accelerates towards the centre of the circle.
This acceleration changes the direction of motion
of the body, not its speed.

Additional guidance:
Subject Content

b) The resultant force causing this acceleration Candidates should be able to identify which force(s)
is called the centripetal force and is always provide(s) the centripetal force in a given situation.
directed towards the centre of the circle.

c) The centripetal force needed to make an The equation

object perform circular motion increases as:
3 ■ the mass of the object increases
F=
mv2
r
is not required.
■ the speed of the object increases

■ the radius of the circle decreases.

Suggested ideas for practical work to develop skills and understanding include the following:

■ demonstrating that pressure in liquids acts in all directions using a circular container with holes around it

■ finding the centre of mass of an irregularly shaped card

■ using a balanced metre ruler and masses to verify the principle of moments

■ plan and carry out an investigation into factors that affect the period of a simple pendulum (mass, length of
pendulum, amplitude of swing)

■ whirling a bung on the end of a piece of string to demonstrate the factors that affect centripetal force

■ investigating objects and slopes to find out the point at which the object topples.

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P3.3 Keeping things moving

Electric currents produce magnetic fields. Forces produced in magnetic fields can be used to make things move.
This is called the motor effect and is how appliances such as the electric motor create movement.
Many appliances do not use 230 volts mains electricity. Transformers are used to provide the required potential
difference.

Subject Content
Candidates should use their skills, knowledge
and understanding to:

■ interpret diagrams of electromagnetic appliances

in order to explain how they work

■ compare the use of different types of transformer for

Additional guidance:

Examples might include some mobile phone chargers

3
a particular application. and power supplies for lap top computers.

P3.3.1 The motor effect

Additional guidance:

a) When a current flows through a wire a magnetic Applications of electromagnets could include their use
field is produced around the wire. on cranes for lifting iron/steel.

b) The motor effect and its use. Candidates should be able to apply the principles of the
motor effect in any given situation.

c) The size of the force can be increased by: The equation F = BIL is not required.

■ increasing the strength of the magnetic field

■ increasing the size of the current.

d) The conductor will not experience a force if it is

parallel to the magnetic field.

Additional guidance:

e) The direction of the force is reversed if either the Candidates will be expected to identify the direction of
direction of the current or the direction of the the force using Fleming’s left-hand rule.
magnetic field is reversed.

P3.3.2 Transformers

a) If an electrical conductor ‘cuts’ through a magnetic

field a potential difference is induced across the
ends of the conductor.

b) If a magnet is moved into a coil of wire a potential

difference is induced across the ends of the coil.

c) The basic structure of the transformer.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

Additional guidance:

d) An alternating current in the primary coil produces Knowledge of laminations and eddy currents in the core
a changing magnetic field in the iron core and are not required.
hence in the secondary coil. This induces an
alternating potential difference across the ends
of the secondary coil.

e) In a step-up transformer the potential difference

Subject Content

across the secondary coil is greater than the

potential difference across the primary coil.

f) In a step-down transformer the potential difference

across the secondary coil is less than the potential
difference across the primary coil.

3 Additional guidance:

g) The potential difference across the primary and Vp is the potential difference across the primary coil in
secondary coils of a transformer are related by volts, V
the equation: Vs is the potential difference across the secondary coil in
volts, V
Vp np
 np is the number of turns on the primary coil
Vs ns
ns is the number of turns on the secondary coil

h) If transformers are assumed to be 100% efficient, Candidates should be aware that the input to a
the electrical power output would equal the transformer is determined by the required output.
electrical power input. Vp is the potential difference across the primary coil in
volts, V
Vp  Ip  Vs  Is
Ip is the current in the primary coil in amperes (amps), A
Vs is the potential difference across the secondary coil in
volts, V
Is is the current in the secondary coil in amperes (amps), A

i) Switch mode transformers operate at a high

frequency, often between 50 kHz and 200 kHz.

Additional guidance:
j) Switch mode transformers are much lighter and Candidates should be aware that this makes them
smaller than traditional transformers working from useful for applications such as mobile phone chargers.
a 50 Hz mains supply.

k) Switch mode transformers use very little power

when they are switched on but no load is applied.

Suggested ideas for practical work to develop skills and understanding include the following:
■ placing a foil strip with a current going through it in a strong magnetic field
■ building a motor
■ making a loudspeaker
■ making a transformer using C cores and insulated wire
■ demonstrating a transformer to show the difference between using d.c. and a.c.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

3.6 Unit 4: Controlled Assessment

In this unit, candidates use a range of practical skills
3.6.1 Introduction and knowledge in one investigation chosen from those
supplied by AQA. The investigations are based on
This unit is assessed by Controlled Assessment. It is topics in the specification. Guidance for teachers will
worth 25% of the total marks and consists of a be given with each investigation. Every year, three
minimum of one practical investigation based on Controlled Assessments will be available; one for Unit 2

Subject Content
topics in the specification. and two for Unit 3. Each task assesses How Science
Works skills, not candidates' knowledge and
Access arrangements (see sections 4.5 and 5.4) can
understanding of the science context.
enable candidates with special needs to undertake this
assessment. The right-hand column of the tables below shows the
Assessment Focus thread from National Strategies
Teachers are encouraged to undertake a wide range of
APP (Assessing Pupils' Progress). This will enable
practical and investigative work, including fieldwork,
with their candidates. We take the view that it is not
teachers to ensure progression from KS3 to KS4. 3
good practice to do practical work only for the
Controlled Assessment. As teachers know well,
candidates enjoy and are motivated by practical work.
Throughout this specification we have given many
examples of practical work supporting the science
content. Full details of this practical work are included
in our resources package.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P4.1 Plan practical ways to develop and test candidate’s own scientific ideas
Candidates should be able to:

P4.1.1 develop hypotheses and plan practical Additional guidance: AF/thread

ways to test them, by:
a) being able to develop a hypothesis Candidates should be able to suggest the 1/4
outcome of an investigation.
Subject Content

b) being able to test hypotheses Candidates should be able to plan a fair test to 1/4
investigate their hypothesis.

c) using appropriate technology. Candidates should appreciate that technology 4/1

such as data logging may provide a better means
of obtaining data. They should be able to suggest
3 appropriate technology for collecting data and
explain why a particular technological method is the
most appropriate. Candidates should use ICT
whenever appropriate.

P4.2 Assess and manage risks when carrying out practical work
Candidates should be able to:

P4.2.1 assess and manage risks when carrying Additional guidance: AF/thread
out practical work, by:
a) identifying some possible hazards in Candidates will be expected to independently 4/4
practical situations recognise a range of familiar hazards and consult
appropriate resources and expert advice.

b) suggesting ways of managing risks. Candidates should assess risks to themselves 4/4
and others and take action to reduce these risks
by adapting their approaches to practical work
in order to control risk.

P4.3 Collect primary and secondary data

Candidates should be able to:
AF/thread
P4.3.1 make observations, by:
a) carrying out practical work and research, and using 4/3
the data collected to develop hypotheses.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P4.3.2 demonstrate an understanding of the need

Additional guidance: AF/thread
to acquire high-quality data, by:
a) appreciating that, unless certain variables are Candidates should be able to explain whether 4/3
controlled, the results may not be valid results can be considered valid and recognise
when an instrument or technique might not be
measuring the variable intended.

b) identifying when repeats are needed in order Candidates should recognise that a second set of 4/3
to improve reproducibility readings with another instrument or by a different

Subject Content
observer could be used to cross check results.

c) recognising the value of further readings to Candidates should understand that accuracy is a 4/3
establish repeatability and accuracy measure of how close the measured value is to
the true value.

d) considering the resolution of the measuring device Candidates should be able to explain that resolution 4/3
is the smallest change in the quantity being
measured (input) of a measuring instrument that
3
gives a perceptible change in the indication (output).

e) considering the precision of the measured data where Candidates should be able to distinguish 4/3
precision is indicated by the degree of scatter from between accuracy and precision when applied
the mean to an instrument’s readings.

f) identifying the range of the measured data. Candidates should be able to identify the upper 4/3
and lower limits of the range and be able to identify
which extra results, within or outside the range
would be appropriate.

P4.4 Select and process primary and secondary data

Candidates should be able to:

P4.4.1 show an understanding of the value Additional guidance: AF/thread

of means, by:
a) appreciating when it is appropriate to 5/1
calculate a mean

b) calculating the mean of a set of at least Candidates should be able to recognise the need 5/1
three results. to exclude anomalies before calculating means to an
appropriate number of decimal places.

P4.4.2 demonstrate an understanding of how data

Additional guidance: AF/thread
may be displayed, by:
a) drawing tables Candidates should be able to draw up a table of 3/2
two or more columns, with correct headings and
units, adequately representing the data obtained.

b) drawing charts and graphs Candidates should be able to construct an 3/2

appropriate graphical representation of the data
such as a bar chart or line graph and draw a line
of best fit when appropriate. Candidates may use
ICT to produce their graphs or charts.

c) choosing the most appropriate form of presentation. Candidates should be able to identify the most 3/1
appropriate method of display for any given set
of data.

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

P4.5 Analyse and interpret primary and secondary data

Candidates should be able to:

P4.5.1 distinguish between a fact and an Additional guidance: AF/thread

opinion, by:
a) recognising that an opinion might be influenced Candidates should recognise that the opinion 2/1
by factors other than scientific fact may be influenced by economic, ethical, moral,
Subject Content

social or cultural considerations.

b) identifying scientific evidence that supports 1/2

an opinion.

P4.5.2 review methodology to assess Additional guidance: AF/thread

fitness for purpose, by:
3 a) identifying causes of variation in data Candidates should be able to identify from data
whether there is any variation other than obvious
5/2

anomalies, and identify a potential cause for

variation or uncertainty.

b) recognising and identifying the cause of Candidates should appreciate that human error 5/2
random errors. If a data set contains might be the cause of inaccurate measurements
random errors, repeating the readings and and explain how human error might have influenced
calculating a new mean can reduce their effect the accuracy of a measurement or might have
introduced bias into a set of readings.

c) recognising and identifying the cause of Candidates should be able to identify anomalous 5/2
anomalous results results and suggest what should be done about
them.

d) recognising and identifying the cause of Candidates should be able to identify when a 5/2
systematic errors. data set contains a systematic error and appreciate
that repeat readings cannot reduce the effect of
systematic errors.

Candidates should realise that a zero error is a 5/2

type of systematic error. Candidates should be
able to identify if a scale has been incorrectly used
and suggest how to compensate for a zero error.

P4.5.3 identify patterns in data, by:

Additional guidance: AF/thread

a) describing the relationship between two Candidates should be able to use terms such 5/3
variables and deciding whether the as linear or directly proportional, or describe
relationship is causal or by association. a complex relationship.

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P4.5.4 draw conclusions using scientific ideas

Additional guidance: AF/thread
and evidence, by:
a) writing a conclusion, based on evidence that Candidates should be able to state simply what 5/3
relates correctly to known facts the evidence shows to justify a conclusion, and
recognise the limitations of evidence.

b) using secondary sources Candidates should appreciate that secondary 5/3

sources or alternative methods can confirm
reproducibility.

Subject Content
c) identifying extra evidence that is required for Candidates should be able to suggest that extra 5/4
a conclusion to be made evidence might be required for a conclusion to be
made, and be able to describe the extra
evidence required.

d) evaluating methods of data collection. Candidates should appreciate that the evidence 5/4
obtained may not allow the conclusion to be made
with confidence. Candidates should be able to
3
explain why the evidence obtained does not allow
the conclusion to be made with confidence.

P4.6 Use of scientific models and evidence to develop hypotheses, arguments and
explanations
Candidates should be able to:

P4.6.1 review hypotheses in the light of Additional guidance: AF/thread

outcomes, by:
a) considering whether or not any hypothesis Candidates should be able to assess the extent 1/2
made is supported by the evidence to which the hypothesis is supported by the
outcome.

b) developing scientific ideas as a result of Candidates should be able to suggest ways in 1/2
observations and measurements. which the hypothesis may need to be amended, or
whether it needs to be discarded in the light of the
achieved outcome of an investigation.

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Guidance on Managing Controlled Assessment

What is Controlled Assessment?
For each subject, Controlled Assessment regulations from Ofqual stipulate the level of control required for task
setting, task taking and task marking. The ‘task’ is what the candidate has to do; the ‘level of control’ indicates the
degree of freedom given to teachers and candidates for different aspects of the ‘task’.
Subject Content

For GCSE Physics, the regulations state: For this specification, this means:

Task setting – high control ■ We prepare equivalent Investigative Skills

Assignments (ISAs) each year.

Task taking ■ We require the practical work and data collection

3 (research/data collection) – limited control to be carried out under teacher supervision,
during normal class contact time.

■ If more than one lesson is used, candidates’ data

and research work must be collected at the end
of each lesson.

■ Candidates can work together during the

investigation, but each candidate must contribute
to the collection of the data and process the data
individually.

Task taking ■ ISA tests should be taken under formal

(analysis and evaluation of findings) – high control supervision, in silence, without co-operation
between candidates.

■ Candidates should be given their processed data

for reference during the ISA test, and will also be
provided with a sheet of secondary data.

■ Teachers should not help candidates answer the

questions.

■ Each ISA has a fixed time limit unless the

candidate is entitled to access arrangements.

■ Candidates’ processed data and their ISA tests

are collected by the teacher at the end of each
test.

Task marking ■ We provide ‘marking guidelines’ for each ISA test.

– medium control
■ We moderate your marking.

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What is the Controlled Assessment like? Candidates’ tables of data and graphs or charts must
The Controlled Assessment comprises an ISA test be collected by the teacher at the end of each lesson.
which is assessed in two sections. Candidates must not be allowed to work on the
presentation or processing of their data between
Prior to taking Section 1 of the ISA test, candidates lessons, because marks are available for these skills.
independently develop their own hypothesis and
research possible methods for carrying out an The paper containing Section 2 of the ISA should be
experiment to test their hypothesis. During this taken as soon as possible after completion of the
research, candidates need to do a risk assessment investigation.

Subject Content
and prepare a table for their results.
During the test, candidates should work on their own
and in silence. When candidates have completed the
Section 1 of the ISA test (45 minutes, 20 marks) test the scripts must be collected. Teachers are
consists of questions relating to the candidate’s required to mark the tests, using the marking
own research. guidelines provided by AQA. Tests should be marked
in red ink with subtotals placed in the margin.
Following Section 1 candidates should carry out
their investigation and record and analyse their
results.
Teachers are expected to use their professional
judgement in applying the marking guidelines: for
3
example, applying it sensibly where candidates have
given unexpected answers. When teachers have
Section 2 of the ISA test (50 minutes, 30 marks) marked the scripts, they may tell candidates their
consists of questions related to the experiment marks but they must not return the scripts. Completed
candidates have carried out. They are also ISAs must be kept under secure conditions while the
provided with a data sheet of secondary data by ISA is valid.
AQA, from which they select appropriate data to Other guidance
analyse and compare with their own results. Teachers’ Notes will be put on to the AQA website
Candidates will be asked to suggest how ideas prior to the ISAs becoming valid. ISA tests and marking
from their investigation and research could be used guidelines will be published in advance.
within a new context. If ISAs are to be used with different classes, centres
must ensure security between sessions.
Using ISAs
ISAs have specific submission dates within a one year
The documents provided by AQA for each ISA are: period. There are two moderation windows – June and
■ a set of Teachers’ Notes January. They may not be submitted in more than one
■ the ISA – Section 1 and Section 2 which are to be year.
copied for each candidate Candidates may attempt any number of the ISAs
■ the marking guidelines for the teacher to use. supplied by AQA for a particular subject. The best
mark they achieve from a complete ISA is submitted.
The Teachers’ Notes provide suggestions on how to
incorporate ISAs into the scheme of work. About five A candidate is only allowed to have one attempt at
lessons should be allowed for the ISA: one lesson for each ISA, and this may only be submitted for
discussion, research and planning; one lesson for the moderation on one occasion. It would constitute
completion of Section 1; one or two lessons for malpractice if the candidate is found to have
completing the experiment and processing their results submitted the same ISA more than once and they
and one lesson for completing Section 2 of the ISA. could be excluded from at least this qualification.
Specimen ISAs or ISAs that are no longer valid may be
Candidates will be expected to plan their investigation given to candidates so that they can practise the skills
independently and should each draw up an required. In these cases, candidates can be given back
appropriate table for recording their results. their completed and marked scripts. However, ISAs
While carrying out the investigation, candidates should that are currently valid must not be given back to
make and record observations. They should make candidates.
measurements with precision and accuracy. They
should record data as it is obtained in a table. They
should use ICT where appropriate. Candidates are also
required to process the data into a graph or chart.

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3.7 Mathematical and other requirements

Mathematical requirements 12 Extract and interpret information from charts,
One learning outcome of this specification is to provide graphs and tables.
learners with the opportunity to develop their skills in 13 Understand the idea of probability.
communication, mathematics and the use of 14 Calculate area, perimeters and volumes of simple
technology in scientific contexts. In order to deliver the shapes.
Subject Content

mathematical element of this outcome, assessment

materials for this specification contain opportunities for In addition, Higher Tier candidates should be able to:
candidates to demonstrate scientific knowledge using 15 Interpret, order and calculate with numbers written
appropriate mathematical skills. in standard form.
The areas of mathematics that arise naturally from the 16 Carry out calculations involving negative powers
science content in science GCSEs are listed below. (only –1 for rate).
3 This is not a checklist for each question paper or
Controlled Assessment, but assessments reflect these
17 Change the subject of an equation.
18 Understand and use inverse proportion.
mathematical requirements, covering the full range of
mathematical skills over a reasonable period of time. 19 Understand and use percentiles and deciles.

Candidates are permitted to use calculators in all Units, symbols and nomenclature
assessments. Units, symbols and nomenclature used in examination
papers will normally conform to the recommendations
Candidates are expected to use units appropriately. contained in the following:
However, not all questions reward the appropriate use
of units. ■ The Language of Measurement: Terminology used
in school science investigations. Association for
All candidates should be able to: Science Education (ASE), 2010.
1 Understand number size and scale and the ISBN 978 0 86357 424 5.
quantitative relationship between units. ■ Signs, Symbols and Systematics – the ASE
companion to 16–19 Science. Association for
2 Understand when and how to use estimation.
Science Education (ASE), 2000.
3 Carry out calculations involving +, – , x, ÷, either ISBN 978 0 86357 312 5.
singly or in combination, decimals, fractions,
■ Signs, Symbols and Systematics – the ASE
percentages and positive whole number powers.
companion to 5–16 Science. Association for
4 Provide answers to calculations to an appropriate Science Education (ASE), 1995.
number of significant figures. ISBN 0 86357 232 4.
5 Understand and use the symbols =, <, >, ~. Equation sheet
6 Understand and use direct proportion and simple An equation sheet will be provided for each of the
ratios. written units.
7 Calculate arithmetic means. Candidates will be expected to select the appropriate
8 Understand and use common measures and equation to answer the question.
simple compound measures such as speed.
9 Plot and draw graphs (line graphs, bar charts, pie
charts, scatter graphs, histograms) selecting
appropriate scales for the axes.
10 Substitute numerical values into simple formulae
and equations using appropriate units.
11 Translate information between graphical and
numeric form.

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Scheme of Assessment
4.1 Aims and learning outcomes
GCSE specifications in physics should encourage ■ develop their understanding of the relationships
learners to be inspired, motivated and challenged by between hypotheses, evidence, theories and
following a broad, coherent, practical, satisfying and explanations
worthwhile course of study. They should encourage ■ develop their awareness of risk and the ability to
learners to develop their curiosity about the physical assess potential risk in the context of potential
world, and provide insight into and experience of how benefits
science works. They should enable learners to engage
■ develop and apply their observational, practical,
with physics in their everyday lives and to make
modelling, enquiry and problem-solving skills and

Scheme of Assessment
informed choices about further study in physics and
understanding in the laboratory and other learning
related disciplines and about career choices.
environments
GCSE specifications in physics must enable learners to: ■ develop their ability to evaluate claims based on
■ develop their knowledge and understanding of science through critical analysis of the
physics methodology, evidence and conclusions both
qualitatively and quantitatively
■ develop their understanding of the effects of
physics and its applications on society ■ develop their skills in communication,
mathematics and the use of technology in
■ develop an understanding of the importance of
scientific contexts.

■
scale in physics
develop and apply their knowledge and
4
understanding of the nature of science and of the
scientific process

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4.2 Assessment Objectives

The assessment units assess the following AO2 Apply skills, knowledge and understanding of
Assessment Objectives (AOs) in the context of the physics in practical and other contexts
content and skills set out in Section 3 (Subject
Content). AO3 Analyse and evaluate evidence, make reasoned
judgements and draw conclusions based on
AO1 Recall, select and communicate their evidence
knowledge and understanding of physics

Weighting of Assessment Objectives for GCSE Physics

Scheme of Assessment

The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE units.
Assessment Objectives Unit Weightings (%) Overall weighting of AOs (%)
UNIT
1 2 3 4
AO1 12.5 12.5 12.5 0 37.5
AO2 7.5 7.5 7.5 12.5 35.0
AO3 5.0 5.0 5.0 12.5 27.5

4 Overall weighting of units (%) 25 25 25 25 100.0

Quality of Written Communication In this specification Quality of Written Communication

(QWC) is assessed in units 1, 2, 3 and 4 by means of
In GCSE specifications that require candidates to
longer response questions. These questions are clearly
produce written material in English, candidates must
indicated in each question paper. In these questions,
do the following:
candidates cannot obtain full marks unless they
■ ensure that text is legible and that spelling, address the three bullet points above.
punctuation and grammar are accurate so that
meaning is clear
■ select and use a form and style of writing
appropriate to purpose and to complex subject
matter
■ organise information clearly and coherently, using
specialist vocabulary when appropriate.

4.3 National criteria

This specification complies with:
■ the Subject Criteria for GCSE Physics including ■ the Arrangements for the Statutory Regulation of
the rules for Controlled Assessment External Qualifications in England, Wales and
■ the Code of Practice Northern Ireland: Common Criteria
■ the GCSE Qualification Criteria ■ the requirements for qualifications to provide
access to Levels 1 and 2 of the National
Qualification Framework.

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4.4 Previous Learning requirements

There are no previous learning requirements. However,
any requirements set for entry to a course based on
this specification are at your centre’s discretion.

4.5 Access to assessment: diversity and inclusion

GCSEs often need to assess a wide range of

Scheme of Assessment
competences. This is because they are general
qualifications designed to prepare candidates for a
wide range of occupations and further study.

The revised GCSE Qualification and Subject Criteria

were reviewed to see whether any of the skills or
knowledge needed by the subject presented a
possible difficulty to any candidates, whatever their
ethnic background, religion, sex, age, disability or
sexuality. If there were difficulties, the situation was
reviewed again to make sure that such tests of specific
competences were only included if they were important
4
to the subject. The findings were discussed with
groups who represented the interests of a diverse
range of candidates.

Arrangements are made for candidates with special

needs to help them access the assessments as long
as the competences being tested are not changed.
Because of this, most candidates will be able to
access any part of the assessment. Section 5.4
provides further details.

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Administration
5.1 Availability of assessment units and certification
Examinations and certification for this specification are available as follows.

Availability of units Availability of certification

UNIT
1 2 3 4 GCSE
January 2012 ✓
June 2012 ✓ ✓
January 2013 ✓ ✓
June 2013 and after ✓ ✓ ✓ ✓ ✓
January 2014 and after ✓ ✓ ✓ ✓ ✓

5.2 Entries
Please check the current version of Entry Procedures The results from 40% terminal assessment must
and Codes for up-to-date entry procedures. You contribute to the candidate’s final grade, even if a
should use the following entry codes for the units and candidate has a better result from a previous series.
Administration

for certification. Please note that entries are not allowed in the same
Unit 1 – PH1FP or PH1HP examination series for the following combination of
GCSE certifications:
Unit 2 – PH2FP or PH2HP ■ GCSE Science A (Route 1) and GCSE Physics
■ GCSE Additional Science and GCSE Physics.
5 Unit 3 – PH3FP or PH3HP

Unit 4 – PH4P

GCSE certification – 4403

The 40% terminal rule for GCSE means that 40% of

the assessment must be taken in the examination
series in which the qualification is awarded.

5.3 Private candidates

This specification is available to private candidates Assessment. Private candidates should write to us for
under certain conditions. Because of the Controlled a copy of Supplementary Guidance for Private
Assessment, candidates must attend an AQA centre, Candidates (for Controlled Assessment specification
which will supervise and mark the Controlled with practical activities).

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5.4 Access arrangements, reasonable adjustments and

special consideration
We have taken note of the equality and discrimination Reasonable adjustments
legislation and the interests of minority groups in An access arrangement which meets the needs of a
developing and administering this specification. particular disabled candidate would be a reasonable
We follow the guidelines in the Joint Council for adjustment for that candidate. For example a Braille
Qualifications (JCQ) document: Access Arrangements, paper would be a reasonable adjustment for a Braille
Reasonable Adjustments and Special Consideration: reader but not for a candidate who did not read Braille.
General and Vocational Qualifications. This is published The Disability Discrimination Act requires us to make
on the JCQ website (www.jcq.org.uk) or you can reasonable adjustments to remove or lessen any
follow the link from our website aqa.org.uk disadvantage affecting a disabled candidate.
Access arrangements Special consideration
We can arrange for candidates with special needs to We can give special consideration to candidates who
access an assessment. These arrangements must be have had a temporary illness, injury or serious problem
made before the examination. For example, we can such as the death of a relative, at the time of the
produce a Braille paper for a candidate with sight examination. We can only do this after the
problems. examination.
The Examinations Officer at the centre should
apply online for access arrangements and special
consideration by following the e-AQA link from
our website aqa.org.uk

Administration
5.5 Examination language
We will only provide units for this specification in
English.
5

5.6 Qualification titles

Qualifications based on this specification are:
■ AQA GCSE in Physics.

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5.7 Awarding grades and reporting results

This GCSE will be graded on an eight-grade scale: A*, A, B, C, D, E, F and G. Candidates who fail to reach the
minimum standard for grade G will be recorded as ‘U’ (unclassified) and will not receive a qualification certificate.

We will publish the minimum raw mark for each grade and for each unit when we issue candidates’ results. We will
report a candidate’s unit results to your centre in terms of uniform marks and qualification results in terms of
uniform marks and grades.

For each unit, the uniform mark corresponds to a grade as follows.

Unit 1 Physics 1 Unit 2 Physics 2
(maximum uniform mark = 100) (maximum uniform mark = 100)
Grade Uniform Mark Range Grade Uniform Mark Range
A* 90 – 100 A* 90 – 100
A 80 – 89 A 80 – 89
B 70 – 79 B 70 – 79
C 60 – 69 C 60 – 69
D 50 – 59 D 50 – 59
E 40 – 49 E 40 – 49
F 30 – 39 F 30 – 39
G 20 – 29 G 20 – 29
Administration

U 0 – 19 U 0 – 19

Unit 3 Physics 3 Unit 4 Controlled Assessment

5 (maximum uniform mark = 100) (maximum uniform mark = 100)
Grade Uniform Mark Range Grade Uniform Mark Range
A* 90 – 100 A* 90 – 100
A 80 – 89 A 80 – 89
B 70 – 79 B 70 – 79
C 60 – 69 C 60 – 69
D 50 – 59 D 50 – 59
E 40 – 49 E 40 – 49
F 30 – 39 F 30 – 39
G 20 – 29 G 20 – 29
U 0 – 19 U 0 – 19

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We calculate a candidate’s total uniform mark by adding together the uniform marks for the units. We convert this
total uniform mark to a grade as follows.

GCSE Physics
(maximum uniform mark = 400)
Grade Uniform Mark Range
A* 360 – 400
A 320 – 359
B 280 – 319
C 240 – 279
D 200 – 239
E 160 – 199
F 120 – 159
G 80 – 119
U 0 – 79

5.8 Grading and tiers

The Controlled Assessment is not tiered and the full The maximum UMS score for candidates on a

Administration
range of grades A* –G is available to candidates for this Foundation Tier written paper is 69. In other words,
unit. they cannot achieve a UMS score corresponding to a
grade B. Candidates who just fail to achieve grade E
For the other units, candidates take either the on the Higher Tier paper receive the UMS score
Foundation Tier or the Higher Tier. For candidates corresponding to their raw mark (ie they do not receive
entered for the Foundation Tier, grades C–G are a UMS score of zero).
available; for candidates entered for the Higher Tier,
A*–D are available. There is a safety net for candidates During the awarding procedures the relationship 5
entered for the Higher Tier, where an allowed grade E between raw marks and UMS score is decided for
will be awarded if candidates just fail to achieve each tier separately. Where a grade is available on two
grade D. Candidates who fail to achieve a grade E on tiers, for example grade C, the two raw marks chosen
the Higher Tier or grade G on the Foundation Tier will as the boundary for the grade on the two tiers are
be reported as unclassified. given the same UMS score. Therefore, candidates
receive the same UMS score for the same
For the tiered units, candidates cannot obtain a achievement whether this is demonstrated on the
Uniform Mark Scale (UMS) score corresponding to a Foundation or the Higher Tier assessments.
grade that is above the range for the tier entered.

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5.9 Re-sits and shelf life of results

Unit results remain available to count towards Candidates may re-sit the qualification an unlimited
certification within the shelf life of the specification, number of times.
whether or not they have already been used.
Candidates will be graded on the basis of the work
Candidates may re-sit a unit once only. submitted for assessment.

The better result for each unit will count towards the Candidates must take units comprising at least 40% of
final qualification provided that the 40% rule is the total assessment in the series in which they enter
satisfied. for certification.
Administration

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Controlled Assessment administration

The Head of Centre is responsible for making sure that Controlled Assessment work is conducted in line with our
instructions and JCQ instructions.

6.1 Authentication of Controlled Assessment work

To meet the requirements of the Code of Practice, we If you have doubts about signing the authentication
need the following. declaration, you should follow these guidance points.
■ Candidates must sign the Candidate Record ■ If you believe that a candidate had additional
Form to confirm that the work they have handed assistance and that this is acceptable within the
in is their own. guidelines for the relevant specification, you
■ Teachers and assessors must confirm on the should award a mark which covers only the
Candidate Record Form that the work marked is candidate’s achievement without any help. (You
only that done by that candidate and was should sign the authentication declaration and
conducted in line with the conditions in the give information on the relevant form.)
specification document (authentication ■ If you cannot sign the authentication declaration,
declaration). the candidate’s work cannot be accepted for
■ Centres must give a mark of zero if candidates assessment.
cannot confirm the work handed in for If, during the external moderation process, there is no
assessment is their own. evidence that the work has been authenticated, we will

Controlled Assessment Administration

You should attach the completed Candidate Record award a mark of zero.
Form for each candidate to his or her work. All
teachers who have marked the work of any candidate
entered for each component must sign the declaration
that the work is genuine.

6.2 Malpractice
You should let candidates know about our malpractice If you suspect malpractice, you should consult your
regulations. Examinations Officer about the procedure to be
followed.
Candidates must not:
Where you suspect malpractice in Controlled
■

■
submit work that is not their own
lend work to other candidates
Assessments after the candidate has signed the
declaration of authentication, your Head of Centre
6
■ give other candidates access to, or the use of, must submit full details of the case to us at the earliest
their own independently sourced research material opportunity. The form JCQ/M1 should be used.
(this does not mean that candidates cannot lend Copies of the form can be found on the JCQ website
their books to another candidate, but that www.jcq.org.uk
candidates should be stopped from copying other Malpractice in Controlled Assessments discovered
candidates’ research) prior to the candidate signing the declaration of
■ include work copied directly from books, the authentication need not be reported to us, but should
internet or other sources without be dealt with in accordance with your centre’s internal
acknowledgement of the source procedures. We would expect you to treat such cases
very seriously. Details of any work which is not the
■ hand in work typed or word-processed by
candidate’s own must be recorded on the Candidate
someone else without acknowledgement.
Record Form or other appropriate place.
These actions are considered malpractice, for which a
penalty (for example being disqualified from the exam)
will be applied.

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6.3 Teacher standardisation

We will hold standardising meetings for teachers each ■ if a significant adjustment has been made to a
year, usually in the autumn term, for Controlled centre’s marks.
Assessment. At these meetings we will provide In these cases, you will be expected to send a
support in explaining tasks in context and using the representative to one of the meetings. If your centre
marking criteria. does not fall into one of these categories you can
choose whether or not to come to a meeting. If you
If your centre is new to this specification, you must
cannot attend and would like a copy of the written
send a representative to one of the meetings. If you
materials used at the meeting, you should contact the
have told us you are a new centre, either by sending us
subject administration team at
an Intention to Enter or an Estimate of Entry, or by
[email protected]
contacting the subject team, we will contact you to
invite you to a meeting.

We will also contact centres in the following cases:

■ if the moderation of Controlled Assessment work
from the previous year has shown a serious
misinterpretation of the Controlled Assessment
requirements
Controlled Assessment Administration

6.4 Internal standardisation of marking

Centres must have consistent marking standards for all Internal standardisation may involve:
candidates. One person must be responsible for ■ all teachers marking some sample pieces of work
ensuring that work has been marked to the same and identifying differences in marking standards
standard, and they need to sign the Centre Declaration
Sheet to confirm that internal standardisation has taken ■ discussing any differences in marking at a training
place. meeting for all teachers involved in the
assessment
■ referring to reference and archive material, such as
previous work or examples from our teacher
standardising meetings.

6 6.5 Annotation of Controlled Assessment work

The Code of Practice states that the awarding body Annotation includes:
must make sure that teachers marking Controlled ■ ticks and numbers showing how many marks
Assessments clearly show how the marks have been have been awarded
awarded in line with the guidance provided. For this
specification, the marking guidelines are provided by ■ comments on the work that refer to the mark
AQA and teachers must use the guidelines to annotate scheme.
candidates’ work.

Annotation helps our moderators to see as precisely as

possible where the teacher has identified that
candidates have met the requirements of the marking
guidelines.

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6.6 Submitting marks and sample work for moderation

The total mark for each candidate must be sent to us contact you to let you know which pieces of work must
and the moderator (on the mark forms provided or be sent to them as part of the sample (please see
electronically by Electronic Data Interchange (EDI) by Section 7.1 for more guidance on sending in samples).
the date given (see www.aqa.org.uk/deadlines/
coursework_deadlines.php). Our moderator will

6.7 Factors affecting individual candidates

You should be able to accept the occasional absence Candidates who move from one centre to another
of candidates by making sure they have the chance to during the course sometimes need additional help to
make up missed Controlled Assessments. (You may meet the requirements of a scheme of Controlled
organise an alternative supervised time session for Assessment work. How this can be dealt with depends
candidates who are absent at the time the centre when the move takes place. If it happens early in the
originally arranged). course the new centre should be responsible for
If work is lost, you must tell us immediately the date it Controlled Assessment work. If it happens late in the
was lost, how it was lost, and who was responsible. course it may be possible to arrange for the moderator
Inform our Centre and Candidate Support Services to assess the work as a candidate who was ‘Educated
Elsewhere’. Centres should contact us by e-mailing

Controlled Assessment Administration

using the JCQ form Notification of Lost Coursework
JCQ/LCW form 15. [email protected] as early as possible for
advice about appropriate arrangements in individual
Where special help that goes beyond normal learning cases.
support is given, use the Candidate Record Form to
inform us so that this help can be taken into account
during moderation.

6.8 Keeping candidates’ work

From the time the work is marked, your centre must period or should there be an Enquiry about Results.
keep the work of all candidates, with Candidate You may return the work to candidates after the
Record Forms attached, under secure conditions, to deadline for Enquiries about Results, or once any
allow the work to be available during the moderation enquiry is resolved. 6

6.9 Grade boundaries on Controlled Assessment

The grade boundaries for the Controlled Assessment
will be decided at the grade award meeting for each
examination series and may, therefore, vary over time.

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Moderation
7.1 Moderation procedures
Controlled Assessment work is moderated by marks to check whether any changes are needed to
inspecting a sample of candidates’ work sent (by post bring the centre’s assessments in line with our agreed
or electronically) from the centre to a moderator standards. In some cases the moderator may need to
appointed by us. The centre marks must be sent to us ask for the work of other candidates in the centre. To
and the moderator by the deadline given meet this request, centres must keep the Controlled
(see www.aqa.org.uk/deadlines/coursework_ Assessment work and Candidate Record Forms of
deadlines.php). Centres entering fewer candidates every candidate entered for the examination under
than the minimum sample size (and centres submitting secure conditions, and they must be prepared to send
work electronically) should send the work of all of their it to us or the moderator when it is requested. Any
candidates. Centres entering larger numbers of changes to marks will normally keep the centre’s rank
candidates will be told which candidates’ work must order, but where major differences are found, we
be sent as part of the sample sent in for moderation. reserve the right to change the rank order.
Following the re-marking of the sample work, the
moderator’s marks are compared with the centre

7.2 Consortium arrangements

If you are a consortium of centres with joint teaching You must choose a consortium co-ordinator who can
arrangements (where candidates from different centres speak to us on behalf of all centres in the consortium. If
have been taught together but where they are entered there are different co-ordinators for different
through the centre at which they are on roll), you must specifications, a copy of the JCQ/CCA form must be
tell us by filling in the JCQ/CCA form Application for sent in for each specification.
Centre Consortium Arrangements for Centre-assessed We will allocate the same moderator to each centre in
Work. the consortium and the candidates will be treated as a
single group for moderation.

7.3 Procedures after moderation

When the results are published, we will give centres giving feedback on any adjustments that were made to
details of the final marks for the Controlled Assessment your marks.
Moderation

work.
We may keep some candidates’ work for awarding,
We will return candidates’ work to you after the exam. archiving or standardising purposes and will inform you
You will receive a report, at the time results are issued, if this is the case.

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Appendices
A Grade descriptions
Grade descriptions are provided to give a general laws, principles and applications and the relationship
indication of the standards of achievement likely to between physics and society. They understand that
have been shown by candidates who were awarded scientific advances may have ethical implications,
particular grades. The descriptions must be interpreted benefits and risks. They use scientific and technical
in relation to the content in the specification; they are knowledge, terminology and conventions appropriately,
not designed to define that content. showing understanding of scale in terms of time, size
and space.
The grade awarded will depend in practice upon the
extent to which the candidate has met the assessment They apply appropriate skills, including communication,
objectives overall. Shortcomings in some aspects of mathematical, technical and observational skills,
candidates’ performance in the assessment may be knowledge and understanding in a range of practical
balanced by better performances in others. and other contexts. They show understanding of the
relationships between hypotheses, evidence, theories
Grade A and explanations and use models, including
Candidates recall, select and communicate precise mathematical models, to describe abstract ideas,
knowledge and detailed understanding of physics. phenomena, events and processes. They use a range
They demonstrate a comprehensive understanding of of appropriate methods, sources of information and
the nature of physics, its laws, principles and data, applying their skills to address scientific
applications and the relationship between physics and questions, solve problems and test hypotheses.
society. They understand the relationships between Candidates analyse, interpret and evaluate a range of
scientific advances, their ethical implications and the quantitative and qualitative data and information. They
benefits and risks associated with them. They use understand the limitations of evidence and use
scientific and technical knowledge, terminology and evidence and information to develop arguments with
conventions appropriately and consistently, showing a supporting explanations. They draw conclusions based
detailed understanding of scale in terms of time, size on the available evidence.
and space.
Grade F
They apply appropriate skills, including communication,
mathematical, technical and observational skills, Candidates recall, select and communicate limited
knowledge and understanding effectively in a wide knowledge and understanding of physics. They show a
range of practical and other contexts. They show a limited understanding that scientific advances may
comprehensive understanding of the relationships have ethical implications, benefits and risks. They
between hypotheses, evidence, theories and recognise simple inter-relationships between physics
explanations and make effective use of models, and society. They use limited scientific and technical
including mathematical models, to explain abstract knowledge, terminology and conventions, showing
ideas, phenomena, events and processes. They use a some understanding of scale in terms of time, size and
wide range of appropriate methods, sources of space.
information and data consistently, applying relevant
They apply skills, including limited communication,
skills to address scientific questions, solve problems
mathematical, technical and observational skills,
and test hypotheses.
knowledge and understanding in practical and some
Candidates analyse, interpret and critically evaluate a other contexts. They recognise and use hypotheses,
broad range of quantitative and qualitative data and evidence and explanations and can explain
information. They evaluate information systematically to straightforward models of phenomena, events and
develop arguments and explanations, taking account processes. Using a limited range of skills and
of the limitations of the available evidence. They make techniques, they answer scientific questions, solve
Appendices

reasoned judgements consistently and draw detailed, straightforward problems and test ideas.
evidence-based conclusions.
Candidates interpret and evaluate limited quantitative
Grade C and qualitative data and information from a narrow
Candidates recall, select and communicate secure range of sources. They can draw elementary
knowledge and understanding of physics. They
demonstrate understanding of the nature of physics, its
conclusions having collected limited evidence.
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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

B Spiritual, moral, ethical, social, legislative, sustainable

development, economic and cultural issues, and health
and safety considerations
We have taken great care to make sure that any wider Environmental Education
issues (for example, spiritual, moral, ethical, social, We have taken the 1988 Resolution of the Council
legal, sustainable development, economic and cultural of the European Community and the Report
issues), including those relevant to the education of Environmental Responsibility: An Agenda for Further
candidates at Key Stage 4, have been taken into and Higher Education (1993) into account when
account when preparing this specification. They will preparing this specification and associated
only form part of the assessment requirements where specimen units.
they are relevant to the specific content of the
specification. In Section 3 (Subject Content), aspects Avoiding Bias
of the wider issues that may be assessed are We have taken great care to avoid bias of any kind
introduced with the phrase: ‘Candidates should use when preparing this specification and specimen units.
their skills, knowledge and understanding to:’.
Additionally, health and safety considerations are
addressed in the Controlled Assessment.
European Dimension
We have taken the 1988 Resolution of the Council of
the European Community into account when preparing
this specification and associated specimen units.
Appendices

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

C Overlaps with other qualifications

The Unit 1 content of each of GCSE Biology, Chemistry GCSE Science A covers similar content to GCSE
and Physics is contained within GCSE Science A. Science B and both cover the Programme of Study.
The Unit 2 content of each of GCSE Biology, Chemistry
and Physics is contained within GCSE Additional
Science.

Appendices

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 GCSE Physics for teaching from September 2011 onwards (version 1.0)

D Wider Key Skills – Teaching, developing and providing

opportunities for generating evidence
Introduction ■ Key Skills Levels 1, 2 and 3 Test and Portfolio
The Key Skills Qualification requires candidates to The final opportunity for candidates to enter for a level
demonstrate levels of achievement in the Key Skills of 1, 2 or 3 Key Skills test or portfolio will be June 2011
Communication, Application of Number and with last certification in 2012. Centres are asked to
Information and Communication Technology. ensure that their funding is still available after
accreditation ends on 31 August 2010. An exception is
The Wider Key Skills of Improving own Learning and
that Key Skills in Apprenticeship Frameworks will be
Performance, Working with Others and Problem
extended until March 2011. This will allow providers
Solving are also available. The acquisition and
and employers the choice of offering either Functional
demonstration of ability in these ‘wider’ Key Skills is
Skills or Key Skills until 31 March 2011. For further
deemed highly desirable for all candidates.
information see http://nationalemployerservice.
The units for each key skill comprise three sections: org.uk/news/story/extension-of-key-skills-for-
■ What you need to know apprenticeships
■ What you must do ■ Key Skills Level 4
■ Guidance. The last series available to candidates entering for the
Key Skills Level 4 test and portfolio was June 2010
Candidates following a course of study based on this with the last certification in the June series 2012.
specification for physics can be offered opportunities to
■ Basic Skills Adult Literacy Levels 1 and 2,
develop and generate evidence of attainment in
Adult Numeracy Levels 1 and 2
aspects of the Key Skills of:
AQA Basic Skills qualifications will now be available
■ Communication
until the June 2012 series.
■ Application of Number
■ Wider Key Skills
■ Information and Communication Technology
The AQA Wider Key Skills qualifications in their present
■ Working with Others form will continue to be available until June 2011.
■ Improving own Learning and Performance However, funding may be limited after June 2010.
■ Problem Solving.

Areas of study and learning that can be used to

encourage the acquisition and use of Key Skills, and to
provide opportunities to generate evidence, are
provided in the Teachers’ Resource Bank for this
specification.
The above information is given in the context of the
knowledge that Key Skills at levels 1 and 2 will be
replaced by Functional Skills.
The replacement of Key and Basic Skills with
Functional Skills
The Key and Basic Skills qualifications will gradually be
replaced by the Functional Skills (aqa.org.uk/
functionalskills) which will be available in centres from
September 2010. All Examination Officers in centres
offering AQA Key Skills, Wider Key Skills and Basic
Appendices

Skills have been sent a letter outlining the details of the

end dates of these subjects. Copies of the letters have
also been sent to the Head of Centre and Key Skills or
Basic Skills coordinator. This is a brief outline of that
information. It is correct as of October 2010.
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GCSE Physics
Specification
For exams January 2012 onwards
For certification June 2013 onwards

Qualification Accreditation Number: 600/0891/X

Centres should be aware that candidates who enter for more than one GCSE qualification with the same
classification code will have only one grade counted for the purpose of the School and College Performance
Tables. In the case of a candidate taking two qualifications with the same classification code that are of the
same size and level, eg two full course GCSEs, the higher grade will count.
Centres may wish to advise candidates that, if they take two specifications with the same classification code,
schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs.
The same view may be taken if candidates take two GCSE specifications that have different classification codes
but have significant overlap of content. Candidates who have any doubts about their subject combinations
should check with the institution to which they wish to progress before embarking on their programmes.
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